![References: Life Long Learning UK. (2010) Exploring the impact of technology on learning http://www.lluk.org/learning3.htm [Accessed 25‑Jun‑10] Light, Greg. Calkins, Susanna. and Cox, Roy. (2008) Learning and Teaching in Higher Education: The Reflective Professional http:// books.google.co.uk/books?id =N9uqqXGujJsC [Accessed 21 Jun 10] Price, Linda. and Kirkwood, Adrian. (2008) Technology in the United Kingdom’s Higher Education Context. In: Scott, Shelleyann and Dixon, Kathryn C. eds. The Globalised University: Trends and Challenges in Teaching and Learning. Perth: Black Swan Press, pp. 83–113. http://oro.open.ac.uk/11353/1/Technology_in_the_UK_HE_Context-HO.pdf [Accessed 21‑Jun‑10] Edge Hi ll University Mark Ayton 29 th June 2010](https://image.slidesharecdn.com/presentationv2-111017093628-phpapp01/85/EHU-Introducing-Tech-29Jun10-16-320.jpg)
EHU Introducing Tech 29Jun10
- 2. Technology Enhanced Learning: Building Staff Confidence and Skills Mark Ayton 29 th June 2010 Edge Hi ll University
- 3. Contents: Management “buy-in” Supporting network Launching the initiative Establish where we are now Facilitate development projects Disseminate progress Mark Ayton 29 th June 2010 Edge Hi ll University
- 4. “ Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course designs.” “ Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources , administration, teaching programmes , teaching practices and learning approaches , often resulting in technology-led course designs .” Price & Kirkwood (2008 p1) Edge Hi ll University Mark Ayton 29 th June 2010
- 5. Learning Technology Development Manager: Solicit “buy in” from faculty management Meet with management and delivery teams Establish supplier / client relationships What is expected, what are the commitments Agree review processes Edge Hi ll University Mark Ayton 29 th June 2010
- 6. Learning Technology Development Manager: Ensure support staff are aware of their roles Talk to service managers Establish what support is available now Discuss how this can be assessed Learning Services , VLE support, IT Services Edge Hi ll University Mark Ayton 29 th June 2010
- 7. Learning Technology Development Manager and Officers: Agree support structures and networks Work with delivery teams Agree “comfortable” forms of support Adapt and evolve support through experience Keep networks “live” and current Edge Hi ll University Mark Ayton 29 th June 2010
- 8. Lead the service launch to teaching staff Learning Technology Development Manager and Officers: Publicise the scheme and its aims Built on EHU educational values Learning first, technology where appropriate A tailored and adaptive approach Edge Hi ll University Mark Ayton 29 th June 2010
- 9. Learning Technology Development Officers: Identify individual Lecturers’ awareness of learning technology facilities Meetings Surveys What do Lectures know already What would they like to understand Edge Hi ll University Mark Ayton 29 th June 2010
- 10. Learning Technology Development Officers: Deliver group taster sessions to foster a balance of technology awareness Give appreciation of applications / techniques Use existing Lecturer expertise Facilitate exploration of Lecturers’ pedagogy Start to consider learning “barriers” Edge Hi ll University Mark Ayton 29 th June 2010
- 11. Learning Technology Development Officers: Agree and facilitate personalised staff development activities Work differently to achieve more What do learners struggle with What could change to improve learning Focus on one aspect and one technology Edge Hi ll University Mark Ayton 29 th June 2010
- 12. Learning Technology Development Officers: Showcase solutions and developments so that ideas can be shared and discussed Presentations / review gatherings What works, what doesn’t Recognise work done Disseminate experience Edge Hi ll University Mark Ayton 29 th June 2010
- 13. Manager: Solicit “buy in” from faculty management Ensure support staff are aware of their roles Agree support structures and networks Lead the service launch to teaching staff Officers: Identify individual Lecturers’ technology awareness Deliver group application / technique taster sessions Agree and facilitate personalised development Showcase solutions and developments Learning Technology Development Team Deployment Edge Hi ll University Mark Ayton 29 th June 2010
- 14. How will we know confidence and skills are building? Lecturers initiate changes to their pedagogy Appropriate technology is integrated into learning Learners enjoy learning at EHU even more “ Teachers and trainers need to become flexible and adaptable enough to learn alongside their learners whilst they give new technologies a go.” Life Long Learning UK (2010) Edge Hi ll University Mark Ayton 29 th June 2010
- 15. Technology Enhanced Learning Tools: Organising course content Engaging students Foster communication Assessing learning Organising course content CMS / VLE, Documents and Presentations Engaging students Personal Response Systems, Wikis, Google Docs Foster communication SMS, On-line tutorials, Web 2.0 tools Assessing learning On-line quizzes, VLE work submission and feedback Light et al (2008 p187) Edge Hi ll University Mark Ayton 29 th June 2010
- 16. References: Life Long Learning UK. (2010) Exploring the impact of technology on learning http://www.lluk.org/learning3.htm [Accessed 25‑Jun‑10] Light, Greg. Calkins, Susanna. and Cox, Roy. (2008) Learning and Teaching in Higher Education: The Reflective Professional http:// books.google.co.uk/books?id =N9uqqXGujJsC [Accessed 21 Jun 10] Price, Linda. and Kirkwood, Adrian. (2008) Technology in the United Kingdom’s Higher Education Context. In: Scott, Shelleyann and Dixon, Kathryn C. eds. The Globalised University: Trends and Challenges in Teaching and Learning. Perth: Black Swan Press, pp. 83–113. http://oro.open.ac.uk/11353/1/Technology_in_the_UK_HE_Context-HO.pdf [Accessed 21‑Jun‑10] Edge Hi ll University Mark Ayton 29 th June 2010
Editor's Notes
- #2: Pre-presentation wallpaper
- #3: Introduce me, my background and the subject.
- #4: Contents: Concentrating on the people and processes rather than the technology
- #5: Start with the whole text, then pull out what needs to accentuated and what needs to be avoided. Concentrate on people and processes, not on the technology.
- #6: This is an important theme. People need to know what they can expect and what’s expected of them. How do we do it? Possible problems…
- #7: This is a brief awareness slide to ensure everyone’s focused on facilitating learning How do we do it? Put these in bullet points.
- #8: This is a brief awareness slide to ensure everyone’s focused on facilitating learning How do we do it? Put these in bullet points.
- #9: Based on service level agreements, support mechanisms and the philosophy that we’re here to support learning rather than the installation of technology. Why and how?
- #10: Here, it might be argued, is where the real work starts… who’s aware of what is possible? What are the benefits and impact on their role and the learner experience? Awareness, Interest, Desire, Action.
- #11: It must be stressed that these sessions are purely to enable teachers to appreciate possibilities, not to enable them to use particular packages. How do we address this with obstinate people?
- #14: Summary slide leading to punch line…
- #15: This is the final slide to be included in the formal presentation.
- #16: Additional slide should anyone ask about learning technologies.
- #17: References