making a difference with technology-enhanced learning - chris thomson and sarah honeychurch

Making a difference with technology-enhanced learningChris Thomson, Subject specialist

Making a difference with technology-enhanced learning

Making a difference with technology-enhanced learning

»What kind of difference can technology enhanced learning make?

»What’s the current state of play?»What are students saying?»What’s the challenge?

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Making a difference with technology-enhanced learning

Making a difference in what way?

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Making a difference with technology-enhanced learning

What’s the current state of play?

» Increased focus on getting the basics right»Lots of pockets of innovative technology-enhanced

practice – often led by individuals or course teams»Some examples of large-scale institutional moves to

change delivery models› Flipped learning› Online modules or regular online sessions

Looking at strategic, institution-wide use of technology…

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Making a difference with technology-enhanced learning

Broad brush TEL environment in HE and FE

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More variation

Gaining fast

Widely used

Underpinning

» e-portfolio» Social media, collaborative

spaces» Online assessment» Online learning resources» Lecture capture» Online submission and

feedback» VLE

» Network» Wi-Fi» Devices and

printers

Making a difference with technology-enhanced learning

What are students doing and saying?

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CC-BY 2.0 https://flic.kr/p/mUyyEN

Making a difference with technology-enhanced learning

Jisc student digital experience tracker data

»Data from the pilot of the Jisc student digital experience tracker

»Designed to provide a snapshot of students' digital experience

»Feb-April 2016»10,753 students across HE, FE and skills»http://bit.ly/student-tracker-report

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Making a difference with technology-enhanced learning

What are students doing and saying?

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1 in 7students believe that when

technology is used by teaching staff it helps their learning experience

Making a difference with technology-enhanced learning

In the previous six weeks of their course…

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9 in 10students found

information online

Making a difference with technology-enhanced learning

In the previous six weeks of their course…

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7 in 10produced work ina digital format

Making a difference with technology-enhanced learning

In the previous six weeks of their course…

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5 in 10students worked

online with others

Making a difference with technology-enhanced learning

In the previous six weeks of their course…

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3 in 10of students created a

personal record oftheir learning

Making a difference with technology-enhanced learning

Broad brush TEL environment in HE and FE

16/6/16

Morevariation

Gaining fast

Widely used

Underpinning

» e-portfolio» Social media, collaborative

spaces» Online assessment» Online learning resources» Lecture capture (HE)» Online submission and

feedback (HE)» VLE

» Network» Wifi» Devices and

printers

Making a difference with technology-enhanced learning

Mainstreaming technology-enhanced learning

»Staff and student digital capabilities»Moving from pilots and projects to large scale service»Holistic and wholesale embedding»Planning for both innovation and service delivery»Evidencing impact and value

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Making a difference with technology-enhanced learning

So how do we get there?

Click to icon to add image

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Technology that works

Leadership

Strategic approach

Review current support Time, CPD,

recognition

Embed in curriculum

Students as partners

Making a difference with technology-enhanced learning

Sources of guidance and inspiration

Click to icon to add image

http://bit.ly/telconnectmore 16/6/16

jisc.ac.uk

Making a difference with technology-enhanced learning

Chris ThomsonSubject specialistchris.thomson@jisc.ac.uk

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Finding a happy medium in the delivery of core and bespoke supportUniversity of Glasgow Learning Technology Unit

Introduction

» Who we are:› 3 x Learning technologists› 3 x Developers

» What we support:› Core services› Bespoke technologies

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Moodle

» First used in 2004» 54 instances » Moved to 2.x in 2012» 44,521 users active in the last year» 7,135 live courses

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Mahara

» 24,866 registered users

» 341 active users

» 66,356 pages

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Customising Moodle

» Moodle reports

» Moodle-MyCampus-CORE Integration

» Inspector

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Going beyond Moodle: LTI

» QTI Works› Provides more complex questions than Moodle Quiz

– Self-paced maths– Sequencing questions

» ACJ› An alternative approach to peer reviewing› A quick solution, but easy to integrate

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Bespoke solutions

» YACRS› Replacing existing clicker systems

– Student use their own device (web browser)– Staff can use Windows or Mac, works with all presentation software

› Being home grown means it fits our needs– Class list import– Integrated with University identity system

› Collaboration between teacher and LTU – Teacher driven design

› Open source ☺

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Pilots and scoping exercises

» Urkund» Open Badges

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Managing expectations

» Xerte» BBB

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Discussion

jisc.ac.uk

01/05/2023 Finding a happy medium in the delivery of core bespoke support 31

Niall Barr: Niall.Barr@Glasgow.ac.uk Craig Brown: Craig.Brown@Glasgow.ac.uk Sarah Honeychurch: Sarah.Honeychurch@Glasgow.ac.uk John Maguire: John.Maguire@Glasgow.ac.uk