SEDA Conference Leeds, May 2013 What’s the value in a SEDA PDF programme? Developing change agents in ‘third space’?

Who we are... Julie Hall Bridget Middlemas Anne Pietsch Brian Kilpatrick

This session... identify the factors which will ensure that a similar educational development activity in their HEI is effective consider the professional development needs of a wide range of staff who enhance student learning using ICT articulate the benefits of professional development activity underpinned by SEDA values

What does SEDA mean by ‘underpinning values’? ‘ These SEDA underpinning values are not an attempt to prescribe what we think or believe or feel. They are rather about our actions as teacher, supporter of learning, developer. They are sometimes about what we do; sometimes about why and how we do it; sometimes about what our actions are intended to achieve. We understand that we all need to interpret these values for our own particular learners and educational settings.’ SEDA website

SEDA PDF – Embedding Learning Technologies By the end of the course: Evidence of engagement with SEDA values Evidence of a project to embed learning technologies CPD action Aim : to provide space for admin/ student support/e-learning staff to consider the ‘human’ dimension of moving towards greater use of technology in the post digital HE world

1 An understanding of how people learn 2 Scholarship, professionalism and ethical practice 3 Working in and developing learning communities 4 Working effectively with diversity and promoting inclusivity 5 Continuing reflection on professional practice 6 Developing people and processes SEDA VALUES – using them to design a course and having them underpin the course...

What we learnt: Working with staff as learners is political, tricky and can be transformative Working with teams from HR, e-learning, student services is critical... but what about their values and ways of working? The work attached to evidencing SEDA values can be threatening to some staff – reading academic journals, sharing written work with peers, openly reflecting on challenges, adopting new approaches to work

ACTIVITY – take at least one value A)What assumptions, challenges and opportunities does the value suggest – especially when considered by those who do not see themselves as educational developers? B)How might we encourage people to interpret these values for their own particular learners and educational settings? Should we?

Feedback on the activity?

Delivering Transformational Change JISC Transformations programme Aimed at supporting institutional staff across 57 university projects to effect large-scale organisational change, underpinned by ICT, where there is an objective to: – enhance student experience – improve operational efficiency – enhance organisational capability for business and community engagement Roehampton JISC bid under Programme Strand A - Enhanced student experience Enhancing the student experience, is focused on organisation wide initiatives that will significantly transform the student experience, through the application business led approaches and assisted uptake of previous JISC work.

network.a.0003network.a.0003 by inconvergentinconvergent The problem What does it mean being a professional tasked with enhancing students experience in a post digital university? How can we enable RU professional staff to become ‘third space’ professionals who promote new approaches to using learning technology and aid others in adopting them? The Questions Does the SEDA “Embedding Learning Technologies” course provide the pedagogical framework to address the problem? Which JISC tools can be used in the development process and as course materials? Aims Develop an institutional approach to support and develop professional staff to be leaders in enabling change Increase and develop engagement with technology across the University Enhance student (and staff) experience

Post Digital More concerned with being human, than with being digital Digital as a embedded part of our daily life Impact of technology on our interactions, culture, social structures Constant state of flux, change is the norm Break down traditional hierarchies Post-digital SiriPost-digital Siri by moleitaumoleitau

Characteristics of the third space? (Whitchurch, 2008) Strategic institutional projects are managed and developed here Multifunctional in nature, spans academic and professional domains Typically colonised by non academic roles Individuals on the periphery drift in and out of this space to act as change agents, but are not always acknowledged as such Ability to build relationships, communication, networking are more important than formal structure

Bounded professionals Work within clear structural boundaries (e.g. function, job description) “Show concern for continuity and the maintenance of processes and standards, and by the performance of roles that were relatively prescribed.” Cross-boundary professionals Actively use boundaries for strategic advantage and institutional capacity building “Are likely to display negotiating and political skills, and also likely to interact with the external environment.” Unbounded professionals Disregard boundaries to focus on broadly- based projects and institutional development “Undertake institutional research and development, drawing on external experience and contacts” Blended professionals Dedicated appointments spanning professional and academic domains “…quasi-academic roles, such as managing student transitions or research partnerships” Categories & characteristics of professional identity (Whitchurch, 2008)

Pilot Course Participants E-learning Advisers E-leaning systems administrator Assistant Registrar Departmental Administrator Programme Administrator Learning Development Librarian All involved in strategic institutional initiatives: – Academic practice (online assessment) – Professional Practice ( use of iPad's, Moodle, Turnitin) – Student transition (online module selection, support) – Leadership development (project management, staff development) Need to develop shared language, aims and practices. Who?Why

Structure of the pilot course 11 weeks, blended learning Supported through Action Learning Sets, tutorials, and weekly podcasts/ s Assessed activities Reflective Portfolio demonstrating how SEDA values and outcomes are met Reflective peer reviewed reading log CPD requirement log Presentation of Implementation and evaluation of a project Bowl with structured wallBowl with structured wall by Peter RemnemarkPeter Remnemark

Embedding and evaluating a project

My project is looking at Training and Development for administrators through a peer support programme. This is planned to be implemented through self evaluation exercises, small group exercises to share best practice, online sessions and feedback opportunities. My project is based around the development of fully and partially online classes, and how these can vest be supported by department administration. My project will focus on looking at the Moodle quiz tool which is widely used within the departments I support for both formative and summative assessment. I would like to establish and document processes and procedures for using this tool effectively with a specific focus in outlying key things lecturers should consider and do before rolling out a quiz or online exam. My project is to develop a distance or blended learning course, for new staff in particular, that will induct them in the effective use of Roehampton's key learning technologies namely, Moodle and Turnitin. My project is to use video clips (screen capture and digital film) to go alongside written information, to encourage students to familiarise themselves with important processes/policies within the university.. My project is to use video clips (screen capture and digital film) to go alongside written information, to encourage students to familiarise themselves with important processes/policies within the university. Radio MouthRadio Mouth by aphasiafilmsaphasiafilms

Use of JISC tools Encourage reflection on attributes and behaviours/engagement in digital environments – Digital literacy baseline survey expand on the social /cultural aspects in class discussion. – Visitor /resident activity Project management tools – Work-with-IT project (Case studies, Stakeholder map, Dissemination Matrix) Work-with-IT – Personae exercise – Project plan template

Visitor/Resident Activity Based on model devised by White and Le Cornu White and Le Cornu Using metaphors to reflect on how their current relationship to using technology How that might inform/drive their approach to planning, implementing and embedding technology Understanding fluidity and context i.e. one may be a digital resident in your professional life, but a visitor in your private life

Persona Activity Extreme representations of users Develop understanding of other’s perspectives/behaviours/actions in relation to a specific issue Adopt persona of a different role: – The academic – The student – Senior manager – Support/Admin staff Visualisation of archetypes: explore motivations; their approaches to learning

So what? Anticipated outcomes include: Developing a shared approach to implementing technology enhanced learning design within the university Foster collaborative partnerships between different departments in the university New opportunities for staff development for digital literacies and small scale project management Embed SEDA ELT course in UKPSF Enable third space professional to lead and communicate change effectively Create opportunities for development of new approaches and tools for real life issues. Enhance staff and student experience through embedding technologies in ways that work for all stakeholders network.a.0003network.a.0003 by inconvergentinconvergent

Last thoughts...SEDA Values Why might you run a similar SEDA pdf programme in your own university? Which departments could you liaise with to deliver it? Can you foresee any challenges around a common understanding of the SEDA values?