1. John Davey and Sue Roberts Teams or Territoriality: Multi-professional Approaches to Developing eLearning – the SOLSTICE Experience The Open University Library 18th January 2007

2. Structure Context – eLearning, Edge Hill and SOLSTICE ‘Intelligence informed dialogues’ Multi-professional teams (‘New academic teams’) Case study examples Reflection and discussion

3. Background

4. Context – eLearning at Edge Hill Introduction of WebCT early 2000 Development for specific Postgraduate programme Growth of use over seven years: 2003/042004/052005/06 Students (as individuals in WebCT) 6,0687,58310,474 Students (as places registered on courses) 13,37216,85622,874 Course developers130154247 Courses148205316 No institutional ‘template’ – individual situations, bespoke solutions Central support

5. Context - SOLSTICE Enhancement of learning experience and environment through supported online and blended learning: Investment in technologies and facilities for learning Promoting a student-centred approach to supported online and blended learning and use of learning technologies Research into the student experience to inform policy/practice Continued ‘intelligent’ use of learning technologies – student and learning focused, informed Growth of a hub of expertise within Edge Hill – impact on larger numbers of staff, students and programmes Continuing professional development of staff Engagement with sector, nationally and internationally dissemination, discussion

6. Key features of SOLSTICE Between ‘new academic teams’ - academics, learning and technology support roles, stakeholders etc. Constructively aligned design (learning – teaching – assessment – evaluation) Bespoke, tailored – alignment of purpose with audience to determine form Grounded in notions of active learning and social constructivist pedagogies Informed by, and generative of, research and scholarship Enhancement and dissemination focused Characterised by teaching and learning approaches - cognitive processing, interaction supported by technology SOLSTICE – an ‘intelligence informed dialogue’

7. SOLSTICE information www.edgehill.ac.uk/solstice

8. The art of bespoke tailoring An ‘intelligence-informed’ dialogue, focused on alignment of: PURPOSE + AUDIENCE FORM Intelligence about learning Intelligence about unique and situated characteristics of learners Intelligent deployment of technologies Research and evaluation of…

9. ‘New academic teams’ The SOLSTICE position A “vision of a multi-professional team of academics, learning technologists and information specialists creating a learning environment and learning experiences with the learner at the centre” “Intelligent deployment of technologies must be predicated upon multi-professional dialogue” From hybrid individuals to hybrid teams – i.e. salad not soup

10. Multi-professional teams – current experiences What are your experiences of working in multi- professional teams (on eLearning Developments)? What worked well/ what issues arose?

11. Conditions for working/learning together Potential barriers Professional silos Role perceptions Professional territoriality Group norms, culture etc. Pace of change Lack of strategic direction Time! Individualism Short-termism re: projects Partners in educational development Could “eliminate competition and turf protection within our organisations.” (Stoffle, 1996)

12. Conditions for working/learning together Potential enablers Focus on common purpose Pedagogy at centre Strategic direction/support Learning from each other Pilot collaborations and evaluation Co-analysis, evaluation and research Climate of trust Reward and recognition Blended learning as vehicle

13. Case Study 1 – Cadet nurses Cadet nurse preparation/orientation - issues of learning, community, orientation Learning for assessment and interview Sense of belonging Familiarity with environment and support Blended approach - f-2-f, alongside video clips, basic web information, electronic news updates…no VLE use! Bespoke solution, transferable principles ‘New academic team’ approach – HE and FE tutors, SHA, learning technologists, learning resources specialists…and cadet nurse

14. Case study 2 – learning spaces Zoning Social learning space Research and reading room Individual and group rooms Feedback and use

15. Case study 3 – Spring Board

16. Multi-professional teams – the future Considering what we have just discussed, can you identify potential projects or developments that would benefit from multi-professional team working? What do you need to do to maximise the conditions for multi-professional teams?

17. Implications for CPD CPD Learning technologies Pedagogy Team(s) - leadership of teams - pedagogy central - Mix of strengths and approaches - ‘building bridges’ Individual - role analysis - reflecting critically… - recognise where to get support - exploring the ‘art of the possible’ - knowing your limitations - collaboration - designing for learning - ‘instructional design’ - literacies for learning

18. ‘New Academic Teams’ - positives Multiple voices and perspectives Cross fertilization of ideas Collaboration and learning from each other – growth in expertise Cross-institutional developments/relationships …and potentially - more effective learning and learning environment Impact on individuals – their roles and personal development

19. Contact and references John Davey - SOLSTICE Manager daveyj@edgehill.ac.uk 01695 584192 SOLSTICE solstice@edgehill.ac.uk 01695 584744 Bury, R., Martin, L. and Roberts, S. (2006) ‘Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals.’ Health Information and Libraries Journal 23 (Suppl. 1), pp. 22-31 Roberts, S., Schofield, M. and Wilson, R. (2005) ‘New academic teams,’in Levy, P. and Roberts, S. (eds) (2005) Developing the New Learning Environment: the changing role of the academic librarian. London: Facet Publishing. 111–132.