1. Reflections on developments with learning technologies: York’s journey and some discussion on sector trends (2003 -2013) HeLF 10th anniversary meeting Richard Walker - University of York City University: 6th November 2013

2. York’s journey key phases of technology development

3. What’s changed? Our language and service outlook: 2003: ‘Our goal is to provide an e-learning infrastructure linking communication, content delivery, course delivery and assessment with a focus on pedagogic needs’ (Online Strategy) 2013: ‘..emphasis on the use of technology to empower the learner, giving students more control of and responsibility for their learning and development.’ (E-learning vision statement) Service portfolio: from VLE to mobile learning, lecture recording, Web 2.0 and Google Apps Service structure: from a centralised model: VLE Service Group (dedicated /embedded IT support) to: - co-operative management with IT Services: (competitive service development) - network-based steering groups: LT Forum: departmental VLE Coordinators Service ownership: from silo to distributed and overlapping responsibilities Cross-service management: porous service boundaries

4. Shared ownership of e-learning services E-Learning Development Team: VLE service & mobile learning app; e- assessment & e- assignment (submission & marking) – & IT: Google Apps for Education; streaming service – & IT, AV & Timetabling: lecture capture service – & QA: collaborative provision for validated online programmes – & Learning Enhancement: academic skills tutorials & Turnitin – & Library: social media & digital skills training; reading lists & digital library – & Admissions /Widening Participation office: outreach & transition services on VLE Research Office: Virtual Research Environment

5. Yorkshare Service Portfolio 2012/13

11. Changing expectations & concerns of our students But some things stay the same! Establish system for staff to give feedback on student performance Facilitate access to individual assessment records to support checking of grades

12. York’s technology adoption cycle Adapted from the Gartner Hype Cycle http://www.gartner.com/technology/research/methodologies/hype-cycle.jsphttp://www.gartner.com/technology/research/methodologies/hype-cycle.jsp

13. York’s technology adoption cycle How does York’s journey match your own institution’s TEL development? Adapted from the Gartner Hype Cycle http://www.gartner.com/technology/research/methodologies/hype-cycle.jsphttp://www.gartner.com/technology/research/methodologies/hype-cycle.jsp

14. KEY PHASES OF TECHNOLOGY DEVELOPMENT HE sector

16. JISC Introducing Managed Learning Environments (MLEs) http://www.jisc.ac.uk/whatwedo/programmes/buildmlehefe/lifelonglearning/mlebriefingpack.aspx http://www.jisc.ac.uk/whatwedo/programmes/buildmlehefe/lifelonglearning/mlebriefingpack.aspx

18. Discernible trends in technology development Establishing an LT infrastructure: 1.Scaling-up & mainstreaming of institutional TEL services: centrally managed 2.Focus on a core set of learning technologies : widely deployed and adopted Consolidation: embedding, integrating & extending LT services: 3.Embedding of learning technology concerns within institutional strategies: from silo to joined-up thinking 4.But attention also to learner entitlements: control, access & mobility Renewal: innovative pedagogy & course delivery models 5.Transforming academic practice through pedagogically-led applications of learning technology for student learning 6.New course delivery models through online education To what extent does the data from the UCISA surveys support these trends?

19. 1 Scaling up & mainstreaming of institutional TEL services

20. Institutional adoption of VLEs Number of students using VLEs

21. 2 Focus on a core set of learning technologies: widely deployed and adopted

23. 3 Embedding of learning technology concerns within institutional strategies: from silo to joined-up thinking

24. Top six most commonly cited institutional strategies that have informed TEL development

25. 4 But attention also to learner entitlements: control, access & mobility

26. Software tools used by students which are not centrally-supported.

27. 5 Transforming academic practice through pedagogically-led applications of learning technology for student learning?

28. Categories of TEL usage for taught modules over the years

31. 6 New course delivery models through online education

36. Concluding observations from the UCISA data The data reflects the mainstreaming of TEL services with expanding central teams over the past decade. Convergence in the provision of centrally supported online services for teaching and learning; notably VLEs and e-assessment services are now well established Yet transformation of learning & course delivery still to be realised - for change to be transformational it requires academic staff to be given the time, the tools and the trust to develop their practice in the use of digital technologies (Laurillard, 2010). Implications here for: - staff development: exploring the use of student-controlled learning modes, as opposed to simply encouraging traditional modes of instructor-oriented delivery; - integration and support for student-owned devices - embracing the BYOD agenda and scope for support for student-led interactive and collaborative learning, delivered in a more flexible way. (Walker, Voce & Jenkins, 2013)

37. References Gartner Hype Cycle. http://www.gartner.com/technology/research/methodologies/hype-cycle.jsp http://www.gartner.com/technology/research/methodologies/hype-cycle.jsp JISC MLE information pack – Introducing Managed Learning Environments (MLEs). http://www.jisc.ac.uk/whatwedo/programmes/buildmlehefe/lifelonglearning/mlebriefingpack.aspx http://www.jisc.ac.uk/whatwedo/programmes/buildmlehefe/lifelonglearning/mlebriefingpack.aspx Laurillard, D. (2010). Digital technologies and their role in achieving our ambitions for education: an inaugural professorial lecture. London; Institute of Education National Union of Students [NUS] (2010). Student perspectives on technology – demand, perceptions and training needs. Report to HEFCE by NUS. http://www.hefce.ac.uk/pubs/rereports/year/2010/studpersptech/ http://www.hefce.ac.uk/pubs/rereports/year/2010/studpersptech/ Walker, R., Voce, J. & Jenkins, M. (2013). Charting the development of technology enhanced learning developments across the UK HE sector: a longitudinal perspective (2001 - 2012). Interactive Learning Environments. Routledge: London. http://www.tandfonline.com/doi/full/10.1080/10494820.2013.867888 http://www.tandfonline.com/doi/full/10.1080/10494820.2013.867888 Walker, R., Voce, J., & Ahmed, J. (2012). 2012 Survey of Technology Enhanced Learning for higher education in the UK. UCISA Report. http://www.ucisa.ac.uk/~/media/groups/ssg/surveys/TEL_survey_2012_with%20Apps_final http://www.ucisa.ac.uk/~/media/groups/ssg/surveys/TEL_survey_2012_with%20Apps_final