![Innovations are always resisted (from Anne Miller JISC Online conference 2010)The Telephone“This so called telephone has far too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us” Western Union internal memo 1876Open University“I had heard about [the idea] but regarded it as a political gimmick unlikely ever to be put into practice” Walter Perry, 1st Vice Chancellor of the Open University](https://image.slidesharecdn.com/peterbullen-110216060648-phpapp02/85/Peter-bullen-17-320.jpg)
Peter bullen
- 1. Innovating, sustaining and embedding TEL (Technology Enhanced Learning) Peter BullenEmeritus ProfessorUniversity of HertfordshireUniversity of Ulster -9th annual elearning conference; 20th January 2011
- 2. My experienceOpportunities and challengesUniversity of Hertfordshire and The Blended Learning UnitSector activity in this area - JISC and HEA programmes. Why this topic?
- 3. Influenced byPersonal experience in industry and educationColleagues, Educationalists and others, e.g.:John Seddon – Systems thinkingW Edwards Deming – Understanding and managing organisationsTaiichiOhno – Toyota production SystemPeter Senge – Learning organisationsRalph Stacey – Managing complexityAnne Miller – Getting ideas adoptedInitial involvement with e-learning from the mid 1990sMy experience
- 4. TEL (technology enhanced learning) – an opportunity
- 5. Seven Principles for Good Practice in Undergraduate EducationEncourages contact between students and staff
- 6. Develops reciprocity and co-operation among students
- 9. Emphasises time on task
- 11. Respects diverse talents and ways of learning Chickering and Gamson (1987)
- 12. StudyNet (University of Hertfordshire’s MLE) Respects diverse talents and ways of learningDevelops reciprocity and collaboration Encourages contact between students and staffWeekly Assessed Tutorial Sheets (WATS)Emphasises time on taskEncourages active learningGives prompt feedbackPeer assessment of laboratory reportsCommunicates high expectationsGives prompt feedbackJust-in-time teachingIWB to encourage collaborative learningOn-line tutorial using ElluminateAn example - A first year engineering modulee-contentblendedlearning
- 13. TEL (technology enhanced learning) – challenges
- 14. SectorInstitutionDisciplineIndividualStaffStudentsOther stakeholdersand – technology!Challenges
- 15. Teachers conference 1703:“Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write!”Scepticism about technology Martin Bean keynote at ALT-C 2009www.alt.ac.uk/alt2009/keynotes.html
- 16. Principal’s publication, 1815: “Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?”
- 17. Innovations are always resisted (from Anne Miller JISC Online conference 2010)The Telephone“This so called telephone has far too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us” Western Union internal memo 1876Open University“I had heard about [the idea] but regarded it as a political gimmick unlikely ever to be put into practice” Walter Perry, 1st Vice Chancellor of the Open University
- 18. University of Hertfordshire strategy – a key elementExploitationof computing technology – LRC, MLE development , technology in classrooms
- 20. A network of StudyNet ChampionsFaculty appointmentsMembers of the StudyNet development group and the StudyNet learning and teaching development groupInnovation in Learning and TeachingLTDF fundA D.I.Y. philosophy not D.I.F.M.
- 21. Small core groupBlended learning teachers (on average 12, overall 26 different people)Key points:All practitioners All enthusiastic about the use of technologyRepresented 17 different disciplines from all FacultiesContacts (networks) at all levelsBlended Learning Unit (a CETL 2005 -2010) - Who we are?
- 22. Blended Learning Unit – what we do. We develop, promote and evaluate the combination of established ways of Learning and Teaching and the opportunities offered by technology in order to improve students’ learning and increase flexibility in how, when and where they study
- 23. What we do:Minimising barriersBL innovation & developmentEvaluationDissemination (communications and engagement)
- 24. Infrastructure and availability of technologyAcademic staffActualities and perceptionsMinimising barriers
- 25. Dissemination (communications and engagement)
- 26. DisseminationTransformation (Changing practice)Changing the emphasisBenchmarking e-learning
- 27. CABLE (Change Academy for Blended learning Enhancement)
- 28. Usual (ineffective) starting and finishing pointThe resistance to innovation Resistance is normalDon’t get demoralised, get smartDealing with the 4 stagesBlindness : “What idea?”Frozen : “Its not worth it”Interested : “Tell me about it ”Integration : “We’ve always done it this way”http://www.heacademy.ac.uk/ourwork/universitiesandcolleges/changeacademy
- 29. CABLE – Change Academy for Blended Learning EnhancementDevelop effective teams across disciplines
- 30. A focus on needs of the participating Schools
- 31. Academic-led
- 33. Achieve transformative and sustainable change in blended learning
- 34. Develop partnerships between Schools and the Blended Learning Unit
- 35. Develop future change agents
- 36. Develop toolkit for future sustainable change projects
- 37. Develop curriculum design toolkit:https://sas.elluminate.com/p.jnlp?psid=2010-11-11.0555.M.D4B2479FF4723278D22ADA37ECCD92.vcr&sid=2869
- 39. People A team from across the institution with a ‘can-do’ culture that understands how the use of technology relates to good practiceTaking the lead in the use of technology and its integration with face-to-face teachingWorking in partnership with academicsModelling good practice,Continually developing networks and communitiesLearning from each other, from students and from the sectorInnovating, Sustaining and Embedding TEL – Critical success factors
- 40. Critical success factorsPrinciples and processesCurriculum design based on:Principles of good practice and the ability to relate the use of technology to these principlesProviding Blended Learning ‘solutions’ to meet the needs of academics - Enhancing, extending and replacing the classroomRisk managementChange Academy for Blended learning EnhancementEvidence, in particular, from learnersInstitutionReadiness (Buy-in of all ‘stakeholders’)StrategyInfrastructure Embedding in exisisting processes
- 41. We should:adopt a philosophy of continuous improvementRefer : “Digital technologies and their role in achieving our ambitions for education” – Diana Laurillard, IOE, 2008try to better understand the ‘value’ of every ‘learning activity’ and then concentrate on VALUE not cost, Shaping the future:
- 42. We should:move from an emphasis on QA to QEbuild TEL communities in the disciplines and cross-disciplinebe aware of and seek to adopt some of the more sophisticated tools currently being developed to support staff to develop the TEL learning curriculum, coupled withShaping the future
- 43. JISC Curriculum Design – Cluster C Institutional Learning Design (“educational design”)OULDI –Open University Learning Design InitiativeViewpoints - University of UlsterPiP(Principles in Patterns) University of StrathclydeChanging culture - individual, team, and institutional to improve learning design and therefore the experiences of students: promoting a curriculum design language
- 44. providing frameworks for curriculum design – decision making frameworks
- 45. Encouraging and supporting collaboration, reflection and dialogue
- 46. Prompting ideas for curriculum design
- 47. Identifying, developing and using catalysts for change (i.e approval processes)
- 49. And finally:Remember the objective to improve the students’ learning experiences.