Embedding the TESEP 3E Approach in the professional development of educators: A case study of the MSc Blended and Online

1. Embedding the TESEP 3E Approach in the professional development of educators: A case study of the MSc Blended and Online Education Keith Smyth and Christina Mainka, Napier University LICK Symposium October 2008

2. Sharing ideas Joint FE-HE initiative Collaborative learning Using technology appropriately Beyond the VLE Transforming and Enhancing the Student Experience through Pedagogy Increasing learner autonomy Working with the sector Learner centred staff development Working within the partner institutions Web 2.0 Building upon existing good practice 2005-2007 SFC e-learning transformation programme

3. Drama SCQF levels 4 to 11 Pathfinder projects Painting and decorating Evaluation Brick working Getting the blend right Languages Joinery TESEP in Practice Computing Art Law Preparing students Accounting and economics Subtle changes to practice Local and global connections Major changes Engineering

4. I’m already doing good things, so how do I build on that? How much learner control is enough? Choice and control? What are implications for tutors role? Where do I start? Is this all about ‘blue skies’? 3E Approach ‘Cutting through’ the jargon What role for current and emerging technologies? Implications for student? What kind of transformation? Modelling ‘TESEP principles’?

6. Pg Cert / Pg Dip / MSC Lecturers and other education professionals Reflective projects Learners as co-tutors Choice and negotiation in every task MSc Blended and Online Education Peer and self assessment Developmental projects SEDA accredited Tutors as co-learners Individual and collective needs drive from outset Preparation for continued professional development Applied and practice-based

7. Introduction to blended and online education (M1) Supporting blended and online student experience (M2) Curriculum design and development BOL (M3) Thought Discussions Student-led seminars Engagement in online communities 3E on PgC BOE Choose focus in chosen case study Groups conduct own case studies Groups redesign chosen aspects of PgC Individual project can be conceptual in design Individual project (design option) involves some implementation Individual project main activity focus developing entire course unit

9. “Collaborative learning activities have involved critical reflection and practical application of cutting edge Web 2.0 technologies. Modules draw upon the experiences of participants and we have been actively engaged in exploring how best to facilitate blended and online learning.” John Sinclair, Senior Lecturer, Napier University “This is a very hands on course with many different ways of reaching the learner and catering to many different learning styles, supported by current research articles in this area. We have had virtual seminars with other students from around the UK, and podcasts with experts in the field. This will help me to design and deliver blended learning more effectively, hopefully without making the mistakes of past initiatives.” Dr Steve Wilkinson, Principal Lecturer, Leeds Met University Student voices can be heard at http://www2.napier.ac.uk/ed/boe/why.html

10. Discussion board blindness! Sage on the stage to guide on the side no longer enough Thinking inclusively Evaluation Getting the blend right Balancing flexibility and rigour in assessment Challenges of 3E in the PgC BOE Need to be clear on how and why ‘Designing in’ Legitimate Peripheral Participation Helping learners plan their journey Competing views Knowing when to ‘teach’, when to guide, when to co-learn Appreciating different starting points

11. Fully customised module options Educational research methods and practice Informal and professional networking Learners as co-tutors on programme? Taking it forward on the MSc BOE ‘Legacy learning’ opportunities Making further global connections Establishing programme community