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Learning and Teaching Practice Experts Group Meeting Sharing Effective Practice 19 October, Maple House, Birmingham

Learning and Teaching Practice Experts Group Meeting

Event Date 19 October 2011
Venue Maple House, Birmingham 
Event Learning and Teaching Practice Experts Group Meeting

Sharing Effective Practice

  • To update the group on the emerging findings and resources from the Institutional Approaches to Curriculum Design Programme
  • To consult with the Experts on the developments around the emerging findings from the recently completed study funded under the JISC –HEA Open Educational Resources Programme
  • To share examples of effective institutional practice and research in technology-enhanced learning and enable discussion across the Experts group 

Time Activity
10:00 Registration and tea/coffee and pastries on arrival
10:30 Welcome, introduction to the day and a brief update from e-Learning Programme
Sarah Knight, e-Learning Programme
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How are curriculum design practices and processes changing?
An overview of emerging outcomes from the Institutional Approaches to Curriculum Design programme, as the projects approach their final year. See here for further details of the programme.
Helen Beetham , Synthesis Consultant, Curriculum Design Programme
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Institutional examples from the Curriculum Design Programme of changing curriculum design practices and processes
Experts have the opportunity of selecting one of the three sessions to participate in:

Session 1:  Collaborative activities for curriculum design
In this workshop session delegates will be introduced to the principles and practices of the Open University’s Learning Design Initiative, and have the chance to try out two short sample activities from the project’s learning design toolbox. Delegates will also explore how they might develop and share curriculum design activities using the OULDI principles for use in their own learning and teaching contexts.
Rebecca Galley, OULDI project, The Open University
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Session 2: Using technology to support collaborative course design - the T-SPARC project
Birmingham City University are piloting a new approach to curriculum design and approval that uses SharePoint to facilitate discussion across a course team, offers greater levels of stakeholder engagement and streamlines the workflow of curriculum design and programme approval. In this session the T-SPARC team will give a short presentation on the aims of the project and will then invite participants to log into our emerging SharePoint solution (with their device) to try it for themselves. Although the 'dummy' IDs we'll issue will limit some of the e-mail linked functionality, participants will nonetheless be able to gain a sense of what it feels like to use the system.
Paul Bartholomew and Oliver Jenkins, T-SPARC project, Birmingham City University

Session 3: Encouraging Creativity and Reflection in the Curriculum Design Process - Viewpoints Project
In this workshop session delegates will be introduced to the University of Ulster’s Viewpoints Project. The Viewpoints project has created a collaborative workshop format and themed resources that facilitate a dynamic interactive approach to curriculum planning. There will be opportunities for delegates to review the project resources and to use them in the context of two short activities relating to curriculum planning. Delegates will also review sample outputs created by course teams using the Viewpoints resources and discuss how this collaborative curriculum design framework could be applied in their own learning and teaching contexts.
Alan Masson, Viewpoints Project, University of Ulster
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12:15 Tea and Coffee available

Sharing effective practice
Experts have the opportunity of selecting one of the two sessions to participate in:

Session 1: EVS: Going beyond the enthusiast(s)
Getting the enthusiast to use an Electronic Voting System (EVS) is a relevantly straight forward process. Our presentation, however,  is not focused on the activity of the enthusiast(s) per se but rather on the deployment of resources to promote and support the large scale use of EVS.

During the 2010/11 academic year we, (the Learning and Teaching Institute at the University of Hertfordshire), worked with eight academic Schools and distributed 3850 EVS handsets. This coming academic year, (2011/12), we will support another two academic Schools and distribute a further 3500 EVS handsets. During our presentation we will outline the context for the large scale activity, report on our progress and highlight some of the opportunities and issues relating to such a project.
Mark Russell and Jon Alltree, University of Hertfordshire
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Session 2: ‘Unlocking the Hidden Curriculum: Using Augmented Reality as an Engaging and Immersive Learning Resource’
This session will describe a JISC-funded project exploring the use of ‘Augmented Reality’ (AR) as an academic resource, enabling learners to interact and engage with biodiversity data on the University of Exeter campus - offering new opportunities for blended learning and a convergence-based approach to the geographies of learning. 

