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New Structures and Models: From TEL at the Fringes to TEL at the Core

New Structures and Models: From TEL at the Fringes to TEL at the Core. Steve Woodward and Haydn Blackey. Being radical in our approach. The options we faced at the beginning of the Blended learning project were for: Incremental development (ad hoc)

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New Structures and Models: From TEL at the Fringes to TEL at the Core

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  1. New Structures and Models: From TEL at the Fringes to TEL at the Core Steve Woodward and Haydn Blackey

  2. Being radical in our approach • The options we faced at the beginning of the Blended learning project were for: • Incremental development (ad hoc) • Discipline development (with some becoming leaders while others lagged) • Radical change • Opting for the latter as we saw Technology Enhanced Leaning as a key to institutional development and change

  3. Whole institutional focus • The risk of adopting an institutional focus • Centre v Faculties • Overcoming the challenges • Achieving the change

  4. Where we came from

  5. E-College Wales (2001-2004) • In 2001 we started a large scale distance e-learning project: E-College Wales • £6m EU ESF objective one project to stimulate entrepreneurial activity in Wales. • Led by UoG working with 6 of its partner FE colleges.

  6. Blended Learning Project(2005-08) • Building on our knowledge and experience of distance e-learning to improve our core business. Using what we learned through ECW to ‘embed’ Blended Learning. “… an important precursor to the institutionalisation phase of blended learning development” (Mistry, 2008) • Top-down Institutional Support: “Glamorgan is … committed to the delivery of a first class learning environment incorporating the highest standard of e-learning, tutor facilitation and use of cutting edge learning facilities” Professor David Halton – Vice Chancellor (2005)

  7. From BL to TEL:The GWELLA project

  8. Gwella • Major enhancement initiative for HE in Wales (2008-2011) • HEFCW funded project to deliver ‘Enhancing Learning & Teaching Through Technology: A Strategy for Higher Education in Wales’ (HEFCW 2008) • Output is to evidence mainstreaming of technology in learning, teaching and assessment • Vehicle for significant institutional ‘sea-change’ at the University of Glamorgan (post BL project)

  9. Gwella has radically changed the way we at Glamorgan do business • Incrementally engaged with learning and teaching through web 2.0 • Developed a personalised Student Portal • We have transformed staff perception and experience of online submission and assessment – it is now compulsory for all submissions to be online • We have enhanced student experience in online submission, academic integrity & online assessment • Launched an institutional e-Portfolio system • Actively engaged with UK-wide HEA SIGs (MELSIG, ELESIG, LERSIG, QA-QE)

  10. How we engaged Glamorgan staff • Strong support from the Senior Management • Influence the influencers • Short and simple user guides/ tutorials • Discipline-based group training (more than 70 sessions; more than 300 staff have been trained in Web 2.0/ online submission, etc) • Funded research projects • 121 support • Student-driven: Requests from students

  11. What has worked well at Glam?

  12. Successes • Positive engagement with Academic Faculties • Creation of Blended Learning Champions as the voice of the Faculty • All students using Blackboard at the minimum for Course Information • Examples of leading edge developments • Development of Multimedia resources and simulations • Increasing use of Blogs, wikis and social bookmarking • Pods • Digital Repository of multimedia learning objects • Online Assessment and Assignment Submission Initiatives • Study Skills support online

  13. Thank you for listening Steve Woodward - swoodwar@glam.ac.uk http://celt.glam.ac.uk/

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