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February 21, 2011
» Building Capacity, in-Faculty

As part of the JISC Building Capacity Project, the Technology-Enhanced Learning (TEL) team organised a series of in-Faculty drop-in sessions so that knowledge, advice and technologies could be taken directly to the people who need them: staff and students within University faculties. We promoted these events with eye-catching cards designed by Cath Wright-Jones of LCSS which were sent out to all academic staff, and on drop-in days we made our presence known with posters and a sandwich board.

So far, we have visited two faculties – the Glamorgan Business School and Faculty of Advanced Technology – and have had some very interesting conversations with the many individuals who approached us. Comments and questions have included references to:-

*Plagiarism and the use of Turnitin

*Grademark rubric

*Student use of Blackboard

*Tools for planning, such as mind-maps

*Text-to-Speech tools

*online searches for specialist resources

*recent developments in TEL

We look forward to meeting many more staff and students as we go out and about in all the other University Faculties

» Building Capacity, in-Faculty

As part of the JISC Building Capacity Project, the Technology-Enhanced Learning (TEL) team organised a series of in-Faculty drop-in sessions so that knowledge, advice and technologies could be taken directly to the people who need them: staff and students within University faculties. We promoted these events with eye-catching cards designed by Cath Wright-Jones of LCSS which were sent out to all academic staff, and on drop-in days we made our presence known with posters and a sandwich board.

So far, we have visited two faculties – the Glamorgan Business School and Faculty of Advanced Technology – and have had some very interesting conversations with the many individuals who approached us. Comments and questions have included references to:-

*Plagiarism and the use of Turnitin

*Grademark rubric

*Student use of Blackboard

*Tools for planning, such as mind-maps

*Text-to-Speech tools

*online searches for specialist resources

*recent developments in TEL

We look forward to meeting many more staff and students as we go out and about in all the other University Faculties

February 4, 2011
» Barriers and Opportunities

Moore (1999) described the ‘gap’ between the early adopters of technology and the lagging majority as a ‘chasm’, an analogy that works quite well when looking at ‘diffusion of innovations’ (Rogers, 1962) in terms of a normal distribution of individuals. However I see it more as a barrier – almost like a high brick wall! – with innovators and early adopters enjoying the fruits of technology on one side, and everyone else stuck behind the other side unable to see what all the fuss is about.


Photo credit: anomalousunderdog from morguefile.com

Ongoing research within the JISC Building Capacity Project at the University of Glamorgan indicates that one of the key barriers to engagement with educational technology is lack of awareness of the existence of available technologies and their capabilities. This echoes one of the key observations of Butler et al (2002) who found that academic staff are not prepared to commit time and money to technologies whose worth they are unsure of. Raising awareness of technologies for teaching, learning and assessment is therefore an important aspect of staff development and provides a ‘ladder’ to help them peep over the wall!


Photo credit: kevinrosseel from morguefile.com

Within the project, the Technology-Enhanced Learning (TEL) team at CELT have addressed this issue in several ways:

• Seminars to disseminate information and share knowledge amongst University staff and the wider community

• In-Faculty exhibitions for all faculties to provide opportunities for easy access to information and guidance

• ‘Self-help’ forums both for leaders in technology usage and for those who are starting to develop their skills so that good ideas and best practice can be shared

• One-to-one interviews utilising appreciative inquiry to introduce technologies appropriate to existing pedagogical approaches

These initiatives have taught the TEL team a great deal about barriers to engagement with technology, but have also provided opportunities to prop up a few ‘ladders’ and provide lecturers with some glimpses of the benefits that technology can bring. Hence, a lecturer needing to set up peer review of videos, and currently using a large DVD collection, is exploring a private YouTube channel; a subject area that had been dependent on paper-based methodologies is considering the use of online mind-maps to plan assessments; content within a level 4 module may become more accessible by means of text-to-speech; complex onscreen concepts can be revisited by learners with the aid of open-source screen-casting software. It will be important to follow up these tentative investigations to provide support where necessary and evaluate the technologies used in context.

References

Moore, GA (1999) Crossing the Chasm, Marketing and Selling High-Tech Products to Mainstream Customer .Revised edition. HarperCollins Publishers, New York.

Rogers, EM (1962). Diffusion of Innovations. Glencoe: Free Press

Butler D, Sellbom M (2002) ‘Barriers to adopting technology for teaching and learning’. Educause Quarterly 2, p22

» Barriers and Opportunities

Moore (1999) described the ‘gap’ between the early adopters of technology and the lagging majority as a ‘chasm’, an analogy that works quite well when looking at ‘diffusion of innovations’ (Rogers, 1962) in terms of a normal distribution of individuals. However I see it more as a barrier – almost like a high brick wall! – with innovators and early adopters enjoying the fruits of technology on one side, and everyone else stuck behind the other side unable to see what all the fuss is about.


