Well, it’s that time of year again where I need to reflect on the impact of the team in terms of driving technology enhanced learning at UCS and start setting the priorities for next year. This year has an added dimension given the direction of travel for UCS is towards independent university status.
As ever, the challenge is to develop a light touch approach, where the effort of collection and analysis is not greater than the outcomes. My typical model is based around on ongoing improvement model and a total quality management (TQM) approach (see, http://asq.org/learn-about-quality/total-quality-management/overview/overview.html). However, some aspects of the TQM model might be difficult to quantify and disseminate in a succinct way. This is especially difficult given the nature of what we do … facilitate the continual enhancement in staff use of technology enhanced learning.
This year I have tried a slightly different approach through the creation of case studies (more like briefing papers on impact) around key themes. This is nothing new, I hear you say, however, the information from staff has been collected through targeted emails, around two generic questions.
- To what extent has xxxx changed your teaching and assessment models?
- To what extent do you think you could have undertaken this initiative without the Elevate Teams involvement?
The results have been pleasing, but more importantly, the data collection process was quick.
The outcomes will be triangulated with other approaches, including surveys, quantitative data and structured interviews from the year. However, in terms of this small targeted piece of work, it has been effective. With quotes from over 8 lecturers with good coverage across the schools. The themes where,
- The institutional priorities perspective
- The course team perspective
- A new technologies perspective (Tablet Technologies)
- An individual perspective
The case studies are available from: The Elevate Team Blog
In addition, it offers many dissemination and re-use opportunities, for instance, Heads of School, Heads of Division, and Learning and Teaching Committees.