1. Developing a Strategy for Technology Enhanced Learning at UEL

2. Changing the learning landscape Welcome and introductions Sarah Davies s.davies@jisc.ac.uk @sarahjenndavies Sarah Knight s.knight@jisc.ac.uk @sarahknight

3. Changing the learning landscape Aims for today….to start a conversation…  To share current thinking and best practice in the development and implementation of technology enhanced learning (TEL) strategies from across UK higher education  To discuss the requirements for developing a successful TEL strategy at UEL  To identify approaches and models of implementation for the new TEL strategy  To explore models of engagement for both staff and students

4. Leading TEL change across the university Changing the learning landscape Developing digital literacies of staff and students Student engagement – working in partnership Using technology to enhance curriculum design practices and processes Technology enhanced assessment and feedback practices Approaches to implementing technology enhanced learning – key ingredients:

5. Changing the learning landscape Embedded change New practices Accepted Demonstrated Culture Changed to encourage new practices

6. Changing the learning landscape The ingredients Clear strategic vision Visible top management commitment Model culture change at highest level Modify the organisation to support the change Highlight the benefits of new practices Connect the interests of the institution and those affected

7. Changing the learning landscape TEL strategy development Review where you are now with technology-enhanced learning Link to other strategies and drivers Based on UEL’s distinctive mission and strengths Consider other initiatives in train Use visioning/scenario planning techniques – and sector scanning Ensuring the ownership and governance of the strategy by senior management What will look different if you’re successful?

8. Changing the learning landscape Keeping it going Evaluation and review Constant communication Celebration Change managers

9. Changing the learning landscape The process Strategy 5% Planning 5% Education and training 15% Anchoring 75% Changing the learning landscape

10. Mainstreaming TEL in the sector Changing the learning landscape Institution-wide investment and pushes on eg VLE+, assessment management Local innovation on collaborative learning, innovative pedagogies Need to join up in ‘middle-out’ Resurgence of interest in online delivery Flipped classroom working well in some areas Importance of admin, access, user-owned technology and ‘hygiene factors’ to students Staff inevitably in different places on learning curve If everybody did one thing differently… But students value some kinds of consistency

11. Mainstreaming TEL - lessons Changing the learning landscape Support communities of interest and cohorts Develop roles of professional staff to support others Work with students as agents of change Fund mini-projects in departments and services Embed into the curriculum – get into processes, guidance etc Ensure infrastructure is supportive and up to the job Consider reward and recognition Provide easy to access support Importance of teaching staff and students telling stories of successful innovation

12. Reflection point Changing the learning landscape What does your current TEL landscape look like? If your drive for change is successful, what will look different in 3 years’ time?

13. Developing Digital Literacies Changing the learning landscape

14. Student engagement – working in partnership Changing the learning landscape Developing an institutional strategy for student engagement (support from NUS resources) Understanding students expectations and experiences of technology – Jisc Digital Student project Institutional approaches to engaging students as partners in curriculum design, developing digital literacies and assessment and feedback

15. Changing the learning landscape Where does UEL currently sit on this 4 stage model of engagement? Reflection point

16. Understanding students’ expectations in relation to TEL Jisc Digital Student study explored students expectations and experiences of technology use in higher education. Literature review: overview of background work from Jisc, HEA, British Library etc. Around 20 studies reviewed. Analysed in depth: 3 national studies 12 institutional studies Student focus group (x13) Interviews with institutional practitioners (x12) Interviews with stakeholders (NUS, SCONUL, RLUK, RUGIT, UCISA, Jisc) Join the conversation http://digitalstudent.jiscinvolve.orghttp://digitalstudent.jiscinvolve.org Changing the learning landscape

17. A checklist…. Changing the learning landscape Manage student expectations Equip students to learn effectively with digital technology Support students and staff to use their own devices (BYOD) Ensure digital content is device neutral where appropriate Enhance the curriculum with digital activities and experiences Engage students in projects to enhance their digital experience Develop and reward innovators Encourage a culture of continuous organisational research Consider digital experiences alongside other aspects of the student experience

18. Working in partnership – institutional approaches Changing the learning landscape Some examples of institutional approaches to engaging students as partners, champions and collaborators in the use of technology to support learning and teaching: Students as digital pioneers –Oxford Brookes University, Greenwich University Working in partnership –University of Reading and University of Winchester/Bath Spa University Students as change agents – University of Exeter and Birmingham City University

