The 2018 UCISA Survey of Technology Enhanced Learning (TEL), tracks developments in the use of learning technologies across the UK higher education sector. The session will be based on the TV show ‘Family Fortunes’ format, as a way to explore findings from the survey and challenge assumptions that we may make about practice across the sector. Two teams will play against each other to name the top responses to some of the findings from the 2018 UCISA Survey of Technology Enhanced Learning (e.g. name the top 5 barriers to the implementation of TEL), whilst allowing the audience to play along. After each question the teams and the audience will discuss the findings, applying a critical perspective on what the findings mean in practice and the impact of TEL on learning, teaching and assessment.
This session relates to the theme of critical perspectives as it will take a critical view in analysing the findings with participants and be able to provide a historical perspective on how TEL has changed over the past 17 years.
Session content: evaluation and reflection
This interactive format will be used to generate discussion from the 2018 UCISA Survey of Technology Enhanced Learning, which tracks developments in the use of learning technologies across the UK higher education sector. This is the ninth survey of its kind, and offers a longitudinal perspective of TEL developments over a 17-year period within UK higher education, focusing on the provision already in place within institutions and the current, emerging and planned patterns of learning technology use across the HE community.
This year’s survey maintained a focus on VLE reviews and the evaluation work that institutions are undertaking after a decision has been made on their e-learning platforms, whilst also tracking developments in the delivery of flexible learning and technology that underpins and supports the Teaching Excellence Framework (TEF). Specific changes introduced for this year’s survey include:
– more explicit mention of the TEF (which had been a focus of case studies in 2016) and baseline / minimum standards as part of the drivers question for TEL
-a clearer distinction between Electronic Management of Assessment (EMA) and e-assessment throughout the survey
-attention to learning spaces as part of TEL governance
-outsourcing and TEL review questions now also consider media streaming, learning analytics as services
-as part of TEL evaluation, we now distinguish between institutional evaluation activities and those conducted at a local level by schools / departments: learning analytics / usage figures now introduced as measures for tracking TEL activities
The 2018 survey also retained questions from previous surveys on the centrally supported learning, teaching and assessment tools in use and those which are unsupported, enabling longitudinal analysis of teaching and learning developments to be captured.
The survey data was collected between January to March 2018 and analysed during April to June. The report will be published at ALT-C alongside this session, so participants will have the opportunity to hear and discuss the findings before anyone else.
The University of Sheffield (2018). Faculty Fortunes at TELFest, Available at: https://digitalmedia.sheffield.ac.uk/media/t/1_icmaygfs# [Accessed 21 March 2018]
UCISA (2016). 2016 Survey of Technology Enhanced Learning: case studies. Available at: https://www.ucisa.ac.uk/-/media/files/publications/case_studies/tel%20survey%202016_case%20studies_07nov16.ashx?la=en [Accessed 21 March 2018]
Walker, R., Voce, J., Swift, E., Ahmed, J., Jenkins, M., & Vincent, P. (2016). 2016 survey of Technology Enhanced Learning For Higher Education in the UK. Available at: https://www.ucisa.ac.uk/-/media/files/publications/surveys/tel%20survey%202016_nov16.ashx?la=en [Accessed 21 March 2018]
Resources for participants
Link to UCISA TEL Survey: https://www.ucisa.ac.uk/bestpractice/surveys/tel/tel
Family Fortunes Format: https://digitalmedia.sheffield.ac.uk/media/t/1_icmaygfs#