TEL Tools – Pedagogical Resources for Technology Enhanced Teaching and Learning

TEL Tools – Pedagogical Resources for Technology Enhanced Teaching and Learning

Technology Enhanced Learning (TEL) in 3rd level education continues to grow unabashed. As noted by Donnelly et al (2013), teaching and learning will need to adapt. Technology will need to become an ever-bigger part of the learning process. What is key to the growing development of this is the education of those who would use this technology for the purposes of teaching and learning – teacher education and development are central to the more successful national ICT interventions. (Hanafin, 2008).

Donnelly & ORourke (2007) identified that  – In the Republic of Ireland, as elsewhere, the use of online technologies has become an increasingly important challenge in academic staff development. However, without adequate training and an awareness of how to effectively implement these tools, the effectiveness of these tools can become diluted and may even become counter-productive. ODonnell et al (2012) emphasised that once tools become available, it is imperative that instructors receive adequate training, to ensure that they can achieve effective use of these tools. This is in keeping with Recommendation 11 of the High Level Group on the Modernisation of Higher Education.

Effective pedagogy is key to this construct. Though a large number of open-source and commercial TEL tools exist; without sufficient training on how to put these to practical use, they may in the main be incorrectly used and/ or under-utilised. ODonnell and Sharp (2012) reported that “In order for e-learning to be a success university management and staff must take ownership of e-learning and satisfy themselves that pedagogy can be maintained, even though the medium of delivery is changing.”

This project proposes to develop teaching and learning resources that will equip instructors with the tools and knowledge required to utilise tools and resources for TEL in an effective and practical manner. Resources will focus on assisting instructors in identifying different teaching approaches and the technologies that can support and enhance those approaches. TEL Tools will cover practical pedagogical principles for TEL, based on best international practice and theory, as reflected by all partners experience in TEL. The resource will clearly outline the key benefits to those TEL tools, placing them in the context of useful and effective modes of assessment and learning (e.g.: independent learning, work-related learning, peer- assessment, etc.). Real-world case studies (e.g. Capturing reflective learning using video or, Promoting learner autonomy through media design and online delivery) will be researched and reported throughout the project, exemplifying the use of TEL tools and contextualising the use of them in third level.

Content in the platform will consist of a series of short, media-rich learning objects (Bricks). Each of these bricks will focus on a specific practical aspect of implementing effective TEL. These bricks will be available for individual viewing, but bricks will also be organised into Stacks. These stacks will string together a series of learning bricks which will have a larger learning objective. Users will be able to create their own strands using bricks for active, self-orientated learning.

Project Outcomes

Online Platform

One of the primary project outputs will be an open online platform aimed at facilitating Continuous Professional Development (CPD) for Irish instructors who wish to employ TEL in their classroom. This online interactive education platform will be designed to facilitate self­ orientated, social and exploratory learning and, in doing so, will cater to both novices and experts in the use of TEL.

Learning content in the platform will consist of a series of short, media-rich learning objects (such as short videos or animations, interactive challenges, quizzes, etc.) entitled “blocks”. Each of these blocks will focus on a specific practical aspect of implementing effective TEL. Blocks will be designed to be short, practical and easily “digestible” to the learner. The language used will be clear and specific and the media and visual design used will be designed to ensure that it is attractive and engaging for the learner.

These blocks will be available in the platform for individual viewing, but it will also be possible to organize a number of blocks into a “Stack” (similar to the concept of organizing a number of songs into a playlist). These stacks will string together learning content (e.g.: a series of blocks) which will have a larger learning objective. A number of stacks will be available in the platform upon completion of the project, but post-project, users will be able to create their own custom stacks for active, self-orientated learning. Stacks will be available in an open, shared library and can be tagged and categorized so that users will be able to develop and share custom stacks designed to be relevant to their subject area, department, institution, etc.