19. Students as digital pioneers – Oxford Brookes University Changing the learning landscape Oxford Brookes InStePP project - Student partnerships offer a way to join up provision for digital literacies for staff and students across the institution by establishing, supporting and building recognition for the role of student ‘ePioneers’ within existing core academic and e-learning development activities. Oxford Brookes InStePP project Resources available: 3-way partnership agreement model Development wheel Recruitment documentation ePioneer Role descriptorsRole descriptors Endorsed professional body (ILM) scheme: FutureConsultants course outlineFutureConsultants

20. Students as digital pioneers – University of Greenwich Changing the learning landscape Greenwich Digital Literacies in Transition project - cross-university studentships foster a community of student-led research to support and feed into all other aspects of the project. Termed the IRG (Interdisciplinary Research Group), this group of students, their mentors and members of staff from all aspects of the institution will engage in baselining activities as well as develop digital literacy OERs. Greenwich Digital Literacies in Transition project Resources available: Student journey questionnairequestionnaire Student journey badgesbadges Resources relating to the Interdisciplinary Research Group e.g. recruitment processInterdisciplinary Research Group

21. Students as partners – Reading, Winchester and Bath Spa Changing the learning landscape University of Reading Digitally Ready project has worked with students as partners in digital projects with academics, students as researchers, students feeding in their stories to inform work on the project and students undertaking work directly for the projectDigitally Ready project Student Fellows at Bath Spa and Winchester - The FASTECH project is focused on enhancing feedback and assessment processes through the use of technology. The project has recruited Student Fellows to participate in research activities, generate ideas, develop case studies, write blogs and attend and present at conferences. They are the interface between the project team and students and lecturers. FASTECH project

22. Student Academic Partners – Birmingham City University Changing the learning landscape The Jisc T-SPARC project engaged with students through the University’s Student Academic Partners (SAP) programme as part of a review of curriculum design practices and processes. T-SPARC projectStudent Academic Partners (SAP) SAP aims to integrate students into the teaching and pedagogic research community within BCU in order to develop collaboration between students and staff. The T-SPARC project also produced a wider stakeholder engagement model which could be used when considering the development of student engagement activities.stakeholder engagement model

23. Students as change agents – University of Exeter Changing the learning landscape  Students have been given opportunities to work in partnership with university staff in order to address the challenges of using technology with large and diverse cohorts.  They have undertaken research on student views and perceptions, provided recommendations and solutions for practice, and have supported staff in bringing about wide-scale changes in teaching.  Much of this work evolved through the Jisc funded Integrate project. Resources are available on the project website. The work continues through projects such as the Cascade Digital Literacies project which involves postgraduate researchers. Integrate project Cascade The Student Engagement Handbook: Practice in Higher Education; Edited by Dunne and Owen; ISBN: 978-1-78190-423-7

24. Establish the case for student partnerships including identification of needs and mutual benefits. Establish the case for student partnerships Good practice in setting up student partnerships should: Change Agent Network

25. Establish the case for student partnerships  Identify drivers and needs  Identify potential benefits and impact for students, staff, employers and the institution.  Map the potential benefits and impact to institutional strategies  Engage stakeholders from across the institution in establishing the case for student partnerships.  Engage employers and professional/sector bodies.  Map the potential benefits and impact to policies for e.g. graduate attributes, employability, digital literacy, career planning, student experience, MIS, TEL etc.  Establish cross-institutional approaches to working collaboratively.  ……………………………………………………………  ………………………………………...………………… Instituting student partnerships Based on the Viewpoints model: http://www.viewpoints.ulster.ac.uk

26. Changing the learning landscape Join the Jisc supported Change Agent Network – http://www.ChangeAgentsNetwork.co.ukhttp://www.ChangeAgentsNetwork.co.uk and consider attending the event for staff and students at University of Winchester on 18-19 th February #CAN2014 Explore further guidance: Jisc guidance - http://bit.ly/1aZunJWhttp://bit.ly/1aZunJW http://www.heacademy.ac.uk/students-as-partners http://www.nus.org.uk Next steps…

27. Reflection point Changing the learning landscape What approaches to student engagement would work well at UEL? What existing practices can be built on? Key points for noting for later discussions

28. Using technology to enhance curriculum design “Curriculum design and approval is one of the few institutional processes in which almost all faculty level processes and central services have a stake.” – University of Strathclyde

29. Using technology to enhance curriculum design Considered use of technology as part of the curriculum design process can help you to: develop new solutions to address organisational, technical and educational issues communicate in new ways with stakeholders to facilitate discussion and collaboration access, record and capture information to inform your curriculum design improve access to guidance for those designing and describing curricula model, test and refine new approaches in curriculum design

30. Using technology to enhance curriculum design Considered use of technology as part of the curriculum design process can help you to: improve communication flows both internally and externally provide ‘single-truth’ sources of information that are accurate and can be interrogated and analysed to suit multiple purposes develop effective and agile validation processes that are more responsive to employer and community needs increase consistency both in terms of the learner experience and quality assurance develop more efficient administrative processes http://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum- design ‘The potential gain of technology-enabled systems is not just one of increased efficiency. A clear finding from those who have invested in them is that improved approval and review processes aid rather than inhibit good educational design.’

