Friday, 25 April 2014

Developing course team capacity for TEL: Applying the online course taster approach

The Elevate Team continue to work closely with Lecturers to provide just-in time development and support for the use of Technology Enhanced Learning (TEL).

This is very effective at the individual level, however, the approach does create some challenge with respect to providing a more consistent implementation of TEL at the programme level, and misses out on the creativity generated through team developments.

Consequently, the Elevate Team are piloting a course team approach in conjunction with our existing individual support model.

The new model is being piloted with the BA Special Educational Needs and Disability Studies (BA SENDS) programme being led by Dr Allison Boggis. This is a recently validated programme and offers a wonderful test bed. The primary aim is to develop staff’s capacity to more effectively adopt technology enhanced learning, to more effective share ideas and good practice across the team and provide better focussed discipline specific curriculum support.

The approach is very simple, all you need to do is invite the Elevate Team to attend your course meetings. The potential outcomes of this simple approach are significant. For instance, with the BA SENDS team we’ve designed and delivered a bespoke workshop on the opportunities of TEL within assessment and feedback, we were better prepared to support the validation process, and we’ve collaborated with members of the course team to develop a number of online learning activities.

The latter development is really exciting as it has created the opportunity to develop and share good practice using a team based approach. We are developing a set of online taster courses designed to support course admissions. The first course is intended for prospective students to self enrol, and complete a set of stand alone learning activities.

Reflecting on the process it is evident some individuals and the course team have embraced a large number of new ideas in an easily digestible, discipline specific way. They’ve been exposed to a more integrated learning design which uses the appropriate tool for the job. This is really important as it facilitates lecturers to internalise how they might use similar approaches within their learning activities, while reassuring them of the support from the Elevate Team. The learning designs included;
  • the use of quizzes within the learning design using the Blackboard Test tool
  • integration of student learning logs using the Blackboard Journal tool
  • chunking of learning tasks through the Blackboard been Reviewed function
  • use of the discussion tool for collaborative learning
  • multimedia intensive design with the use of third party and home grown videos
For the course team a valuable part of the learning process has been the wider course team in the peer review process. This has identified opportunities for enhancements and disseminating current practice.

To access the taster course, simply

This process of developing capacity within course teams for technology enhanced learning fits into a wider TEL curriculum development process. The broad process illustrates the cross team development focus and the way it fits into the long term development of individual (click on the image).

So, you must be asking yourself, how can your programme benefit from this new approach? The answer is very simple, contact Andy Ramsden (e-learning Development Manager) to invite a member of the Elevate Team to join your course team meetings.

1 comment:

  1. I have just completed the taster course and think it is an excellent introduction to the programme - the way in which the activities are scaffolded; each subsequent activity released on mark as reviewed; good variety of media and learning activities; self-test quizzes with formative feedback; all combine to give a student an insight into their future learning. The completion of the activities is very easy and achievable and the technology and tools are completely embedded and the learning flow is quite seamless. A programme design and development process that involves TEL support staff from the start of the curriculum design (or redesign) process will hugely benefit from the team’s knowledge and experience of why and how various technological tools can pedagogically support and improve teaching and learning.