1 Evolving Thinking: Developments from a Cardiff Perspective Dr Sarah Williamson Head of Learning & Teaching Support

Overview The journey… The Cardiff Gwella Story Examples: –Conference –Building Capacities Re-thinking evidence gathering The Cardiff Education Strategy

In the beginning… In February 2006 the Learning Environment Strategy was approved The vision of the strategy was to create a world-leading learning environment at Cardiff University To evaluate the learning environment; enable users to make the most of the learning environment; explore new possibilities; and extend and enrich the learning environment

Early developments Learning Environment Group established 2007 eLearning Change Champion post created –to plan, coordinate and manage a study of eLearning Then in November 2007 HEFCW announced that Welsh institutions that had not already undergone benchmarking would do so Benchmarking was structured to ensure it provided an accurate and meaningful picture for Cardiff University

Key Findings from Benchmarking The educational dimension Greater variety of support Communication Design of learning materials Minimum levels of provision Dissemination of case studies

The Enhancement Project Plan, design, implement and facilitate educational events and workshops Develop educational materials Investigate and evaluate emergent technologies Identify, develop and disseminate case studies Develop the TEE Fund Develop guidelines on accessibility and the design of learning materials Communication

The Enhancement Project Plan, design, implement and facilitate educational events and workshops Develop educational materials Investigate and evaluate emergent technologies Identify, develop and disseminate case studies Develop the TEE Fund Develop guidelines on accessibility and the design of learning materials Communication

Examples Conference enhanced-education-conference-2011/ Building Capacities capacity/

Review of Educational Requirements To look at education in general Gain an appreciation for how Schools interact with students Aim: to give an evidence-based understanding of the educational requirements of the Schools that will form the basis of future investigations and decisions for technology-enhanced education in Cardiff University

Objectives of the Review how technology is already incorporated in education where existing services do not currently meet the needs of the user where users perceive that a service or technology is not available where there are gaps in the provision how the use of TEE is implemented and supported at other HEIs worldwide

Key Findings Time Lack of recognition for teaching Lack of willingness to change Class sizes Physical teaching space needs Lack of awareness of what is already available Want more multi-media and interactive content Turn to people within Schools for support The preparedness of students can be an issue

User Requirements Using the evidence from the Review (and other request over the years) a list of user requirements was developed User requirements had never been captured and recorded before… therefore there was a list of 35! Presented the requirements to the VLE User Group in January 2010 Asked them as the community to prioritise these Used this information as the basis for upgrading VLE

Other developments Technology-enhanced learning (or ELTT?!) is now seen as part of the support for education in general –this will ensure sustainability Built into our Quality Assurance processes

New Education Strategy Systems development –learning systems to be constantly developed to meet emerging user requirements –increased flexibility in the delivery of provision Skills development –importance of preparing students for employment –development of digital literacy skills –more understandable context for academic staff to see the importance of using technology appropriately within the curriculum

Learning Literacies Academic and Professional Literacies critical thinking, creativity, innovative thinking, problem solving, reflection, academic writing, teamworking, note- taking, time and self management, numeracy, analysis, synthesis, evaluation, self-directed learning, collaborative learning Digital Literacies being able to use: communication tools, office programmes, digital devices, analysis tools, social software, profession- specific software, collaborative tools Information Literacies searching, retrieving, analysing, interpreting, critiquing, evaluating, managing resources, navigating info spaces, referencing, sharing content

New Education Strategy Staff Development We will enhance the community of learning for our staff; instilling a culture of lifelong learning that will assist staff in the continual improvement of their teaching in line with advances in teaching, assessment and feedback methodologies, technological advances and, most importantly, in response to the Student Voice.

Linking to the HEFCW Strategy Our evolved thinking: The more that tools and technologies are incorporated as part of the general delivery of all curriculum the sooner Cardiff University will reach the aim of Enhancing Learning and Teaching through Technology: a Strategy for Higher Education in Wales that the use of technology should be considered a normal part of mainstream provision, processes and practices.

Contact Dr Sarah Williamson Head of Learning & Teaching Support Simon Wood Officer for Technology-Enhanced Education