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The EFFECTS project

Embedding Learning Technologies a nationally recognised award within the SEDA Professional Development Framework (PDF). The EFFECTS project. EFFECTS timeline. 1997 1998 1999 2000 2001/03. Institutional programmes. National Award. TLTP3 bid. Local accreditation.

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The EFFECTS project

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  1. Embedding Learning Technologiesa nationally recognised awardwithin the SEDA Professional Development Framework (PDF)

  2. The EFFECTS project

  3. EFFECTS timeline 1997 1998 1999 2000 2001/03 Institutional programmes National Award TLTP3 bid Local accreditation Generic Learning Outcomes Guidelines Various HEIs with development opportunities and funded projects, piecemeal and non-accredited Partnerprogrammes Continuation process - consultancy

  4. EFFECTS project outcomes • 70 participants embedding LTs into their professional practice • 7 institutionally accredited programmes (more in development) • Wide range of publications, guidelines and lessons learned in embedding LTs • National recognition scheme under the SEDA Professional Development Framework • Network of contacts and regional support groups

  5. EFFECTS philosophy of professional development • L&T process rather than C&IT skills • Underpinning values & philosophy • Action research • Action learning • ‘a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done. Through action learning individuals learn with and from each other by working on real problems and reflecting on their experiences.’Beaty & McGill (1995)

  6. Generic learning outcomes (7)continuing professional development collective knowledge and practice (2)analyse (1)review individual learning cycle (5)evaluate (3)plan (6)disseminate (4)implement

  7. The SEDA Professional Development Framework

  8. SEDA PDF… • Is an adaptable framework of professional development which: • focuses on development not accreditation • provides a common framework • embraces all programme development • provides a development framework • supports institutional development • “Builds on ten years of experience of supporting the professional development of staff in HE”

  9. SEDA PDF • Values • Specialist outcomes • Development outcomes • Identify • Plan • Undertake • Achieve • Review

  10. Flexibility of Programmes… independent formal course attendance based academics only strategic projects technology driver accreditation integrated PGCert/Dip negotiated learning flexible/independent learning open to all staff individual projects pedagogy driver other incentive (e.g. development funding) or or or or or or or

  11. Examples… Masters Level Module Strand through a Masters Strand through a PGCert Masters Level Module Non – accredited supportive programme

  12. The PDF ELT award

  13. SEDA ELT Award • SEDA - Embedding Learning Technologies Award May 2001 • First Programme Recognised (UNL) Jan 2002 • First Recognition Workshop(4 programmes) April 2002 • SEDA PDF Launched - Nov 2003

  14. SEDA ELT Award Values • 1.An understanding of how people learn • 2.Scholarship, professionalism and ethical practice • 3.Working in and developing learning communities • 4.Working effectively with diversity and promoting inclusivity • 5.Continued reflection on professional practice • 6.The development both of people and of educational processes and systems

  15. SEDA ELT Award • Development outcomes • 1. Identified their own professional development goals, directions or priorities • 2. Planned their initial and / or continuing professional development • 3. Undertaken appropriate development activities • 4. Reviewed their development and their practice, and the relations between them

  16. SEDA ELT Award • Specialist outcomes 1. Conducted a review of C&IT in learning and teaching and shown an understanding of the underlying educational processes 2. Analysed opportunities and constraints in using C&IT and selected C&IT appropriate to the learning situation 3. Designed a learning resource, programme or activity to integrate appropriate C&IT 4. Implemented a developed strategy 5. Evaluated impact of the interventions 6. Disseminated and embedded the findings of the evaluation

  17. Aims of a programme support individuals and teams of staff recognise the professional contribution and achievements of those staff enhancing the quality of learning for students advance scholarship, promote action research, evaluation and reporting of outcomes promote the SEDA professional values develop local support frameworks in participating institutions; facilitate the sharing of best practice across institutions. SEDA ELT Award

  18. Recognition Process Recognition has two parts • an institutional part • a programme recognition for a named award

  19. Institutional Recognition • how PD needs are identified • how programmes are developed to meet these needs • the location of programmes in the institution • links between programmes • a review of strengths and weakness

  20. Programme Recognition SEDA are satisfied that the programme 1. demonstrates the seven underlying principles and values, each of the nine outcomes 2. involves an appropriate mix of self-assessment, peer assessment and tutor assessment 3. is acceptably externally examined and / or moderated 4. has a procedure for dealing with appeals against accreditation decisions 5. has an internal procedure for regular review and quality assurance of the programme

  21. The recognition process 1. Contact, information and advice 2. Registration 3. Mentoring 4. PDF Events 5. Documentation 6. Recognition visits and events 7. Recognition outcome

  22. ELT and institutional change

  23. Embedding LTs: levels of development staff involved in curriculum development institutional development students learning effectively with LTs development programmes and opportunities for staff

  24. Individual process (7)continuing professional development (1)review (2)analyse (5)evaluate (3)plan (6)disseminate (4)implement

  25. Accredited at M-Level Recognition by SEDA PDF Pathway to ILT Recognition for staff Institutional Programmes Publication/ dissemination

  26. Institutional process institutional research/auditing & consultation evaluate impact of changes (1)review (2)analyse (5)evaluate (3)plan strategic planning to overcome constraints (6)disseminate (4)implement embed and scale up new practices promote and support L&T innovation

  27. Institutional embedding institutional top down processes bottom up processes individual

  28. Developing expertise (bottom up) • Developing a cohort of experience learning technology users in departments/faculties • Ensuring learning technologies are integrated into SEDA/ILT programme • Organising lunch-time seminars for staff to talk about their innovations • Networking opportunities (discussion list, newsletter, R&D seminar...)

  29. Developing expertise(top down) • Promoting research and development (organisational, educational and technical) • Developing information/knowledge management systems • Providing a single gateway to relevant know-how and expertise

  30. Key institutional parameters • status of learning and teaching • commitment to professional development • integration of LT / L&T strategies • infrastructure including networks, IT, LT, MIS and admin systems • student LT and general learning skills • innovations funding and support • LT support staff…

  31. What’s right at your institution? • Analyse features of your institution by • auditing (see e.g. the JISC institutional audit tools) • using the ELT guidelines • asking questions, interrogating institutional documents and data • supporting institutional L&T research • Move things forward by • developing partnerships and collaborations • running workshops and dissemination events • carrying out a consultation exercise

  32. Different models of Institutional programmes for embedding learning technologies

  33. Plymouth • 30 credits at M-Level - part of Diploma or MEd • individual project or APEL based • Features • negotiated learning agreements • individual support • face to face workshops and tutorials • on-line activities and learning set • includes lecturers, support, managers

  34. Southampton • Integrated into the teacher certificate course • Features • collaboration between participants • shared work load • applying existing research findings • support from mentor/colleague • establish ‘cognate’ groups

  35. UNL • Optional pathway through PGCert resulting from integration of LTS and TLHE. • Features • sessions on C&IT applications • individual projects • strong strategic drive • faculty mentor/central support

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