The rapidly changing digital landscape (Gardiner, 2015) means that technology-enhanced learning and teaching opportunities are becoming ubiquitous (Glenn, 2008). Technology Enhanced Learning (TEL) offers flexibility around the ‘when, where and how of learning’ (McLinden, 2013; Gordon, 2014) and greater personalisation for students (Laurillard, 2008; Gordon, 2014). So how can we prepare our academics to facilitate effective learning in this evolving context?
The subject of this paper is the design and evaluation of a new course in the University of Glasgow’s Postgraduate Certificate in Academic Practice (PGCAP), ‘Learning with Technology’. Mapped to the UK Higher Education Academy’s (2011) Professional Standards Framework, this course has been designed to be transformational in encouraging academics to question their assumptions around learning and teaching with technology in relation to current debates in the field (for example, around digital literacies and digital pedagogies), as well as rethinking their teaching practice for a digital age. The course seeks to imbue participants with appropriate knowledge and skills to design, implement and critically evaluate an aspect of technology-enhanced learning within teaching practice, making reference to appropriate scholarship.
A study was designed to evaluate the course and assess its impact on the participants’ academic practice. The study design included pre- and post surveys to capture participants’ expectations and experiences before and immediately after the course, as well as semi-structured interviews six months after the course, to assess the extent to which it has impacted on the participants’ teaching practice.
This presentation will share the outcomes of the study and consider the key issues related to the participants’ confidence with – and views about – technology-enhanced learning, having engaged in the course. Initial findings demonstrate that the course was well received by participants, who also agreed that they were able to situate aspects of technology-enhanced learning within a scholarly context and apply it to their own practice. The study revealed subsequent effective use of various learning technologies including social media, augmented reality and instructional video. At the end of the presentation, we will examine what can be done to build on this good practice, to ensure that academics are continually supported beyond the PGCAP.
Gardiner, K. (2015) Reasons to be open – embracing the digital landscape. Association for Learning Technology Conference (ALT-C), 8–10 September 2015, University of Manchester.
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