This is a repeat of the presentation at ALT C 17 and will be co-presented by Sarah Sherman
In this presentation, we will share the approaches and experiences of supporting a cohort of staff through CMALT accreditation currently in place at two different organisations (a consortium of six HE institutions in England and a large university in Scotland). We will demonstrate how an institutional cohort offers further benefits since it builds a network of support through regular meetings and activities, providing encouragement and dedicated time to write and reflect. The cohort builds a network of support within an institution or across institutions e.g. in the consortium’s cohort, a supportive relationship developed between academics and professional support staff across institutions.
The cohort encourages the formation of supportive networks, which may be considered as a Community of Practice as described by Wenger, 2007. Connections take a variety of forms:
Connecting different roles, for example administrative, teaching and support staff.
Building relationships across various models of support e.g. centrally and locally deployed services.
Providing role models for staff new to the institution and/or to learning technology.
The experience of achieving CMALT with a cohort can be a very different experience from an individual submission. We use the analogy of joining a gym: you’re more likely to go to a Zumba class with friends than on your own! Having institutional support for a scheme legitimises its value, raises the profile of learning technology and rewards participation in various ways including funding, time to participate and acknowledgement of professional achievement.