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Design and further development of an evidence-
based framework for technology-enhanced learning and teaching
Keith Smyth (UHI) @smythkrs
Scottish Learning Technology Network March 2017
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Overview• Development of the 3E Framework• Applications and adaptations• Direct alignment to engagement
with VLE• Plans for further development
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Development of the3E Framework
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The TESEP project
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The 3E Approach
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3E Framework
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Benchmarking good practice
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Enhance – Collaborative content creation
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Extend – Student led seminars
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Empower – Joining professional communities
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Empower - cross-cohort online learning
Global Issues in Nursing module providing an internationalised learning experience (courtesy
Dr Karen Strickland from RGU)
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Embedding at Edinburgh Napier 2012/13
Introduced in tandem with move to new VLE
‘3E’ learning
and teaching awardsStaff develop
ment
MSc Blended
and Online
Education
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Applications and adaptations
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Redesign of schools curricula
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Evaluating institutional TEL provision
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Providing common language
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Institutional strategy
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TEL Toolkits
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Accredited professional development
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Postgraduate programme design
Pg Cert Blended and Online Education (Edinburgh Napier)
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Direct alignment to engagement with VLE
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Embedded guidance in the VLE at YSJ
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Screencasts at DCU
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Design tools at NMIT
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Next Steps – open 3E Toolkit
Expanded 3E Framework with additional examples
Case studies of application and adaptation
Staff development resourcesTools and templates for VLEs
Evaluation resourcesAll openly licensed
Early 2018
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If you would like to either get involved or be kept-up-to-date with developments:
[email protected]@smythkrs
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A few references• Smyth, K. (2009) Transformative online education for educators:
cascading progressive practice in teaching, learning and technology. In D.Remenyi (Ed), Proceedings from the 8th European conference on e-learning, University of Bari, Italy, 29th-30th October. Academic Conferences International, pp. 549-557.
• Smyth, K., Comrie, A., Gray, M. and Mayes, T. (2010) Embedding and sustaining change in technology-enhanced education: lessons learned from a cross-institutional transformation project. Invited paper for Education in the North, Issue 18, Available online http://www.abdn.ac.uk/eitn/display.php?article_id=65.
• Smyth, K., Bruce, S., Fotheringham, J. and Mainka, C. (2011) Benchmark for the use of technology in modules. Edinburgh Napier University. Available online at http://staff.napier.ac.uk/services/vice-principal-academic/academic/TEL/TechBenchmark/Pages/home.aspx
• Smyth, K. (2013) Sharing and shaping effective institutional practice in TEL through the 3E Framework. In S. Greener (Ed) Case studies in e-learning. Reading: Academic Publishing International, pp.141-159.
• Smyth, K., Vlachopoulos, P., Walker, D. and Wheeler, A. (2013) Cross-institutional development of an online open course for educators: confronting current challenges and imagining future possibilities. In M. Gosper, J. Hedberg, and H. Carter (Eds.) Electric Dreams. Proceedings of ascilite Sydney 2013, pp.826-829. http://www.ascilite.org.au/conferences/sydney13/program/papers/Smyth,%20Keith.php [Accessed: 12 January 2015]. This paper won the Ascilite 2013 Best Paper Award in the category ‘Imagining the Future’.
• Smyth, K., MacNeill, S. and Hartley, P. (forthcoming) (2016) Technologies and academic development. In D. Baume and C. Popovic (Eds.) Advancing Practice in Academic Development. Routledge.