Photo credit: anomalousunderdog from morguefile.com

Ongoing research within the JISC Building Capacity Project at the University of Glamorgan indicates that one of the key barriers to engagement with educational technology is lack of awareness of the existence of available technologies and their capabilities. This echoes one of the key observations of Butler et al (2002) who found that academic staff are not prepared to commit time and money to technologies whose worth they are unsure of. Raising awareness of technologies for teaching, learning and assessment is therefore an important aspect of staff development and provides a ‘ladder’ to help them peep over the wall!


Photo credit: kevinrosseel from morguefile.com

Within the project, the Technology-Enhanced Learning (TEL) team at CELT have addressed this issue in several ways:

• Seminars to disseminate information and share knowledge amongst University staff and the wider community

• In-Faculty exhibitions for all faculties to provide opportunities for easy access to information and guidance

• ‘Self-help’ forums both for leaders in technology usage and for those who are starting to develop their skills so that good ideas and best practice can be shared

• One-to-one interviews utilising appreciative inquiry to introduce technologies appropriate to existing pedagogical approaches

These initiatives have taught the TEL team a great deal about barriers to engagement with technology, but have also provided opportunities to prop up a few ‘ladders’ and provide lecturers with some glimpses of the benefits that technology can bring. Hence, a lecturer needing to set up peer review of videos, and currently using a large DVD collection, is exploring a private YouTube channel; a subject area that had been dependent on paper-based methodologies is considering the use of online mind-maps to plan assessments; content within a level 4 module may become more accessible by means of text-to-speech; complex onscreen concepts can be revisited by learners with the aid of open-source screen-casting software. It will be important to follow up these tentative investigations to provide support where necessary and evaluate the technologies used in context.

References

Moore, GA (1999) Crossing the Chasm, Marketing and Selling High-Tech Products to Mainstream Customer .Revised edition. HarperCollins Publishers, New York.

Rogers, EM (1962). Diffusion of Innovations. Glencoe: Free Press

Butler D, Sellbom M (2002) ‘Barriers to adopting technology for teaching and learning’. Educause Quarterly 2, p22

February 2, 2011
» Gwella Report: Enhancing learning & teaching through technology for Higher Education in Wales

The Gwella Programme supports the implementation of HEFCW’s Enhancing Learning and Teaching through Technology (TEL) in Wales strategy. The University of Glamorgan’s CELT TEL team has submitted a report in the form of a “Glamorgan’s case study” to the Academy with Gwella project outcomes . The case study considers one such set of institutional efforts to generate change – at many levels, including pedagogic change – through technology.

There are some significant outcomes and messages from the Gwella initiatives about the institutional initiative in an engaging, interesting and thought-provoking way. This case study presents an institutional initiative as part of the Gwella project with the following focus: (1) milestones and achievements; (2) where are we now? (3) looking back and looking forward – the wider context and sustainability.

All the key developments in the past three years have been achieved through the institutional Gwella enhancement evidenced by Glamorgan students, staff and external bodies (e.g. JISC e-learning evaluation programme case studies).

The student engagement and voices for supporting student learning enhancement in the digital world has been recognised by the JISC Study of how UK FE and HE institutions are supporting effective learners in a digital age ( SLiDA project). For example, online submission and self-assessment for learning through Turnitin on GlamLearn have enhanced both home and international student experiences. Richer and prompter assessment feedback is provided to students via GradeMark and audio feedback (see the SLiDA wiki and Turn it in or Turn it off project for more details).

There are also increasing discussion and debate across the faculties about the readiness and consistency of both staff and students for various learning technologies. This will be a continuing discourse and challenge in years to come. However, Glamorgan academics are overcoming these challenges by realising for themselves the student-driven benefits of their increased use of TEL . Such commitment to enhance student learning and assessment experiences, added to individuals’ persistency and patience towards technological constraints has given rise to enhanced performance. In sum, there are three key messages to the sector:

1 – Challenge: Enhacement than embedding

2 – Celebrate the focus: Pedagogy than Technology

3 – Change: Student experiences driven changes

It is essential that the messages from the Gwella initiatives are known by all stake holders in the Welsh HE and particularly those who have a role in implementing change in institutions.

