Group Admins
Description
Session Description
Staff development has been identified as crucial to delivering digitally enhanced learning (Ferrell, G., Smith, R. and Knight, S. 2018). The challenge for technology enhanced learning specialists is to equip tutors with the skills and tools needed to truly make the most of modern technology and meet the needs and expectations of students.
GRASP is a gamified, card based framework that aims to simplify the process of selecting tools and incorporating them in to effective teaching and learning. It draws on key aspects of traditional pedagogy and suggests ways that both a VLE such as Moodle and classroom tools such as Plickers can be used within learning design.
Key aims:
• Link established pedagogy with technology tools
• Enable a flipped learning style for rich learning experiences
• Demystify VLE activities and online course design
• Encourage participation and collaboration between students and staff
Tutors start by setting a couple of learning outcomes, then pick one card from each section to create a learning design. Each card is one activity or resource that they can use to give an overall learning journey, using technology to enrich the process.
The proposed session would introduce attendees to the context of the project and discuss the work that has been done to encourage a diverse group of teaching academics to embrace technology enhanced learning on a new campus. It will provide an opportunity to play GRASP and discuss how it is used to design learning.
Session content: evaluation and reflection
The session is based on an ongoing project that is being trialled in the 17/18 academic year with a small number of academics and will be rolled out more extensively in September 2018. Current evaluation data and feedback will be shared with the attendees and their feedback gathered.
The main evaluation of the model is being conducted using feedback and from data from Moodle module audits, assessing the quality of taught courses on the VLE. Session will discuss the impact of the model on key metrics and the companion work to ensure standards, and tutor perception of the process.
References
Davies, S., Mullan, J. and Feldman, P. (2017) Rebooting learning for the digital age: What next for technology- enhanced higher education? Higher Education Policy Institute [Online] Available from [01 March 2018]
Ferrell, G., Smith, R. and Knight, S. (2018) Designing learning and assessment in a digital age. Jisc [Online] Available from [01 March 2018]
