Post on 11-Oct-2020
Dr Terry MaguireDirectorAugust 23rd 2016
National Forum for the Enhancement of Teaching and Learning in Higher Education
Ministerial order in 2012
Key features:
• Academically-led advisory group to the Higher Education Authority
• Governance: Board, International Advisory Panel, National Forum Associates
• Executive and staffing
• Non-partisan
Institutions shouldn’t have to act alone in key aspects of building digital capacity
Self direction by the sector as a whole is important
Key stakeholders are many and diverse
‘Although my institution is very advanced in online learning we are not really changing our teaching methods that much from teaching full-time students – I feel we could learn a lot about being more innovative in online teaching- if only we had time to do more training and more time to experiment’. (Teacher HE Survey response)
‘ I prefer direct face-to-face contact with students and interactive discussion, and do not encourage the use of IT equipment during my courses’. (Teacher HE Survey response)
‘I feel confident myself in using technology, but when time is of the essence in a class situation I need to be very clear and confident that what I am using works and can be done in the time allocated, without any technical difficulties’. (Teacher HE Survey response)
• 80% of teachers expressed confidence in their use of technology in teaching.
• 75% had a strong willingness to experiment with technology to enhance their teaching.
• Almost 50% indicated that students look to teachers for technology support
• 33% of teachers indicated that students drive the adoption of technology to enhance their learning. 70% say their institution is the main driver
• There is an almost unanimous view that technology will be an essential part of teaching in the future
• lack of training, or the lack of time to attend training
• uncertainties regarding the possibilities afforded by TEL
• a relatively low expectation that support would be provided when required
• The most frequently reported important uses for VLEs include the distribution of learning materials, administration information and online assessment
• Less frequently cited uses include the detection of plagiarism, student/teacher communications, and submission of coursework
Do the same in a new way but with no real gain
• Technology in teaching is not a magic bullet, nor is it the holy grail – teachers and learners and their human interactions remain central
Developing Staff not Stuff!
A National Professional Development Framework for those who teach in Irish Higher Education
National Forum for the Enhancement of Teaching and Learning in Higher Education
?
Teaching Methods/Approaches
Reflective Practice
Development of Research Skills
Digital Pedagogy
Collaborative Non-Accredited
Unstructured Non-Accredited
Structured Non-Accredited
Accredited
Consolidating?
New Learning?
Mentoring?
Leading?
The Self
The Self
Professional Identity and Development
Professional Communicationand Dialogue
Personal and Professional Digital Capacity
Professional Knowledgeand Skills
The Self
Professional Identity and Development
Professional Communicationand Dialogue
Personal and Professional Digital Capacity
Professional Knowledgeand Skills
• Academic staff/faculty need skills to provide up to date learning experiences
• Support staff need skills to develop their specialist expertise
• Students need high levels of skills and confidence for employment
• Embed digital skills training in the curriculum, formal, credit-bearing courses
• Professional Development workshops for Academic staff/faculty
• ‘Competency framework’ produced for support staff, with skills defined per role/grade
All underpinned by comprehensive policy document
• Efforts directed towards implementation and compliance
• Learning becomes mere performance of structured tasks
• Role demarcations and barriers strengthened
• Little guarantee of connection with wider world/life
Yet another set of formal documents and policies
• 60 pre- existing digital literacies & skills frameworks for education were reviewed!
• If so many, then why still an issue??
The joy, the fun, the excitement and the creativity – are all missing!
Ways of encouraging participation and accessibility?
– of relating to wider life?
– of overcoming the alienation and disempowerment of technologies?
– of creating a sense all being learners together: faculty, staff and students?
– of introducing some ‘fun’, some colour and creativity?
Enabling & Empowering Staff & Students to Flourish in the Digital Age
CC-BY-2.0, flickr, Nikos Koutoulas
National Digital Skills Framework
iStockphoto Licence paid
Operating Systems
Jargon Busting
Devices & Hardware
Databases
Word Processing
Spreadsheets
Data Storage
Presentation Skills
Presentation Tools
Online Teaching
Simulations
Response Systems
Digital Badges
Learning Design
Search
Blogs Podcasting
Discussion Boards
Online Identity Digital Footprint
Social Networks
Messaging
Collaboration Tools
Web Mechanics
BrowsersOnline NavigationEthics
Data Protection
Password ManagementCollate Content
Digital Copyright
Wikis
Publication TypesReputation
Privacy
Safety
Tablets
Security
CodingApp Development
Search EnginesSources
Mobile Technologies
Smartphones
OERs
Web Content
E-portfolios
Avoiding Plagiarism
Sharing Data
Referencing
Metacognition
Accessibility Tools
Time Management
Digital Cameras
Organisational Tools
Keywords
Critical Evaluation
Screencasts
Journals
Design Thinking
Remixing Content
Course Design Learning Design
Lecture CaptureClassroom Technologies
Interactive Displays
Flipped Classroom
Filetypes
VLE
Mind Mapping
Project Management
Animation
Online Communication
Digital Images
Accessible Content
Video Conferencing
Streaming
Audio ResourcesVideo Resources
Creative Commons
Producing Content
Education
Tools & Technologies
Teach &
Learn
Create & Innovate
Communicate & Collaborate
Find & Use
Identity & Wellbeing
Finding our way around
CC-BY-NC-ND 2.0, flickr, Mariusz Kluzniak
CC-BY-2.0, flickr, Hans Dinkelberg
• Understanding your smartphone
• Introduction to finding information online
• Protecting your online identity
• Social Media – protecting & enhancing your online reputation
• What is a VLE/LMS?
• Tools for Learning
{
CC-BY-2.0, flickr, Rachel Samanyi
Content & Resources
Station (Topic)
Short, interactive lesson
Badge
Workshop toolkit
Advanced badge claim
Links & other resources
Downloadable (SCORM) materials
Open Badge Factory
Capturing badges, storing CVs, linking to publications and allowing re-export to other platforms (e.g., LinkedIn), embedding in websites, etc.
Compliance with OBI
Open Badge Passport
‘Hallmarks’(Using Digital Badge system)
Intermediate, component achievements
Alternatives
(bespoke)
• https://youtu.be/w79W8KFoAhE
http://www.t1step.ie/
Awareness of the key digital aspects and opportunities on the higher education landscape and adoption of an evidenced-based approach to the application of technology in the design of learning for students (Teach and Learn)
Application of educational and day-to-day tools and resources to support personal learning, teaching and scholarship (Tools and Technologies)
Application of technologies for effective communication and collaboration with student, professional andsocial communities (Communication and Collaboration)
Use of digital tools to create and develop new learning materials, embedding a range of media and interactive resources (Create and Innovate)
Application of digital search strategies, skills and knowledge of the issues around the sharing and copyrights of digital resources (Find and Use)
Consideration of personal and other’s wellbeing and awareness of the nature of online identity, data and information, and privacy and protection in ways that are ethical and respectful (Identity & Wellbeing).
Designed to Support the Development of Digital Capacity by Discipline-based units
Subject groups sharing, discussing, developing…..
Untapping the potential of structured non-accredited professional development for accreditation
Collaborative Non-Accredited
Unstructured Non-Accredited
Structured Non-Accredited
Accredited
• Is the technology being used really having a positive impact on teacher access to learning?
• Is the technology being used really having a positive impact on teacher learning?
• Do we really know – evidence base?
• Beware of using new technology to do old teaching
• Technology in teaching is not a magic bullet, nor is it the holy grail – teachers and learners and their human interactions remain central
Thank You
Terry.Maguire@teachingandlearning.ie
www.teachingandlearning.ie