31. Changing the learning landscape How does technology support the curriculum design processes and practices at UEL? Reflection point

32. Manchester Metropolitan University – SRC Project Manchester Metropolitan University aimed to develop curricula that were more responsive to the needs of students and employers. They developed streamlined documentation and transparent approval and review processes including an innovative board game based on curriculum design and approval processes. Faculty-based approval processes were replaced by a centralised light- touch review and approval system ensuring a more consistent student experience across all units of learning. This work ran alongside another strategic initiative, that of re-engineering the entire undergraduate curriculum to provide a sharper focus on formative assessment. Manchester Metropolitan Universityinnovative board game based on curriculum design and approval processesre-engineering the entire undergraduate curriculum "The most significant achievement has been the undertaking of a major institutional transformation programme. This has involved a re-design of the entire undergraduate curriculum, some 2400 course units. The objective of this re-write was to focus on learning outcomes that students could understand, standardise the number of credits for any particular unit, streamline the number of assessments per unit and link assessments to learning outcomes and learning outcomes to a set of generic employability outcomes."

33. Birmingham City University – T-Sparc Project Birmingham City University has developed a radically new approach to course approval that facilitates the integration of authentic, real-world practices into formal approval processes. One-off, paper-based validation events are replaced by a continuous process of curriculum development and enhancement captured via digital media and supported through Microsoft® SharePoint®. A rough guide to curriculum design takes course teams through the innovative approach and digital recording issues are addressed within the institutional data protection policy. Birmingham City Universitya radically new approach to course approval rough guide to curriculum designinstitutional data protection policy "Our intention has been to move from a position where curriculum design as a process is undertaken primarily as a prelude to an end-point approval event to one that embraces iterative collaborative design from which approval cascades."

34. Cardiff University – PALET Project Cardiff University worked on several fronts to ensure more effective communication of course information. Cardiff University They developed web services to enable academic schools to manage the publication of module data; they also restructured the information held in the student information system by developing templates for module and programme descriptions. These developments have transformed the ability of staff and students to access programme information and improved the likelihood of providing consistent and accurate information. "The headline achievement of the PALET project can be described in straightforward terms: It is to have created a new, holistic context for how Cardiff University approaches the design, management and communication of its educational provision in the future.“

35. The Open University – OULDI project Curriculum design is an inherently collaborative activity. Learning design tools enable curriculum designers to model a new or revised curriculum proposal, then share and discuss the outcomes with stakeholders. The Open University developed a tool providing a compendium of approaches in learning design and built into the design the ability to collaborate on design activities at a distance. In addition, they have developed a set of course mapping and profiling templates and activities to help designers visualise the consequences of design decisions on pedagogy, cost and the student experience.Open Universitya compendium of approaches in learning designcourse mapping and profiling templates "Challenge and change in curriculum design process, communities, visualisation and practice across six universities."

36. Reflection point Changing the learning landscape Are there opportunities for TEL to support and enhance curriculum design practices and processes at UEL? Key points for noting for later discussions

37. Technology Enhanced Assessment and Feedback Changing the learning landscape Jisc Assessment and Feedback programme (2011- 2014) 20 projects and 30 institutions involved across the UK 3 strands focused on institutional change, evaluation of technologies and software development Supporting large-scale changes to assessment and feedback practice through technology www.jisc.ac.uk/assessmentandfeedback http:// bit.ly/jiscdsaf

38. Technology-enhanced assessment & feedback Changing the learning landscape ‘The wide range of ways in which technology can be used to support assessment and feedback.’ These technologies may be generic (such as VLEs, wikis, podcasts, e-portfolio systems) or purpose-built (such as on- screen assessment systems and tools to support peer review)

39. Assessment and feedback challenges Changing the learning landscape Strategy and policy Infrastructure Assessment and feedback practice Engagement

40. Technology Changing the learning landscape

41. Technology to support…

42. Reflection point Changing the learning landscape What does technology-enhanced assessment and feedback mean to you? What are your current successes in this area? What are the ongoing challenges?

