Aston University

26-Feb-2010 Jay Dempster @ Aston

Aston University

Engaging Academic staff in Technology Enhanced Learning

in a Research Intensive University

Dr Jacqueline Dempster


My outline:

Research-led context for TEL

Approaches to engaging staff

First goals …


Being strategic about TEL …

the individual

the ‘academic team’

the department & the discipline

Research intensive priorities

Changing academic needs & roles

Leadership and management

Infrastructure & application of ICT

Quality & standards

Linking research with teaching excellence

Curriculum innovation & pedagogic distinctiveness

Personal effectiveness & job satisfaction.

the technologies & the tools


Hooks for engagement

“When the winds of change blow, some build walls while

others build windmills”(Ancient proverb)

•Academics are under immense pressure:

• Research imperative

• Teaching quality audits

• Technological pace & opportunities

• Student expectations

• Employer expectations

•Some academics capitalize on the possibilities to innovate with TEL.

•Most are unable to accomplish real curriculum impacts without substantial long-term learning design support.

•A few are disengaged & disinterested.


To be successful – approaches to engagement in TEL need to be:

Integrated Strategic Practical Scholarly Fun!


How can this be achieved?

“…what is needed is … the reinvention of cultures.”

(Taylor, 1998)

Successful embedding of any educational innovation centres on four key approaches (Dempster & Deepwell, 2007)

Vision and personal credentials of individuals, groups & relationships Academic freedom underpinned by good educational leadership Transfer of knowledge from evaluation of projects and initiatives Retention of staff expertise and repurposing of resources.


ORGANISATIONAL DEVELOPMENTstrategy, structures, network, tools, support

STAFF DEVELOPMENTskills, understanding, recognition, reward

CURRICULUM DEVELOPMENTlearning design, student skills, pedagogic research,

technical implementation

IP

S

A

P – pedagogical innovation

A – academic processes

S – support structures

I – institutional processes

A support service model


‘I’ is for integration

“Practices change constantly, but without ‘joined up’ technical and pedagogic support alongside an appropriate reward scheme this

change can be undirected or even misdirected.”

(Oliver & Dempster, 2003)

‘I’ is also for image …

(the importance of branding for CLIPP, schools, individuals)


Q: What approaches would I take to engage academic staff with TEL?

A: The ones that have the most impact and balance research-intensive needs ...

strategic vs individual practical vs theoretical generic vs disciplinary technology innovation vs tried & tested implementation vs dissemination evaluation vs audit


So back to the ‘hooks’

Present TEL as … engaging and inspiring yet practical strategically relevant yet flexible capable of responding efficiently to demand a long term investment that requires monitoring.

Professionalism & interdisciplinaryProfessionalism & interdisciplinary scholarship of teaching/research-led teaching action research & Inquiry-based learning blends research into teaching with curriculum leadership &

student skills development Creating an inspirational learning community!


Applying this strategy …in a practical sense

TEL development projects

Professional programmes

Teaching excellence awards

Showcase events


TEL development projects

Exploratory/innovative Highly practical Engaging Structure & support Team-focused/peer learning Interdisciplinary (to avoid isolated innovations)

Tangible outcomes (usually)

“Funded projects provide a ‘supportive playground’ where innovation can flourish and change in thinking and practice is a natural outcome of approaches that are working.” (Dempster, NIME paper, 2007)


Professional development programmes Context of professionalism in teaching Competence in the effective application of ICT in

teaching & learning Support & formally recognise TEL developments

Variation in length & format

Provide structure, reflection & sharing

Non-accredited, may involve a development project

Accredited locally and/or nationally

Participants seen as ‘innovators’, ‘champions’, ‘experts’ or ‘agents of change’


Recognition & excellence awards

Recognising the contribution and commitment of individual staff or course teams

Local university awards for excellence Exceptional impact on the student learning

experience Funding to further disseminate & develop National Teaching Fellowship Scheme Increasingly routes to promotion on the basis

of excellence in teaching (not just research)

Raises the university’s profile of teaching excellence and research-led teaching.


E-Learning Showcase Day


Conclusions …

Incremental and co-operative activity Promote ICT infrastructure & tools Pedagogic distinctiveness as a driver Academic staff & departments in the driving seat High quality support, flexibility & responsiveness Opportunities for reflection & sharing of practice Critical engagement & excellence leading to

recognition & promotion.


First goals …

1. Engage in institutional strategies and external networks to inform the institution’s ‘readiness to implement’ TEL methods to extend & enhance provision to cater for different learners’ needs.

2. Identify needs and barriers (hopes and fears) in departments and analyse gaps in staff skills and technical & media support requirements.

3. Work towards establishing a strong tradition of teaching initiatives where dissemination is an active process and the relationship between the Centre and departments that is strong but flexible.

4. Establish ‘academic teams’ through networking in departments and identifying course teams, so staff do not feel isolated and are recognised for & supported in their efforts.

5. Set up a community of practice through sharing opportunities such as publications, showcase events, workshops and programmes particularly towards enhancing links between research, teaching & learning processes with curriculum leadership.

6. Collaborate on rewards and routes to promotion so that teaching excellence achievements are visible and authentic.

Aston University

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