Dr Barbara Newland Centre for Learning and Teaching

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Strategy

Key points in response to the questions

Summary

Current priorities

Future

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The creative use of a wide variety of technologies for active learning will become an integral part of curriculum planning and delivery. This will include exploiting the full potential of technology to deliver and enhance assessment and moving beyond information delivery towards synchronous and asynchronous communication and collaboration across learning communities.

(Strategic Plan 2012-15, p34)

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KPI 7a By 2015 the University will win a sector award for excellence in the use of digital technology for learning and teaching (e.g. THE Outstanding Contribution to Innovation and Technology or equivalent)

KPI 7b To achieve a 90% satisfaction score in NSS Q17 – I have been able to access general IT resources when I needed to.

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Module - individual academics

Course teams ensuring students experience a range

Studentcentral

Resources- text, audio, video including the use of Aspire

Assessment – formative and summative, plagiarism detection and deterrence,

eSubmission, eFeedback, alternatives to written assignments

Collaboration – group work through discussion forum, presentations, social media such as blogs, wikis, twitter

Subject specialist software and apps

Mobile technologies in the lecture and in fieldtrips, placements etc; switch it on!

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Technology ◦ Turnitin and Grademark ◦ Grade Centre in studentcentral ◦ ePortfolio – Studentfolio, Pebblepad ◦ Audio ◦ Film and DVD ◦ Mobiles eg ipads for real time formative feedback ◦ Emails – answering from students within three working days ◦ Multiple choice questions ◦ Blogs and wikis ◦ Spreadsheets from paper records to monitor attendance

Staff requirements in terms of hardware, software and training

All written feedback is digital

Consistency – improving

Quality of feedback

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Some Schools have: ◦ invested in hardware eg monitors and software eg voice recognition ◦ engaged in staff training in the use of the technology ◦ developed a policy of moving to eFeedback and greater consistency by the

end of the academic year

Alternative media for assessments other than text eg audio, video

StudentCentral has also been used to provide final year students with their final degree classification

Electronic Management of Assessment - automating the whole process, including e-moderation, e-marking and feedback and monitoring, sampling, plagiarism detection, extension handling, marks transcription, external examiner involvement etc

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Projects underway

Some Schools have purchased ipads for projects or all academic staff

Use of subject specific apps

Use of PollEverywhere Wifi essential

Concerns: ◦ not all students have smartphones/tablets ◦ security

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Student engagement in lectures through PollEverywhere

Digital literacies - student self-assessment eg including a session on learning in

the digital age

Using and creating resources to be accessed online eg podcasts, videos

Problem based learning using digital resources and activities

eFeedback

Flipped curriculum

Students as co-producers of knowledge eg share findings online to discuss in f2f

Reflection eg through ePortfolios

Subject specialist software and apps

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Staff: ◦ Reluctance/lack of confidence/fear to engage with new technologies ◦ Lack of awareness of pedagogic relevance ◦ Different levels of skills ◦ Lack of/limited support ◦ Lack of time which is usually front loaded for experimenting, planning and

developing new teaching approaches

Student: ◦ Reluctance and discipline to learn new and additional ways in which to upload

materials

Equipment ◦ Some pooled teaching rooms have poor IT facilities (non-uniformity) ◦ Lack of hardware and software ◦ Slowness & costs of delivery of IT hardware in UoB ◦ Lack of access for all staff and students to mobile devices

Infrastructure ◦ Level of wi-fi – availability and bandwidth

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Hardware and software – keep up-to-date ◦ provide online group tutorial tools

Mobile - provide access for students and staff to ipads and good wifi

Training - on-going for students and staff in new technologies

Curriculum ◦ develop in ways that make the use of technology meaningful for students

and prepare them for the workforce ◦ use a diverse and appropriate range of tools for learning and feedback eg

social media, audio feedback, video conferencing

Encourage the spread of best practice among schools – secure active staff engagement

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Electronic Management of Assessment

Studentcentral

Mobile

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Funding ◦ Hardware ◦ Software ◦ Staff ◦ Spaces ◦ Projects – internal and external funding

Individuals – champions, new roles and new appointments

Groups – formal and informal communities of practice

Policies and strategies based on university ones

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Digital Literacies Framework ◦ pilot in 4 Schools

Mobile technologies ◦ there is educational research on effective use

Electronic Management of Assessment with a focus on eFeedback

eLearning Development Group

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Overview of the student use of digital technologies for their learning on their course during their time at UoB

School pedagogies, policies, processes, strategies and implementation plans

Digital transformation/Blended Learning role in Schools working with a formal group as well as communities of practice

Pedagogic focus

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