Last but not least, an interesting book for your reference on this agenda: Transforming Higher Education Through Technology Enhanced Learning book – chapter visualisations

» Gwella Report: Enhancing learning & teaching through technology for Higher Education in Wales

The Gwella Programme supports the implementation of HEFCW’s Enhancing Learning and Teaching through Technology (TEL) in Wales strategy. The University of Glamorgan’s CELT TEL team has submitted a report in the form of a “Glamorgan’s case study” to the Academy with Gwella project outcomes . The case study considers one such set of institutional efforts to generate change – at many levels, including pedagogic change – through technology.

There are some significant outcomes and messages from the Gwella initiatives about the institutional initiative in an engaging, interesting and thought-provoking way. This case study presents an institutional initiative as part of the Gwella project with the following focus: (1) milestones and achievements; (2) where are we now? (3) looking back and looking forward – the wider context and sustainability.

All the key developments in the past three years have been achieved through the institutional Gwella enhancement evidenced by Glamorgan students, staff and external bodies (e.g. JISC e-learning evaluation programme case studies).

The student engagement and voices for supporting student learning enhancement in the digital world has been recognised by the JISC Study of how UK FE and HE institutions are supporting effective learners in a digital age ( SLiDA project). For example, online submission and self-assessment for learning through Turnitin on GlamLearn have enhanced both home and international student experiences. Richer and prompter assessment feedback is provided to students via GradeMark and audio feedback (see the SLiDA wiki and Turn it in or Turn it off project for more details).

There are also increasing discussion and debate across the faculties about the readiness and consistency of both staff and students for various learning technologies. This will be a continuing discourse and challenge in years to come. However, Glamorgan academics are overcoming these challenges by realising for themselves the student-driven benefits of their increased use of TEL . Such commitment to enhance student learning and assessment experiences, added to individuals’ persistency and patience towards technological constraints has given rise to enhanced performance. In sum, there are three key messages to the sector:

1 – Challenge: Enhacement than embedding

2 – Celebrate the focus: Pedagogy than Technology

3 – Change: Student experiences driven changes

It is essential that the messages from the Gwella initiatives are known by all stake holders in the Welsh HE and particularly those who have a role in implementing change in institutions.

Last but not least, an interesting book for your reference on this agenda: Transforming Higher Education Through Technology Enhanced Learning book – chapter visualisations

January 26, 2011
» Curriculum Design through Technology Enhanced Learning

As indicated in the previous Learning Zone blog, January’s CELT seminar provided an opportunity for members of the TEL group (Trevor Price, Christine Davies, and Steve Woodward) to outline some of the work undertaken on the JISC Building Capacity project, and to highlight technologies that could be incorporated into the curriculum to enhance learning.

The JISC publication ‘Managing Curriculum Change’ makes it clear that curriculum delivery should aim to meet the challenges of ‘responding to changing learner needs, ensuring availability of high-quality learning resources and environments and delivering a more engaging and flexible learning experience’, and the JISC Building Capacity Project should help the University of Glamorgan to meet those challenges.

As indicated in the Introduction to the seminar, the project has several key objectives which are shown in the first figure. The importance of quality resources was the focus of a previous JISC blog, and a review of resources taken place within the project will result in easier staff access to a wide range of open educational resources (OER) and reusable learning objects, including the University of Glamorgan Digital Learning Objects catalogue.

Infrastructure and resources are also a key part of the project, and a survey of classroom technology revealed some really useful technologies as well as some weak points. Some of the characteristics of an effective classroom are indicated in the third figure. Lecturers are at the heart of the project: their usage of technology has a major bearing on the learner experience, and, as indicated by JISC research has a crucial role in guiding learners’ own use of educational technology.

As part of the project, academic staff who are already leaders in the use of technology are being encouraged to disseminate their good practice within their subject areas, and those have started to make progress are supporting each other and sharing their tools and tips. Informal one-to-one interviews are also taking place to identify barriers to engagement with technology, and to find out more about the lecturers’ teaching approaches and the ways in which technology could enhance them (for example, with simple tools to aid planning and collaboration).

There is a great wealth of technology available to support almost all aspects of teaching and learning, much of it free, though lecturers may not always be aware of this. However, the seminar audience had plenty of excellent ideas which were aired in the form of a ‘swap shop’.

Amongst technologies that received special mention were student feedback/voting systems (both using ‘clicker’ devices and websites such as Edmodo ), simulations to give learners a more interactive, realistic learning experience (for example, legal practice simulations from the JISC SIMPLE project ),virtual classroom/webinar tools such as Elluminate to communicate with distant learners; audio feedback using mp3 files; text-to-speech tools such as Orato to provide alternative formats for learners with auditory learning preferences. This last part of the session was not only enjoyable but provided a good source of ideas for the project, and some of the technologies discussed will be used to enhance course curricula within the University.

