1. Embedding Learning Technologies a nationally recognised award within the SEDA Professional Development Framework (PDF)

2. The EFFECTS project

3. EFFECTS timeline 1997 1998 1999 2000 2001/03 Various HEIs with development opportunities and funded projects, piecemeal and non- accredited TLTP3 bid Guidelines Generic Learning Outcomes National Award Institutional programmes Partner programmes Local accreditation Continuation process - consultancy

4. EFFECTS project outcomes 70 participants embedding LTs into their professional practice 7 institutionally accredited programmes (more in development) Wide range of publications, guidelines and lessons learned in embedding LTs National recognition scheme under the SEDA Professional Development Framework Network of contacts and regional support groups

5. EFFECTS philosophy of professional development L&T process rather than C&IT skills Underpinning values & philosophy Action research Action learning ‘a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done. Through action learning individuals learn with and from each other by working on real problems and reflecting on their experiences.’ Beaty & McGill (1995)

6. Generic learning outcomes individual learning cycle collective knowledge and practice

7. The SEDA Professional Development Framework

8. SEDA PDF… Is an adaptable framework of professional development which: –focuses on development not accreditation –provides a common framework –embraces all programme development –provides a development framework –supports institutional development “Builds on ten years of experience of supporting the professional development of staff in HE”

9. SEDA PDF Values Specialist outcomes Development outcomes –Identify –Plan –Undertake –Achieve –Review

10. Flexibility of Programmes… or independent formal course attendance based academics only strategic projects technology driver accreditation integrated PGCert/Dip negotiated learning flexible/independent learning open to all staff individual projects pedagogy driver other incentive (e.g. development funding)

11. Examples… Masters Level Module Non – accredited supportive programme Strand through a PGCert Strand through a Masters

12. The PDF ELT award

13. SEDA ELT Award SEDA - Embedding Learning Technologies Award May 2001 First Programme Recognised (UNL) Jan 2002 First Recognition Workshop (4 programmes) April 2002 SEDA PDF Launched - Nov 2003

14. SEDA ELT Award Values 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.Continued reflection on professional practice 6.The development both of people and of educational processes and systems

15. SEDA ELT Award Development outcomes 1. Identified their own professional development goals, directions or priorities 2. Planned their initial and / or continuing professional development 3. Undertaken appropriate development activities 4. Reviewed their development and their practice, and the relations between them

16. SEDA ELT Award Specialist outcomes 1. Conducted a review of C&IT in learning and teaching and shown an understanding of the underlying educational processes 2. Analysed opportunities and constraints in using C&IT and selected C&IT appropriate to the learning situation 3. Designed a learning resource, programme or activity to integrate appropriate C&IT 4. Implemented a developed strategy 5. Evaluated impact of the interventions 6. Disseminated and embedded the findings of the evaluation

17. SEDA ELT Award Aims of a programme  support individuals and teams of staff  recognise the professional contribution and achievements of those staff  enhancing the quality of learning for students  advance scholarship, promote action research, evaluation and reporting of outcomes  promote the SEDA professional values  develop local support frameworks in participating institutions;  facilitate the sharing of best practice across institutions.

18. Recognition Process Recognition has two parts –an institutional part –a programme recognition for a named award

19. Institutional Recognition how PD needs are identified how programmes are developed to meet these needs the location of programmes in the institution links between programmes a review of strengths and weakness

20. Programme Recognition SEDA are satisfied that the programme 1.demonstrates the seven underlying principles and values, each of the nine outcomes 2.involves an appropriate mix of self-assessment, peer assessment and tutor assessment 3.is acceptably externally examined and / or moderated 4.has a procedure for dealing with appeals against accreditation decisions 5.has an internal procedure for regular review and quality assurance of the programme

21. The recognition process 1. Contact, information and advice 2. Registration 3. Mentoring 4. PDF Events 5. Documentation 6. Recognition visits and events 7. Recognition outcome

22. ELT and institutional change

23. Embedding LTs: levels of development staff involved in curriculum development development programmes and opportunities for staff students learning effectively with LTs institutional development

24. Individual process

25. Institutional Programmes Accredited at M-Level Recognition by SEDA PDF Publication/ dissemination Recognition for staff Pathway to ILT

26. Institutional process institutional research/auditing & consultation strategic planning to overcome constraints promote and support L&T innovation evaluate impact of changes embed and scale up new practices

27. Institutional embedding bottom up processes top down processes

28. Developing expertise (bottom up) Developing a cohort of experience learning technology users in departments/faculties Ensuring learning technologies are integrated into SEDA/ILT programme Organising lunch-time seminars for staff to talk about their innovations Networking opportunities (discussion list, newsletter, R&D seminar...)

29. Developing expertise (top down) Promoting research and development (organisational, educational and technical) Developing information/knowledge management systems Providing a single gateway to relevant know-how and expertise

30. Key institutional parameters status of learning and teaching commitment to professional development integration of LT / L&T strategies infrastructure including networks, IT, LT, MIS and admin systems student LT and general learning skills innovations funding and support LT support staff…

31. What’s right at your institution? Analyse features of your institution by – auditing (see e.g. the JISC institutional audit tools) –using the ELT guidelines –asking questions, interrogating institutional documents and data –supporting institutional L&T research Move things forward by –developing partnerships and collaborations –running workshops and dissemination events –carrying out a consultation exercise

32. Different models of Institutional programmes for embedding learning technologies

33. Plymouth 30 credits at M-Level - part of Diploma or MEd individual project or APEL based Features negotiated learning agreements individual support face to face workshops and tutorials on-line activities and learning set includes lecturers, support, managers

34. Southampton Integrated into the teacher certificate course Features collaboration between participants shared work load applying existing research findings support from mentor/colleague establish ‘cognate’ groups

35. UNL Optional pathway through PGCert resulting from integration of LTS and TLHE. Features sessions on C&IT applications individual projects strong strategic drive faculty mentor/central support