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ALT-C 2012 Manchester Presentation #193, Session 2

ALT-C 2012 Manchester Presentation #193, Session 2. The Pecha Kucha presentation will introduce our institutional against the national context, summarise the progress achieved so far in embedding learning technologies, focus on the challenges we face.

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ALT-C 2012 Manchester Presentation #193, Session 2

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  1. ALT-C 2012 ManchesterPresentation #193, Session 2 The Pecha Kucha presentation will • introduce our institutional against the national context, • summarise the progress achieved so far in embedding learning technologies, • focus on the challenges we face. Changing how we use learning technologies: Embedding learning technologies into the curriculum across an institution Uwe Matthias Richter (PL in Technology-Enhanced Learning), George Evangelinos (Learning Technologist)

  2. National Perspective “Advancing technologies and technology-based services will change public experiences and expectations for accessing and sharing knowledge, requiring HEIs to re-think the ways in which they add value. A good information and communications technology (ICT) infrastructure is essential, but the real challenge is for institutions to exploit ICT more effectively than their competitors (both national and international)”. (HEFCE, 2010, p. 16) Higher Education Funding Council (HEFCE) (2010b). The higher education workforce framework 2010. Main Report. Bristol: HEFCE. [Online]. Available at: http://www.hefce.ac.uk/pubs/hefce/2010/10_05a/10_05a.pdf. [Last accessed 01/09/2012.]

  3. National Perspective “Students now expect a fully functioning e-learning environment with content and resources available online 24 hours a day. A growing community of part-time and overseas students, lifelong learners and professionals, is enabled by flexible learning, meaning that its development will help to drive growth in the sector. A rich technology enhanced learning culture will therefore also make UK colleges and universities more attractive in the domestic and global markets.” (JISC, 2009, p. 4) JISC (2009). JISC Strategy 2010-12. HEFCE. [Online]. Available at: http://www.jisc.ac.uk/media/documents/aboutus/strategy/strategy1012.pdf. [Last accessed 01/09/2012.]

  4. Anglia Ruskin Context “Increase the student take-up of the VLE to 90% and ensure students use the VLE on a regular basis [..]. Rapidly develop and utilise the VLE to its full functionality. Ensure that the content of the VLE is of a consistently high quality so as to attract greater student usage.” (Anglia Ruskin University, 2011a, p. 17) Anglia Ruskin University (2011b). Corporate Plan 2011-2014. (internal document). Chelmsford / Cambridge: Anglia Ruskin University. [Online]. Available at: http://web.anglia.ac.uk/anet/uinfo/vision_and_values.phtml. [Last accessed 01/09/2012.]  “All courses and modules have a fully embedded blended learning environment” by 2013-14. (Anglia Ruskin University, 2011b, p. 13).  Anglia Ruskin University (2011cb. Learning, Teaching and Assessment Strategy 2011-2014. (internal document). Chelmsford / Cambridge: Anglia Ruskin University. [Online]. Available at: http://www.lta.anglia.ac.uk/cmsAdmin/uploads/LTAStrategy2011.pdf. [Last accessed 01/09/2012.]

  5. VLE implementation at ARU • Bespoke VLE development – develop what we need. • All modules (deliveries) are on the VLE irrespective where, when and by whom they are delivered. • Lecturers are required to populate and use these spaces actively to support, enhance and in some cases replace face-to-face teaching with technology-enhanced learning, benchmarked against minimum VLE expectations. • AIM: to achieve more student-centred learning

  6. Minimum VLE Expectations Minimum expectation: 2010-11: Editing homepage, uploading module guide and MDF 2011-12: Editing homepage, uploading module guide and MDF, plus Module Documents, Announcements

  7. BLENDED LEARNING ARENAS Face-to-Face only Virtual only Information Academic processes Content Assessment & Feedback Communication & Collaboration

  8. VLE Use by Functionality MinimumExpectations Challenge – interactive, student-centred learning

  9. Meeting the Challenge – An Outlook Gap: • Knowing how to use particular technologies? • Added value for lecturers to change their teaching? Approach: • Defining Effective Practice in Technology-Enhanced Learning • Capturing and Sharing Effective Practice • Webinars • Narrated screencast • Faculty and Department-based workshops

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