Tools used traditionally in Higher Education to drive take-up of Technology Enhanced Learning have proved limited in efficacy. A focus on ‘best practice’ can produce islands of practice that can quickly become outmoded, build individual careers, but find difficulty in transference. Minimum specifications for Virtual Learning Environments can, when used in isolation, discourage innovation and increase teaching to the minimum. Support can tend to be reactive rather than pioneering and collaborative. These methods so far failed to set the world alight or produced the results needed and demanded by our commitment to our students.
We present an alternative approach being deployed within the Management School which has invested in a Carpe Diem team, headed up by Professor Gilly Salmon, in its mission to improve the student experience, innovate and better equip our students for their futures, through engaging our lecturers with TEL in heart and mind. We will look at the ways we are incorporating work-based learning theories into our practice with academics and how we build upon well-researched scaffolding techniques to create engaging learning that is responsive, career-focused and engaging.
In this presentation we will provide a comparison of how engaging our teaching teams has:
Drastically improved the student experience through learning design and planned development
Modified the relationship between lecturer and support staff from one of demand-supply, to partnership that works to a common cause through experimentation and innovation.
Approach to use of TEL
We will highlight some of the key tools we use and present some early stage findings on the impact of our work on the student experience.
Session content: evaluation and reflection
Based upon work we are carrying out at the school therefore based upon action research with evaluation being carried out with students and staff on courses
Thalheimer, W. (2006, March). Spacing Learning Over Time.
Retrieved March 2, 2017, from http://willthalheimer.typepad.com/files/spacing_learning_over_time_2006.pdf
Salmon, Gilly (2002), “E-tivities. The Key to Active Online Learning”, London: Tayler & Francis.