With a touch of magic to introduce the technology, this session will discuss technological implementation along with the limitations of this emerging technology.  Contents of a toolkit of educational resources will also be highlighted, enabling understanding and development of the technology in new contexts. 

Whilst this relatively infant technology has yet to achieve mass-market consumer awareness, the rapid pace of innovation as well as comments from users at the University of Exeter both indicate that AR has real potential for informing high quality learning in the future. See further information.
Dale Potter, University of Exeter


Lunch and networking time


‘Why reinvent the wheel, when there’s great stuff out there?’ Investigating the impact of open educational resources on teaching and learning in UK universities
In recent years, UK universities have received significant funds for the production and release of OER. Acknowledging the growing need to study the demand side, JISC funded a team from the University of Oxford to carry out a small-scale qualitative investigation into the benefits of, and challenges to, incorporating OER into teaching and learning from the perspective of lecturers themselves.

To capture a wide range of OER experience, as well as insights into the process of locating and evaluating suitable resources, we conducted interviews with teaching staff who were already confident in their OER practice and ran workshops with staff who were engaging with OER for the first time. We also conducted focus groups with a small number of students to ascertain their perspective on OER.

Although there now exists a substantial body of high-quality learning resources in some disciplines, a critical mass of useful and usable materials has yet to be reached in others, while pedagogic intent, granularity and preserving one’s distinctive ‘teaching voice’ are common concerns among lecturers. Yet a groundswell in favour of openness, and a receptivity to licensed resources from other institutions, are unmistakable. Indeed, ‘why reinvent the wheel, when there’s great stuff out there?’

See here for the final report and introductory video from the programme team.

Liz Masterman, University of Oxford, on behalf of the research team: David White (PI), Joanna Wild, Liz Masterman and Marion Manton
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Members Showcase
Members from the Experts Group are invited to showcase their work or invite feedback on specific areas they are working within. The session will run as three 30 minute roundtable discussions offering members the opportunity of attending two of the three sessions.

Session 1:  The case of the Curious and the confident - the untold story of changing teacher attitudes to e-learning in the FE sector
812 teachers in FE gave 17 responses each on their feelings and attitudes to using technology in teaching over the summer. A further 93,000 words of explanation and justification follow to give unique stories and a picture of the curious and the confident (or the not-so) that together provides a new view of the e-learning landscape 10 years after the start of the journey in FE. We will be sharing the data from the study that highlights what has changed, how colleges need to change their approach to staff development as a result, and the implications for national agencies in changing how development is acquired, recorded, commonly classified, and shared.
Geoff Rebbeck and Nigel Ecclesfield, LSIS
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Session 2: Academic Accountability in Research: Data Validation and Repositories of Knowledge or Keeping Track of Research Students - and Supervisors!
The Aardvark project is part of the JISC Building Capacity programme which has a focus on creating strategic changes. The University of Bedfordshire needed to develop a Research Supervision Management System to link to the student record system. It needed to provide a way of delivering automated reporting of research student progress and engagement to meet the requirements of external bodies e.g.
the UK Border Agency. Find out how we electronically manage and record researcher / supervisor meetings in this session.
Mark Gamble, University of Bedfordshire
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Session 3:  Developing a research agenda for Technology Enhanced Learning
STELLAR is a European Network of Excellence. Its aims include setting a mid-term research agenda in Technology Enhanced Learning (TEL), by identifying Grand Challenge Problems and associated research questions. One of the instruments we use to guide the development of these Grand Challenge Problems is a Delphi study, which has completed four out of five rounds and has involved over 500 key TEL experts and stakeholders. The Delphi study aims to identify future trends and relevant research issues and priorities for the TEL research agenda of the future. The study has identified eleven core research areas and this presentation will provide an outline of these and will invite participants to reflect on them, formulate fresh ideas and suggest where and how Grand Challenge Problems might be developed.
Marie Joubert, University of Bristol, STELLAR Network



16:00 Close and tea available

Dates for your diary for 2012 Meetings: 
  • Tuesday 24 April

  • Wednesday 11 July

  • Thursday 18 October