30 November 2012, Woburn House, London

1. HEA - HeLF workshopManaging an institutionaltransition from paper-based to online submission, marking and feedback 30 November 2012, Woburn House, London

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6. UK Heads of eLearning Forum • HeLF focuses on e-learning and technology enhanced learning as an aspect of institutional strategy • Formed in late 2003 by 5 Heads of elearning • increasing prominence of this role in UK HE • Mutual support group for colleagues in similar roles • No funding or central administration • Nominated member from more than 100 UK HEIs • Elected steering group • Regular face to face meetings and active JISCmail e-mail list • www.helf.ac.uk

7. UK Heads of eLearning Forum • Three broad areas of work • Advisory Body • National and government agencies, pro-active engagement • Implementation and sharing of practice • Formal and informal networking to assist colleagues in designing, implementing and evaluating strategies • Strategic focus • HeLF is primarily concerned with strategic issues associated with technology implementation (differentiation with ALT)

8. HEA thematic priority • Assessment and feedback • A Marked Improvement • Teaching development grants • Academic integrity • Institutional policy and practice • Assessment design as key • External examining • HEA Handbook • HEA and QAA Conference • Flexible learning, online learning, students as partners

9. Assessment and feedback: sub-themes • Students re-shaping assessment and feedback • Engaging employers in assessment and feedback • Re-thinking programme level assessment and feedback • Transforming feedback practice • Promoting academic integrity through assessment

10. A Marked Improvement • Transforming assessment in higher education • Expert group • A case for change • Institutional assessment strategy • Unpacking, re-casting tenets • Assessment review tool • Stimulus questions • Ratings, evidence, actions

11. Follow-up • HEA website • Resources, workshops, seminars • http://www.heacademy.ac.uk • Assessment in Higher Education Conference • http://aheconference.com • Call for papers closes • 3 February 2013 • Contacts • assessment@heacademy.ac.uk • tdgenquiries@heacademy.ac.uk

12. Action planning and discussion • Discussion groups; feedback from each group for final workshop session • Implications for participant’s institution and identify key action points • Two things you are going to do to help progress what you have heard about today in your institution • Two things you need your institution to do to help you support implementation of these types of initiatives • Two things you would like HEA and HeLF (or other organisations) to do to support this area nationally

13. Action planning and discussion • Feedback to different institutional groups • Enrich resources for programme development workshops • Inform TEL plan • Feedback to assessment/feedback group who might not think about “e” elements • Piltoing and accommodating diversity of practice • Institutional • Recognise and act on better integration of TEL tools • Engage students in process somehow / research / contribution • Include other institutional stakeholders (CETL, EDU, Faculties) • Policies and guidance on use of Turnitin • Acknowledge that new tools need resourcing of staff dev and support • Strategic coordiantion of initiatives • Policy making to be more timely (takes too long to catch up after pilot) • HeLF - Continue surveys, sector trends, sharing practice • HEA – acadmics not having voices heard, development framework, teaching excellence not compliance

14. Action planning and discussion • Try and find out who “owns” assessment process in instituttiona – is it eveyones ? • Baselining useful – need to understand current assessment processes and identify the groups that you need to engage with (institution specific) – identify intervention points • People who “own” often feel very protective about things • Sharing practice – different governance structures in institutions • How can TEL and EDU teams fit within institutions ? • HeLF/HEA • What is evidence ? What does it look like ? What does it all mean ? • Too much, too often, not enough time to read and digest. • Need short summaries and signposting in to larger documents (say 4 page max) • Audio books ? • Targeted audiences for different stakeholders – need to have different versions for different user communities within institutions

15. Action planning and discussion • Addressing risk and risk to university reputation – allocate resource to make sure it happens • Things imposed from above ? Status within institutions • Ealry adopters – built up body of expertise – how do you deal with this when building something new • Minimum requirement – seems like an attractive approach to ‘dip toes in’ • Change focus – revist whole process around academic integrity and how Turnitin being used to support academic development, rigour and pedagogic perspective • Evaluaiton – what are pedagogoic benefits of what is being done as evidence • Baseline business intelligence really useful idea • More staff to work with academics to ensure succesful implementation • Help academics understand pedagogic benefits • More coherence and consistent practice • Sharing with senior management – full business change management essential • Apply proper resources to support technical integraton between systems • Balance between bespoke and streamlining – not being too rigid but not allowing too much flexibility • Provide neat and tidy synthesis of simple accessible overview of everything which is out there • SIG within a SIG – CAMEL – sharing practice round technology combinations Moodle+SITS, Moodle+Turnitin, etc

16. Action planning and discussion • Go back and identify and talk to stakeholders – how so business processes work and how different stakeholders are involved • Writing guides on using online assessment – good way of analysing process by writing guide • Institutions • Creating database of all information around assessment • Database of different types of assessments, assessment dates, modes, etc – often not easy to come by in many institutions • Consistent policy or working practices for handling e-assessment across institution – usually agree dpolicies for paper submisssions but not normally for e submissions • HEA/HeLF • JISC ? Standard answers or responses for dealing with Helath & Safety issues about e-assessment which keep coming up all the time • Running workshops as this really useful and seeing what other people are doing (workstation assessment at home ?)

17. Action planning and discussion • Envy of major projects – but think having more formal project in institutiosn essential • Focus on end to end seen as a good thing • How do marks feed into student record system – who does it • Institutiosn • Data – not that clean. Students not always matched to correct modules, Who do you contact. Need more data on submission and feedback data to use in other systems • Making sure good communication if changes in how systems integrate essential • Senior management support for change so that can be used as driver at local engagement • Resourcing – need people to be able to make it happen propely. Can learning technologists do it in normal role ? • HEA/HeLF • Lobbying – could do with lobbying companies to get them to embed Uk specific things within their profucts • Lobbying senior management in institutsions to show not trivial • Evidence – pedagogy evidence esp once systems side is more clearly resolved • JISC – funding to apply a resource or tool they have funded to apply to a specific institution. Can’t usually easily move a tool from one institution to another (more sustainable) • Networking useful to help share experiences

18. Action planning and discussion • Importance of baselinign and planning – generating right reports • Incorporating pockets of good practice within institutions – challenging but can really contribute good data • General buy in from staff and stakeholders to facilitate change process • Institution • Senior management buy in and involvement. Unions as well. Influences practice • Needs resources – many potential benefits as discussed but does need proper investment to make it happen effectively • Develop define and refince technologicla systems – need time to do this • HEA/HeLFCase studies – especially international • HeLF – organise meetings betwwen institutions with similar system combinations • Lobbying to help influence companies and providers