43. Engaging learners with feedback, and providing opportunities for ‘feedforward’ Changing the learning landscape Feedback is…

44. University of Westminster Changing the learning landscape “It has helped I think because since then my marks have shot up.” See Reflecting on Feedback video case study at http://www.jisc.ac.uk/digias sessReflecting on Feedback http://www.jisc.ac.uk/digias sess

45. Employability – University of Exeter Changing the learning landscape

46. Assessment Management – University of Huddersfield Benefits - Students ‘There is strong evidence to suggest that not only is electronic assessment management their preference, but that those who came to appreciate its attendant benefits then begin to see electronic assessment as their entitlement’ EBEAM final report Increased control and agency Reduced anxiety Improved privacy and security Increased efficiency and convenience Feedback which is clearer and easier to engage with, understand and store for later use

47. University of Huddersfield Benefits Institutions ‘It has, however, demonstrated that institutions can save a considerable amount of money through the increased efficiency that is generated through the movement from paper-based assessment to EAM.....It is important to note that there is not simply a reduction in labour, but rather a shifting of labour.’ EBEAM final report Staff Main impact on staff is marking Identified three groups - early adopters, healthy sceptics and reluctant users Building in flexibility in how staff mark so that all move to it when ready is likely to generate most benefits

48. Key points… Policies and buy in needed around assessment and feedback turnaround policies Rubrics providing criteria for marks and feedback need to be clear Need to consider how long students have access to marks and feedback Consider supporting staff professional development in the writing of feedback that supports dialogue and feedforward Analytics can be a positive motivator and is worth pursuing to inform decision-making AND need to remember that for some students and staff, paper-based formats for assessment and feedback remain important, and need to be considered

49. Manchester Metropolitan University: Assessment Lifecycle

50. MMU: e-Submission

51. REAP principles of good assessment and feedback Good assessment and feedback should: Clarify what good performance is (goals, criteria, standards). Facilitate the development of reflection and self-assessment in learning Deliver high quality feedback to students: that enables them to self- correct Encourage peer and student-teacher dialogue around learning Encourage positive motivational beliefs & self esteem through assessment Provide opportunities to act on feedback Provide information to teachers that can be used to help shape their teaching (making learning visible) Nicol and Macfarlane-Dick (2006)

52. Principle-led change Viewpoints approach - http://wiki.ulster.ac.uk/ display/VPR/Home “Workshops succeeded, impressively, in creating change locally but, importantly, in seeding change beyond the immediate participation experience." Emeritus Professor David Nicol

53. Jisc online guidance Four short guides are now available on four key themes: Changing assessment and feedback practice – how to approach large- scale change in assessment and feedback practice with the help of technology Changing assessment and feedback practice Electronic assessment management – using technology to support the assessment lifecycle, from the electronic submission of assignments to marking and feedback Electronic assessment management Enhancing student employability through technology-supported assessment and feedback – how the curriculum can help develop the skills and competencies needed in the world of work Enhancing student employability through technology-supported assessment and feedback Feedback and feed forward: using technology to support learner longitudinal development Feedback and feed forward Changing the learning landscape

54. Reflection point Changing the learning landscape What educational principles underpin effective assessment and feedback at UEL? Which areas of assessment and feedback are key for UEL and how can TEL support this? Key points for noting for later discussions

55. Changing the learning landscape Further information  Jisc e-Learning programme: www.jisc.ac.uk/elearningprogrammewww.jisc.ac.uk/elearningprogramme  The Jisc Design Studio: http://jiscdesignstudio.pbworks.com http://jiscdesignstudio.pbworks.com  Assessment and Feedback resources: http:// bit.ly/jiscdsaf http:// bit.ly/jiscdsaf  Digital Literacies resources: bit.ly/diglitds  Using Technology to improve curriculum design http://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum- design http://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum- design  The Digital Student: http://digitalstudent.jiscinvolve.org http://digitalstudent.jiscinvolve.org  Change Agents Network: www.changeagentsnetwork.co.uk www.changeagentsnetwork.co.uk

56. Group discussion Changing the learning landscape

57. Group discussion Changing the learning landscape Group Activity – Discussions in two groups: a) From what we have heard what do we need to know more about? b) From what we have heard what are the top three areas/topics that we need to focus on?

58. Actions and next steps Changing the learning landscape