The full seminar presentation may be viewed here

» Curriculum Design through Technology Enhanced Learning

As indicated in the previous Learning Zone blog, January’s CELT seminar provided an opportunity for members of the TEL group (Trevor Price, Christine Davies, and Steve Woodward) to outline some of the work undertaken on the JISC Building Capacity project, and to highlight technologies that could be incorporated into the curriculum to enhance learning.

The JISC publication ‘Managing Curriculum Change’ makes it clear that curriculum delivery should aim to meet the challenges of ‘responding to changing learner needs, ensuring availability of high-quality learning resources and environments and delivering a more engaging and flexible learning experience’, and the JISC Building Capacity Project should help the University of Glamorgan to meet those challenges.

As indicated in the Introduction to the seminar, the project has several key objectives which are shown in the first figure. The importance of quality resources was the focus of a previous JISC blog, and a review of resources taken place within the project will result in easier staff access to a wide range of open educational resources (OER) and reusable learning objects, including the University of Glamorgan Digital Learning Objects catalogue.

Infrastructure and resources are also a key part of the project, and a survey of classroom technology revealed some really useful technologies as well as some weak points. Some of the characteristics of an effective classroom are indicated in the third figure. Lecturers are at the heart of the project: their usage of technology has a major bearing on the learner experience, and, as indicated by JISC research has a crucial role in guiding learners’ own use of educational technology.

As part of the project, academic staff who are already leaders in the use of technology are being encouraged to disseminate their good practice within their subject areas, and those have started to make progress are supporting each other and sharing their tools and tips. Informal one-to-one interviews are also taking place to identify barriers to engagement with technology, and to find out more about the lecturers’ teaching approaches and the ways in which technology could enhance them (for example, with simple tools to aid planning and collaboration).

There is a great wealth of technology available to support almost all aspects of teaching and learning, much of it free, though lecturers may not always be aware of this. However, the seminar audience had plenty of excellent ideas which were aired in the form of a ‘swap shop’.

Amongst technologies that received special mention were student feedback/voting systems (both using ‘clicker’ devices and websites such as Edmodo ), simulations to give learners a more interactive, realistic learning experience (for example, legal practice simulations from the JISC SIMPLE project ),virtual classroom/webinar tools such as Elluminate to communicate with distant learners; audio feedback using mp3 files; text-to-speech tools such as Orato to provide alternative formats for learners with auditory learning preferences. This last part of the session was not only enjoyable but provided a good source of ideas for the project, and some of the technologies discussed will be used to enhance course curricula within the University.

The full seminar presentation may be viewed here

January 22, 2011
» Achieving Effective Institutional Change

At the beginning of the University’s JISC Building Capacity Project I wondered if a short project could really achieve the ambitious targets we had set ourselves.

This week saw two events which reminded me that Archimedes was right when he said Give me a lever long enough and a fulcrum on which to place it, and I shall move the world.

The first event was the CELT Technology Enhanced Seminar entitled Curriculum Design through Technology Enhanced Learning during which the team who have been working on the project outlined their achievements to date and engaged academics from across the University in discussing the next steps in enhancing learning and teaching through technology. The slides from the event will appear on the blog in the next few days.

The second event was a project steering group meeting where our two critical friends, Paul Bacsich and Tony Toole provided us with feedback on the project to date which was positive and encouraging. For me it was an opportunity to listen to the team and the way the project had engaged them with JISC, JISC materials and our academic staff, so as to link the JISC resources with our own delivery of Technology Enhanced Learning.

So the project is well under way and the opportunity the project gives us for enhancement is taking place in a wide variety of ways, including a series of faculty focussed events started this week.

» Achieving Effective Institutional Change

At the beginning of the University’s JISC Building Capacity Project I wondered if a short project could really achieve the ambitious targets we had set ourselves.

This week saw two events which reminded me that Archimedes was right when he said Give me a lever long enough and a fulcrum on which to place it, and I shall move the world.

The first event was the CELT Technology Enhanced Seminar entitled Curriculum Design through Technology Enhanced Learning during which the team who have been working on the project outlined their achievements to date and engaged academics from across the University in discussing the next steps in enhancing learning and teaching through technology. The slides from the event will appear on the blog in the next few days.

The second event was a project steering group meeting where our two critical friends, Paul Bacsich and Tony Toole provided us with feedback on the project to date which was positive and encouraging. For me it was an opportunity to listen to the team and the way the project had engaged them with JISC, JISC materials and our academic staff, so as to link the JISC resources with our own delivery of Technology Enhanced Learning.

So the project is well under way and the opportunity the project gives us for enhancement is taking place in a wide variety of ways, including a series of faculty focussed events started this week.