The platform will be developed via an iterative development and piloting process, which will involve the creation and piloting of a number of prototypes of the platform during the project lifetime (involving four Lean Design and Development stages – beginning at months 3, 7, 12 and 19). Each of the developed platform prototypes will be subject to piloting and feedback with the target audience, before the completion of the platform for the end of the project.

Learning Content

As outlined above, it is envisaged that learning content in the platform will consist of a number of short, media-rich units (“blocks”). This developed learning content will seek to develop teaching and learning resources that will equip instructors with the tools and knowledge required to utilize tools and resources for TEL in an effective and practical manner.

Content will focus on assisting instructors in identifying different teaching approaches and the technologies that can support and enhance those approaches. In particular, this will emphasise practical pedagogical principles for TEL, based on best international practice and theory, as reflected by all partner’s experience in TEL. Learning content will also promote the use of TEL by clearly outlining the key benefits to TEL tools and approaches, placing them in the context of useful and effective modes of assessment and learning (e.g.: independent learning, work-related learning, peer- assessment, etc.).

Each block in the platform will also contain supporting material such as links to relevant existing OER content which will serve to support original developed learning content and encourage further, self-directed, learning. “Real-world” case studies (e.o. “Capturino reflective learning using video” or, “Promoting learner autonomy through media design and online delivery”) will be researched throughout the project and will be used in the learning content to exemplify the use of TEL tools and contextualize the use of them in third level.

As outlined above, learning content blocks developed during the project lifetime will also be organized into appropriate stacks – (e.g.: independent learning tools stack, peer-learning tools stack, etc.). It is anticipated that this will initially be extremely useful to stakeholders such as instructors in helping to develop new approaches to assessment and feedback .

Project work will immediately focus on the development of a consistent structure for the proposed learning content, which will then be used to arrange/ structure developed learning material to ensure efficient learning transfer and maintain consistency . Concurrently, the subject areas to be covered will be researched and identified . Following this, content development will begin immediately. Further content development stages (during months 9-11 and 18-20) will involve additional production of learning content (in addition to the refinement of existing developed content) .

An immediate advantage available with regard to the development of learning content, due to the expertise of the consortium members, is the availability of existing content developed independently by consortium members as part of their existing TEL-orientated activities within their own relevant organisations. It is envisaged that the existence of this content will greatly help in initial development and will help add to the overall efficiency of the content development process.

Standards

As part of the project outputs, it is intended to develop a set of standards around the use of TEL for the purposes of further informing the use and development of TEL policies and practices within partner’s institutions and, ideally, within the sector as a whole.

The research and data gathering conducted collaboratively between partners during the project lifetime will be used to develop these standards – which will inform both development of resources developed as part of the project and pedagogical practice with regard to the TEL within Irish educational institutions.

These standards will be published and made available to all to help identify relevant approaches to the development of policies and practices for the sector as a whole. The standards will be made available on the online platform, along with any and all relevant research gathered as part of their creation.

It is also intended that these standards will closely align with the developed learning content and other relevant outputs, ensuring that the consortium and developed outputs will “practice what we preach” and that these standards will help the project outputs remain consistent , practical and relevant.

Information sessions

An additional key project output will be the inclusion of accompanying synchronous training, aimed at individuals involved in other third level Irish institutions. This training is referred to within the project plan as “information sessions” and has been scheduled to coincide with the second, third and fourth pilot stages of the project – to maximise concurrent tasks for ensuring efficiency.

These information sessions will consist of a series of synchronous training webinars delivered by members of the project consortium, focused on the pedagogically-accurate use of TEL for teaching and learning and on the effective use of the online resources developed for self­ instruction and for instructing others.

These training sessions will utilize the developed project platform and developed learning content, in addition to serving as an on opportunity for stakeholders to engage in discussion in an open, live environment.

Each information session will also be recorded and made available to those who cannot attend the live sessions.

Tom O’Mara

University College Cork

Email: tom.omara@ucc.ie