When time is short and support is scarce, teachers may feel inclined to abandon attempts at innovation, especially when the response from students is less than enthusiastic. This is why it is essential that innovative or disruptive changes to current practice fit well with the overall learning aims, and with the needs of both learners and teachers (Barab et al., 2007).The Learning Innovation Scheme (LIS) is an annual initiative coordinated by our team. The scheme encourages teaching staff from across the institution to develop and integrate new ways of using digital technology into their teaching and learning. By collaborating with specialist Learning Designers, colleagues can explore new innovations in practice, and embedded the successful ones into curricula. Thus, in the first part of the presentation we will share the story of our approach about the cycle of innovation.
In 2015-16, one of our key projects has focused on a 30-credit course called Contemporary Issues in Events Management in the Business School. We have been exploring ways to enhance student engagement and the learning experience by embedding learning technologies (Buckley, 2014). Teachers experimented with a range of digital tools that were carefully selected to further the project aims and enhance the skills of staff. These included Padlet, Socrative, Twitter and ScoopIt. Some tools were abandoned during the course, while others were used intensively and successfully to enhance participation and engagement.In the second part of the session we will describe our approach to this project’s challenges, and discuss the feedback we gathered from staff and students about their perceptions and uses of learning technologies. Importantly, we evaluate the lessons learned about why staff and students adopted or rejected different technologies . What were the influential factors? And how can we use these insights to encourage the successful integration of technology-enhanced learning in the future?
Barab, S. A., Dodge, T., Thomas, M, Jackson, C., and Tuzun, H. (2007) Our Designs and the Social Agendas They Carry. In: The Journal of the Learning Sciences, Vol 16(2), pp263-305
Buckely, A., (2014) UK Engagement Survey 2014, The Higher Education Academy
Laurillard, D., et al., (2009) ‘Implementing technology-enhanced learning’, in Technology-Enhanced Learning, eds. N. Balacheff, S. Ludvigsen, T. De Jong, A. Lazonder & S. Barnes, Springer, Dordrect, The Netherlands, pp. 289–306