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Innovating Teaching and Learning: The Gwella Approach to Technology-Enhanced Education

The Gwella initiative, led by academic leaders such as Nick Potter and Steve Kennewell, focuses on enhancing teaching and learning through Technology-Enhanced Learning (TEL). This approach encompasses advertising, encouragement, and management of TEL activities, aiming to foster a culture of innovation without relying on external funding. Key principles include the integration of ICT to boost interactivity, the importance of pedagogical innovation, and the sharing of best practices through collaborative networks. Through projects like audio feedback in assessment, Gwella is pioneering effective educational methods for improved student engagement and learning outcomes.

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Innovating Teaching and Learning: The Gwella Approach to Technology-Enhanced Education

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  1. Gwella people • Nick Potter, Head of Learning, Teaching and Assessment • Steve Kennewell, Principal Lecturer in Education and TEL Coordinator • Simon Gibbon, E-learning Officer • Chris House, Lecturer in Built Environment

  2. Gwella approach Focus on three types of activity: • Advertisement • Encouragement • Management

  3. Sustaining and scaling TEL activity Our approach is designed to support: • continuation and development of activities beyond the initial stimulus • spreading of key ideas which will be implemented in many different forms across SMU • a culture of renewal and innovation which does not rely on external funding

  4. Encouragement to develop pedagogy Research suggests that: • ICT facilitates more interactive, dialogic and collaborative teaching, both face-to-face and online, which can improve learning outcomes • merely replacing traditional practice with a technological version may not improve student engagement and learning • pedagogical innovation is crucial in successfully exploiting TEL

  5. Pedagogical Guidelines for TEL This guidance for academic staff will: • provide help when designing courses and planning delivery • distil findings and recommendations from JISC-funded projects and other research • be in web format rather than a printed document in order to provide a graphic interface and both purposeful and serendipitous interaction • incorporate guidance on design of digital materials and on use of technology to support assessment into general pedagogical principles

  6. Benchmarking • Pockets of innovation • More going on than we knew about • How to disseminate • How to engage others

  7. Web 2.0 Collaborative Network A network to create a central area to: • stimulate and enhance the sharing of best practice • dissemination • communication • collaboration • innovation

  8. The collaborative Academic network is a central hub or source for staff to: • Post events • Start discussions within the Forums • Use Blogs to disseminate conference reviews/or ideas • Create groups

  9. iCAN usage • 6 months on: • 24 discussions, one has 86 replies • 22 blogs • 41 videos • 108 members http://ican.smu.ac.uk

  10. Case Study The Use of Audio and SRS in Assessment Feedback

  11. Background • Project Aim: • Assessment feedback • Digital mobile recorder • Dragon Naturally Speaking • Phase 1 Technical pilot study • Phase 2 Pedagogical assessment

  12. My Background

  13. Method • Two cohorts of students • 2 Level 4 modules (1a & 1b). • 2 Level 5 modules (2a & 2b) • Level 7 Dissertation draft feedback • Modules 1a and 2a assessment comments (traditional structured written format) • Modules 1b and 2b assessment comments (mp3 format, 3-5 minutes, approximately 250 words, 2mb, notified via face book) • Dragon Naturally Speaking software (SRS) (audio feedback was converted into text files for students) • Questionnaires and interviews

  14. Lessons learned

  15. Practical recommendations • Comments on script • Audio comments need to be clearly split into sections understood by students and staff. • Staff should consider the wider application of SRS if they are to invest their time • Use student webpage • Individually accessible • Staff drag and drop files • Can be accessed from smart phones and develop a bank of assignment comments. • Once linked accessible throughout their studies.

  16. Conclusion • Gribbin (BBC, radio 4, 2007) said this generation has sorted out the knowledge the challenge for the next generation is the manipulation of that knowledge.

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