Thinking about the role of technology in the course Dr Greg Benfield Oxford Centre for Staff and Learning Development

A reminder about assessment and feedback measurable impact Formative use of CAA stands out as a rare application of e-learning leading to measurable impact on student performance (Sharpe et al 2006)

Oxford Centre for Staff and Learning Development Extended, technology- enhanced assignments E.g. student journals using blogs

Oxford Centre for Staff and Learning Development …. or e-portfolios to assemble and present artifacts from extended tasks

Oxford Centre for Staff and Learning Development Wikis for collaborative authoring and presentation Annotated bibliographies Student research journals (Geoverse) Collaborative student projects

Oxford Centre for Staff and Learning Development Learner experience studies (c 2010) 9 JISC Learner experiences of e-learning projects over 4 years ELESIG special interest group reaches 1000 members

Oxford Centre for Staff and Learning Development Growing body of technology use studies

Oxford Centre for Staff and Learning Development Key messages Enormous diversity Institutional context highly influential

Oxford Centre for Staff and Learning Development Aspirations E.g. JISC Innovation Programme: Call for Projects in Developing Digital Literacies* A vision for digital literacies including digitally literate graduates, whoare skilled users of digital information, whether scholarly or professional, public or personal. They move readily between virtual and face to face environments, and across boundaries of national and professional identity, when collaborating with others. digitally literate organisation(s) that treats the digital know-how of its members, staff and students alike, as a critical resource to be routinely audited, progressed, used in a range of multi-role teams, recognised and rewarded. *

Oxford Centre for Staff and Learning Development The SLiDA Project How are institutions creating and enabling opportunities that promote the development of effective learning in a digital age? Teaching studio in use, University of Edinburgh

Oxford Centre for Staff and Learning Development Key findings from SLiDA WHAT are institutions doing to support the development of learners for a digital age? 1.Preparing students for their experience of learning with technology 2.Enabling learners to use their own devices and services 3.Reconfiguring campus spaces for social learning 4.Listening to learner voices 5.A strategic emphasis on course design for blended learning

Oxford Centre for Staff and Learning Development 1. Preparing students Digital and learning literacy induction session for all full time students (E.g. Abingdon and Witney College )

Oxford Centre for Staff and Learning Development 5. course design for blended learning Strategic learning and teaching focus, embedding digital literacies development in the curriculum through blended learning course design (E.g. London Metropolitan University, Oxford Brookes University, University of Salford, University of Wolverhampton)

Oxford Centre for Staff and Learning Development Entitlements E.g. 6 Blended Learning entitlements at University of Wolverhampton6 Blended Learning entitlements Minimum digital learning resources requirements in other institutions

Oxford Centre for Staff and Learning Development Graduate attributes E.g. Oxford Brookes Digital and information literacy: being confident, agile adopters of a range of technologies for personal, academic and professional use (Examples)(Examples) using digital tools to reflect on and record learning and professional and personal development (Examples)(Examples) engaging productively in relevant online communities (Examples)(Examples)

Oxford Centre for Staff and Learning Development Task In programme groups: Write down a rationale for the use of technology in your course Identify one or more key examples of how technology is/will be used in this way

Oxford Centre for Staff and Learning Development References Biggs, J. (2003). Teaching for Quality Learning at University Second Edition. Maidenhead, Open University Press. Browne, T. and Jenkins, M. (2003). 'VLE surveys: a longitudinal perspective between March 2001 and March 2003 for Higher Education in the United Kingdom.' UCISA. online accessed 12 November 2003 Catley, P (2005). One Lecturer's Experience of Blending E-learning with Traditional Teaching or How to Improve Retention and Progression by Engaging Students. Brookes eJournal of Learning and Teaching, 1(2) online at Collis, B. & Moonen, J. (2005). An On-Going Journey: Technology as a Learning Workbench. [Online] at Conole, G., De Laat, M., Dillon, T. and Darby, J. (2006, November 2006). "JISC LXP: Student Experiences of Technologies Draft Final Report." November 2006.[Online] Retrieved 20 Nov, 2006, from Creanor, L., Trinder, K., Gowan, D. and Howells, C. (2006, August 2006). "LEX: The Learner Experience of e-Learning Final Project Report August 2006." [Online] Retrieved 2 November, 2006, from DfES (2005) 'Harnessing Technology: Transforming learning and children's services'. Online at HEFCE (2005). HEFCE strategy for e-learning, online at JISC (2003). 'Virtual and Managed Learning Environments.' Joint Information Systems Committee. online at accessed 25 August JISC (2004). Effective Practice with e-Learning: A good practice guide in designing for e-Learning. Bristol, JISC. Online at

Oxford Centre for Staff and Learning Development References contd JISC (2005). Innovative Practice with e-Learning. Bristol, JISC. Online at JISC. (2007). "Student Expectations Study: Key findings from online research and discussion evenings held in June 2007 for the Joint Information Systems Committee." [Online] Retrieved 10 September, 2007, from Laurillard, D. (1993). Rethinking University Teaching-A framework for the effective use of educational technology. New York, Routledge. Laurillard, D. (2002). Rethinking University Teaching-a conversational framework for the effective use of educational technology. London, RoutledgeFarmer. Mayes, T and de Freitas, S. (2004) Review of e-learning theories, frameworks and models. JISC. Online at 01).pdf 01).pdf Sharpe, R, Benfield, G, Roberts, G and Francis, R (2006). "The undergraduate experience of blended e-learning: a review of UK literature and practice undertaken for the Higher Education Academy." Retrieved 3 October, 2006, from Salaway, G., Caruso, J. B. and Nelson, M. R. (2007). "The ECAR Study of Undergraduate Students and Information Technology, 2007." [Online] Retrieved 9 October, 2007, from

Wolverhampton blended learning entitlements full provision of module related documents in electronic format; regular formative assessment with feedback, that all face to face learning is interactive, opportunities to learn from each other collaboratively, electronic personal development planning, and, the opportunity to submit all appropriate summative assessments electronically

Confident agile adopters have the ability to apply general software interface principles to independently explore new software proficiently managing digital information, including searching for, retrieving, evaluating and citing information appropriate to their subject matter selecting and using appropriate authoring technologies from a range (e.g., , wikis, blogs, word processing, presentation, CAD, html authoring) selecting and using a range of technologies for personal knowledge building ability to securely and responsibly manage ones own and other peoples data and online identities

Use digital tools knowing and observing appropriate conventions on authoring in a variety of media and in a variety of professional and academic contexts ability to search, aggregate and organise digital information from a variety of sources for personal use ability to represent oneself online in a suitable way for academic and professional purposes selecting and using appropriate technology for recording and representing academic, professional and personal development

Online communities selecting and using appropriate communication technologies for group work knowing when and how to maintain appropriate levels of privacy in drafting and publishing to individuals and groups effectively managing group interactions using multiple technologies selecting and using technologies to represent and synthesise individual and group knowledge/learning communicating effectively online developing fluency and command of voice in online authoring and publishing