1. Flipping the Institution e-learning, e-teaching, e-literacies
The is presentation is about the gap between digital innovation and digital resistance and why the principles of flipped learning could close or widen it.
Sue Watling
Educational Development and Enhancement Unit (EDEU) University of Lincoln
Academic Practice and Technology Conference July 7th 2015
University of Greenwich #uogapt

2. The struggle with technology is a battle many still face on a day to day basis.

3. Image from http://travel-for-soul.blogspot.co.uk/
Digital divides are commonly associated with digital inclusion and accessibility.
Other digital divides exist between academics who are or are not digitally confident.
Educational technology research has focused on e-learning rather than e-teaching.
Flipped learning invites institutions to revisit how VLE are used and how academic staff are supported to use them.
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4. UCISA TEL Survey 2014 Drivers for adoption Barriers to development
Enhancing quality of learning and teaching
Responding to student feedback
Barriers to development
1. Lack of time
2. Lack of knowledge
3. Lack of money
4. Institutional/Departmental/School culture
Support for academic staff has been identified e.g.
JISC LLiDA
HEA Flexible Pedagogies
UCISA Technology Enhanced Learning Survey

5. Sue Watling PhD Research
- Educational inquiry into the influences on academics towards their virtual learning environments (VLE). - Application of action research methodology to 3 iterative cycles of development of two Teaching and Learning in a Digital Age (TELEDA) courses, 30 Level 7 credits each.
Rationale - Focus on e-learning not e-teaching.
- Absence of voice from the digitally shy.
- Discourse of transformation and enhancement.
- Need to unpick rhetoric and reality.
Further information
Research poster from recent Show and Tell event.
Action research methodology has been applied to the development of Teaching and Learning in a Digital Age (TELEDA)courses.
The aim is to enhance understanding
Iterative structure of TELEDA development

6. Literature Review Key themes from research literature review
Educational technology research predominantly about success stories
Other experiences are missing
Educational technology research critiqued for lacking theory
Scant evidence showing technology has made any difference to learning outcomes
We have to unpick the strands of rhetoric and reality

7. Widening Participation
'C&IT will overcome barriers to higher education, providing improved access and increased effectiveness, particularly in terms of lifelong learning. Physical and temporal obstacles to access for students will be overcome with the help of technology. Those from remote areas, or with work or family commitments need not be disadvantaged. Technology will also allow the particular requirements of students with disabilities to be more effectively met by institutions.' (Report of the NCIHE, 1997: 13.4) 
Looking backwards to the Dearing Report
Looking forward future use of VLE

8. Data analysis
Staff want students to have the best possible learning experience – not necessarily with technology
Digital literacies are complex and personal
Academics need protected time and space for developing digital confidence
Making assumptions about digital ways of working is risky and may lead to failure
key themes emerging from research data

9. Myths of Digital Competence
Myths of digital competence – for example:
Not everyone is digitally connected, owns a mobile device, has access to a webcam or microphone or a quiet place to work in etc
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10. Data surprise
Data suggests unexpected insight into student use of technology
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11. Conclusion The corollary to e-learning is e-teaching
Flipped learning offers opportunities to:
revisit institutional support for academics
revisit e-elearning, e-teaching and e-literacies
Contact details
#suewatling