1. Engaging Academic staff in Technology Enhanced Learning in a Research Intensive University Dr Jacqueline Dempster Aston University Jay Dempster @ Aston

2. My outline: • Research-led context for TEL • Approaches to engaging staff • First goals … Jay Dempster @ Aston

3. Research intensive priorities • Changing academic needs & roles • Leadership and management • Infrastructure & application of ICT • Quality & standards • Linking research with teaching excellence • Curriculum innovation & pedagogic distinctiveness • Personal effectiveness & job satisfaction. the technologies & the tools the individual the ‘academic team’ the department & the discipline Being strategic about TEL … Jay Dempster @ Aston

4. Hooks for engagement • Academics are under immense pressure: • Research imperative • Teaching quality audits • Technological pace & opportunities • Student expectations • Employer expectations “When the winds of change blow, some build walls while others build windmills” (Ancient proverb) • Some academics capitalize on the possibilities to innovate with TEL. • Most are unable to accomplish real curriculum impacts without substantial long-term learning design support. • A few are disengaged & disinterested. Jay Dempster @ Aston

5. To be successful – approaches to engagement in TEL need to be: • Integrated • Strategic • Practical • Scholarly • Fun! Jay Dempster @ Aston

6. How can this be achieved? “…what is needed is … the reinvention of cultures.” (Taylor, 1998) Successful embedding of any educational innovation centres on four key approaches(Dempster & Deepwell, 2007) • Vision and personal credentials of individuals, groups & relationships • Academic freedom underpinned by good educational leadership • Transfer of knowledge from evaluation of projects and initiatives • Retention of staff expertise and repurposing of resources. Jay Dempster @ Aston

7. S I A P A support service model ORGANISATIONAL DEVELOPMENT strategy, structures, network, tools, support STAFF DEVELOPMENT skills, understanding, recognition, reward CURRICULUM DEVELOPMENT learning design, student skills, pedagogic research, technical implementation P – pedagogical innovation A – academic processes S – support structures I – institutional processes Jay Dempster @ Aston

8. ‘I’ is for integration “Practices change constantly, but without ‘joined up’ technical and pedagogic support alongside an appropriate reward scheme this change can be undirected or even misdirected.” (Oliver & Dempster, 2003) ‘I’ is also for image … (the importance of branding for CLIPP, schools, individuals) Jay Dempster @ Aston

9. A: The ones that have the most impact and balance research-intensive needs ... strategic vs individual practical vs theoretical generic vs disciplinary technology innovation vs tried & tested implementation vs dissemination evaluation vs audit Q: What approaches would I take to engage academic staff with TEL? Jay Dempster @ Aston

10. So back to the ‘hooks’ • Present TEL as … • engaging and inspiring yet practical • strategically relevant yet flexible • capable of responding efficiently to demand • a long term investment that requires monitoring. • Professionalism & interdisciplinary • scholarship of teaching/research-led teaching • action research & Inquiry-based learning • blends research into teaching with curriculum leadership & student skills development • Creating an inspirational learning community! Jay Dempster @ Aston

11. TEL development projects Professional programmes Teaching excellence awards Showcase events Applying this strategy …in a practical sense Jay Dempster @ Aston

12. TEL development projects • Exploratory/innovative • Highly practical • Engaging • Structure & support • Team-focused/peer learning • Interdisciplinary (to avoid isolated innovations) • Tangible outcomes(usually) “Funded projects provide a ‘supportive playground’ where innovation can flourish and change in thinking and practice is a natural outcome of approaches that are working.” (Dempster, NIME paper, 2007) Jay Dempster @ Aston

13. Jay Dempster @ Aston

14. Professional development programmes • Context of professionalism in teaching • Competence in the effective application of ICT in teaching & learning • Support & formally recognise TEL developments • Variation in length & format • Provide structure, reflection & sharing • Non-accredited, may involve a development project • Accredited locally and/or nationally • Participants seen as ‘innovators’, ‘champions’, ‘experts’ or ‘agents of change’ Jay Dempster @ Aston

15. Recognition & excellence awards • Recognising the contribution and commitment of individual staff or course teams • Local university awards for excellence • Exceptional impact on the student learning experience • Funding to further disseminate & develop • National Teaching Fellowship Scheme • Increasingly routes to promotion on the basis of excellence in teaching (not just research) • Raises the university’s profile of teaching excellence and research-led teaching. Jay Dempster @ Aston

16. E-Learning Showcase Day Jay Dempster @ Aston

17. Conclusions … • Incremental and co-operative activity • Promote ICT infrastructure & tools • Pedagogic distinctiveness as a driver • Academic staff & departments in the driving seat • High quality support, flexibility & responsiveness • Opportunities for reflection & sharing of practice • Critical engagement & excellence leading to recognition & promotion. Jay Dempster @ Aston

18. First goals … • Engage in institutional strategies and external networks to inform the institution’s ‘readiness to implement’ TEL methods to extend & enhance provision to cater for different learners’ needs. • Identify needs and barriers(hopes and fears)in departments and analyse gaps in staff skills and technical & media support requirements. • Work towards establishing a strong tradition of teaching initiatives where dissemination is an active process and the relationship between the Centre and departments that is strong but flexible. • Establish ‘academic teams’ through networking in departments and identifying course teams, so staff do not feel isolated and are recognised for & supported in their efforts. • Set up a community of practicethrough sharing opportunities such as publications, showcase events, workshops and programmes particularly towards enhancing links between research, teaching & learning processes with curriculum leadership. • Collaborate on rewardsand routes to promotion so that teaching excellence achievements are visible and authentic. Jay Dempster @ Aston