The Teaching Excellence Framework (TEF 2017) requires universities not only to engage with excellence in learning and teaching, but also to demonstrate impact. Teaching Enabled Teaching is a key driver in enhancing the student experience. Across the university teams are supported by the Technology Enabled Learning Team ( TELT) to enrich learning through the use of technology. The University strategy has been to support staff with gaining confidence in using Technology and amplifying creativity via networks, connections and targeted work. The Faculty of Health and Wellbeing embedded a learning technologist within the Faculty teaching teams to support this development. This cultural shift was driven by pedagogy around the best ways to develop Communities of Practice (Lave and Wenger , 1991) and the desire to build on existing assets around the use of Technology Enhanced Learning and Creative approaches to learning. A ‘ world café’ format event was used to encourage staff to share good practice and celebrate excellence amongst colleagues with the intention of increasing confidence in the use of TEL and creating identifiable hubs of expertise (Kukulska-Hulme, 2012.) The initiative focused on encouraging staff to consider the impact of their teaching approaches and how these can be enhanced by sharing TEL approaches, tools and techniques with each other. The event was effective in highlighting sources of innovation, synergy and support, resulting in a brochure of case studies and contacts which was formulated at the event using onenote.
The session will consider:
the process of putting an event together
the resources used in teaching and how these were shared
the models generated by the TELT team
the outputs from the initiative
recommendations on how to cultivate environments in which collaborations and communities of practice can flourish.
Participants will gain insights into how to put together similar events to support the implementation of technology enhanced teaching, consider the applicability of the models developed by the team to their own area of practice and identify appropriate approaches to engagement
Session content: evaluation and reflection
This session is based on a project which is a subset of a broader stream of work across the university to encourage Technology Enabled Learning(TEL) as part of a digital shift. It includes consideration of the cultural, technological and educational components of raising the profile of TEL and creating a environment in which a Community of Practice can thrive. Qualitative data from the staff attending the experience will be shared, and participants will be able to view the completed brochure. There will also be an overview of how TEL and technology is supporting interdisciplinary collaboration in Learning and Teaching across the university.
Kukulska-Hulme, A. (2012) How should the Higher Education workforce adapt to advancements in technology for teaching and learning? The Internet and Higher Education , 15 (4) pp247-254
Lave, J., and Wenger , E.,(1991) ‘ Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.