john davey and sue roberts teams or territoriality: multi-professional approaches to developing...
TRANSCRIPT
John Davey and Sue Roberts
Teams or Territoriality: Multi-professional Approaches to Developing eLearning – the SOLSTICE Experience
The Open University Library 18th January 2007
Structure
• Context – eLearning, Edge Hill and SOLSTICE
• ‘Intelligence informed dialogues’
• Multi-professional teams (‘New academic teams’)
• Case study examples
• Reflection and discussion
Background
Context – eLearning at Edge Hill
• Introduction of WebCT early 2000
• Development for specific Postgraduate programme
• Growth of use over seven years:2003/04 2004/05 2005/06
Students (as individuals in WebCT)
6,068 7,583 10,474
Students (as places registered on courses)
13,372 16,856 22,874
Course developers 130 154 247Courses 148 205 316
• No institutional ‘template’ – individual situations, bespoke solutions
• Central support
Context - SOLSTICE
Enhancement of learning experience and environment through supported online and blended learning:
• Investment in technologies and facilities for learning• Promoting a student-centred approach to supported online and blended learning and use of learning technologies• Research into the student experience to inform policy/practice
• Continued ‘intelligent’ use of learning technologies – student and learning focused, informed
• Growth of a hub of expertise within Edge Hill – impact on larger numbers of staff, students and programmes
• Continuing professional development of staff
• Engagement with sector, nationally and internationally dissemination, discussion
Key features of SOLSTICE
Between ‘new academic teams’ -academics, learning and technology
support roles, stakeholders etc.
Constructively aligned design (learning – teaching – assessment – evaluation)
Bespoke, tailored – alignment of purpose
with audience to determine form
Grounded in notions of active learning and social constructivist
pedagogies
Informed by, and generative of, research
and scholarship
Enhancement and dissemination
focusedCharacterised by teaching and learning approaches -
cognitive processing, interaction supported
by technology
SOLSTICE – an ‘intelligence
informed dialogue’
SOLSTICE information
www.edgehill.ac.uk/solstice
The art of bespoke tailoring
An ‘intelligence-informed’ dialogue, focused on alignment of:
PURPOSE + AUDIENCE FORM
Intelligence about
learning
Intelligence about unique and situated
characteristics of learners
Intelligent deployment of technologies
Research and evaluation of…
‘New academic teams’
The SOLSTICE position
A “vision of a multi-professional team of academics, learning technologists and information specialists creating a learning environment and learning experiences with the learner at the centre”
“Intelligent deployment of technologies must be predicated upon multi-professional dialogue”
• From hybrid individuals to hybrid teams – i.e. salad not soup
Multi-professional teams – current experiences
What are your experiences of working in multi-professional teams (on eLearning Developments)?
What worked well/ what issues arose?
Conditions for working/learning together
Potential barriers
• Professional silos• Role perceptions• Professional territoriality• Group norms, culture etc.• Pace of change
• Lack of strategic direction• Time!• Individualism• Short-termism re: projects
Partners in educational development
Could “eliminate competition and turf protection within our organisations.” (Stoffle, 1996)
Conditions for working/learning together
Potential enablers
• Focus on common purpose• Pedagogy at centre• Strategic direction/support• Learning from each other• Pilot collaborations and evaluation
• Co-analysis, evaluation and research• Climate of trust• Reward and recognition• Blended learning as vehicle
Case Study 1 – Cadet nurses
• Cadet nurse preparation/orientation - issues of learning, community, orientation
• Learning for assessment and interview• Sense of belonging • Familiarity with environment and support
• Blended approach- f-2-f, alongside video clips, basic web information, electronic news updates…no VLE use!
• Bespoke solution, transferable principles
• ‘New academic team’ approach – HE and FE tutors, SHA, learning technologists, learning resources specialists…and cadet nurse
Case study 2 – learning spaces
• Zoning• Social learning space• Research and reading room• Individual and group rooms• Feedback and use
Case study 3 – Spring Board
Multi-professional teams – the future
Considering what we have just discussed, can you identify potential projects or developments that would benefit from multi-professional team working?
What do you need to do to maximise the conditions for multi-professional teams?
Implications for CPD
CPD
Learning technologies
Pedagogy
Team(s)
- leadership of teams- pedagogy central- Mix of strengths and approaches- ‘building bridges’
Individual
- role analysis- reflecting critically…- recognise where to get support
- exploring the ‘art of the possible’- knowing your limitations- collaboration
- designing for learning- ‘instructional design’- literacies for learning
‘New Academic Teams’ - positives
• Multiple voices and perspectives • Cross fertilization of ideas• Collaboration and learning from each other – growth in expertise• Cross-institutional developments/relationships
• …and potentially - more effective learning and learning environment
Impact on individuals – their roles and personal development
Contact and references
John Davey - SOLSTICE [email protected] 584192
01695 584744
Bury, R., Martin, L. and Roberts, S. (2006) ‘Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals.’ Health Information and Libraries Journal 23 (Suppl. 1), pp. 22-31
Roberts, S., Schofield, M. and Wilson, R. (2005) ‘New academic teams,’in Levy, P. and Roberts, S. (eds) (2005) Developing the New Learning Environment: the changing role of the academic librarian. London: Facet Publishing. 111–132.