In addressing why our staff do not attend the range of training sessions provided, a lack of time is often cited as the main cause for non-engagement, this is in line with much of the research done in this area (Singh and Hardaker, 2014; Kopcha, 2012). In order to address this barrier, this year we have embarked on an experiment in micro-learning and have created an open-access learning blog, #1minuteCPD. This consists of a daily, one minute tip on educational technologies. By using micro-learning we are breaking down the barriers to training, by creating a resource that takes just one minute and can be accessed on any device, anywhere they have an internet connection. These short, daily iterations, expose staff to different technologies and techniques, building familiarisation and foundations for further conversations with their Technology Enhanced Learning Advisor.
In order to identify relevant topics to include in our blog, we have used a thematic analysis of 2399 free text comments, gathered from our internal student satisfaction survey, that related to the student experience of technology enhanced learning across the institution. Completing the thematic analysis has provided us with five core development areas to focus our micro-learning on. By taking an evidence based approach we are helping the institution to close the feedback loop, whilst also providing staff with relevant and timely training interventions.
Based on our assumptions that we were not alone in our struggle to fill the seats on our training courses, we felt we would like to help other institutions and academics facing a similar challenges. Therefore, instead of restricting access to this resource, we have shared it freely under a Creative Commons licence. The blog is shared online and can also be accessed through Twitter and Facebook. To encourage the building of a community of practice (Wenger 1998) around #1minuteCPD, we have introduced a #my1minuteCPD hashtag for users to share their stories, experiences, tips and feedback of #1minuteCPD. It is anticipated that the added support provided by this wider community will help embolden and support staff in their explorations of TEL.
We have been thrilled by the take-up of the resource and the engagement both inside and outside of the institution. As of May, we have received over 21,000 views from over 5,500 unique visitors from across the globe since our first post on 1 January. To make the resource more useful to the wider community, we have aligned our posts to JISC’s 6 Elements of Digital Capability Framework.
In this session we will explore our journey in creating an open-access, micro-learning resource, that not only meets the needs of our institution but is also relevant and engaging to the wider community. We will share our initial reflections on the project, including early feedback and interviews regarding impact and success of the experiment, gathered from both inside and outside of the institution.
Kopcha, T. J. (2012) ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers & Education, 59(4) pp. 1109-1121.
Singh, G. and Hardaker, G. (2014) ‘Barriers and enablers to adoption and diffusion of eLearning: A systematic review of the literature–a need for an integrative approach.’ Education + Training, 56(2/3) pp. 105-121.
Wenger, E., 1998. Communities of practice: Learning as a social system. Systems thinker, 9(5), pp.2-3