Connected Health & Wellbeing – Collaborating with Healthcare for Innovative ...
Peter bullen
1. Innovating, sustaining and embedding TEL (Technology Enhanced Learning) Peter Bullen Emeritus Professor University of Hertfordshire University of Ulster -9th annual elearning conference; 20th January 2011
2. My experience Opportunities and challenges University of Hertfordshire and The Blended Learning Unit Sector activity in this area - JISC and HEA programmes. Why this topic?
3. Influenced by Personal experience in industry and education Colleagues, Educationalists and others, e.g.: John Seddon – Systems thinking W Edwards Deming – Understanding and managing organisations TaiichiOhno – Toyota production System Peter Senge – Learning organisations Ralph Stacey – Managing complexity Anne Miller – Getting ideas adopted Initial involvement with e-learning from the mid 1990s My experience
12. StudyNet (University of Hertfordshire’s MLE) Respects diverse talents and ways of learning Develops reciprocity and collaboration Encourages contact between students and staff Weekly Assessed Tutorial Sheets (WATS) Emphasises time on task Encourages active learning Gives prompt feedback Peer assessment of laboratory reports Communicates high expectations Gives prompt feedback Just-in-time teaching IWB to encourage collaborative learning On-line tutorial using Elluminate An example - A first year engineering module e-content blended learning
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 1876 Open 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 element Exploitationof computing technology – LRC, MLE development , technology in classrooms
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20. A network of StudyNet Champions Faculty appointments Members of the StudyNet development group and the StudyNet learning and teaching development group Innovation in Learning and Teaching LTDF fund A D.I.Y. philosophy not D.I.F.M.
21. Small core group Blended learning teachers (on average 12, overall 26 different people) Key points: All practitioners All enthusiastic about the use of technology Represented 17 different disciplines from all Faculties Contacts (networks) at all levels Blended 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 barriers BL innovation & development Evaluation Dissemination (communications and engagement)
28. Usual (ineffective) starting and finishing point The resistance to innovation Resistance is normal Don’t get demoralised, get smart Dealing with the 4 stages Blindness : “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
39. People A team from across the institution with a ‘can-do’ culture that understands how the use of technology relates to good practice Taking the lead in the use of technology and its integration with face-to-face teaching Working in partnership with academics Modelling good practice, Continually developing networks and communities Learning from each other, from students and from the sector Innovating, Sustaining and Embedding TEL – Critical success factors
40. Critical success factors Principles and processes Curriculum design based on: Principles of good practice and the ability to relate the use of technology to these principles Providing Blended Learning ‘solutions’ to meet the needs of academics - Enhancing, extending and replacing the classroom Risk management Change Academy for Blended learning Enhancement Evidence, in particular, from learners Institution Readiness (Buy-in of all ‘stakeholders’) Strategy Infrastructure Embedding in exisisting processes
41. We should: adopt a philosophy of continuous improvement Refer : “Digital technologies and their role in achieving our ambitions for education” – Diana Laurillard, IOE, 2008 try 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 QE build TEL communities in the disciplines and cross-discipline be 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 with Shaping the future
