Stephen Downes has been a go-to source for information and opinion about online learning for decades. He is also one of the originators of the idea of the MOOC. In this post, he shares a comprehensive Word doc list (147 pages) from Clayton R Wright of Ed Tech/Education conferences, seminars and workshops of note between now and 2024. (I did still manage to find one that isn’t on the list – that’s at the end of this column – but you had better believe it is comprehensive)
Reality TV shows provide us with hours of content every week of ‘real’ people engaging in challenging practices right at the edge of their capability for our viewing pleasure. In some cases they are thrown into a task cold but more commonly they are supported in different ways that can offer us insights into wider learning and teaching practices. James Bullous explores (UK) Masterchef in this engaging post, ranging over Discovery learning, Cognitive Load Theory, feedback, modelling, motivation and more.
This post is a couple of years old now but given recent buzz about Augmented/Virtual Reality (AR/VR), it’s worth revisiting as a handy source of exemplars of innovative uses of the technology in education/training, healthcare, marketing, gameplay, ‘travel’ and storytelling.
Something that is a little further down the road from practical application in the classroom but nonetheless fascinating is this story that draws on an article from Nature. Researchers have been able to capture thought-to-text at a rate of ~18 words per minute with high accuracy. The mind boggles.
EdTechPosium is a one-day conference with a practical bent covering innovative uses of educational technologies in ACT universities, TAFE and schools. Once known as MoodlePosium back when Canberra education institutions were collectively a Moodle shop, it is a great opportunity to connect with the dynamic local Technology Enhanced Learning community. Keynote speakers include chief Moodler Martin Dougiamas, ANU PVC Education & Digital Prof. Maryanne Dever, Ed Tech guru Natalie Denmeade and Astrophysicist Brad Tucker. For $90 including dinner, it’s hard to go wrong.
For people working in roles like mine in tertiary education – education designers, academic developers, learning technologists etc – one our greatest challenges is being listened to and having our skills and knowledge recognised.
I think that adopting an overarching term for our roles such as TELT (Technology Enhanced Learning & Teaching) Advisor might be one way to address this.
Celia Whitchurch (2008) describes a sector of the workforce in Higher Education whose day to day work overlaps the teaching and administration areas – the so-called ‘third space professionals’. She refers to a broader set of staff members than I am here – she includes curriculum developers, student study skills advisors and more – but people who support and advise academics/teachers about teaching practices without actually teaching themselves certainly fit well into the third space category.
I’ve been involved in many discussions trying to find an umbrella term for people in these roles – the academic developers (people who train academics in teaching and learning), learning technologists (people who support the use and implementation of educational technology) and education designers/developers (people who help to design and build courses and learning resources). All of these people do more than the minimal descriptions that I’ve offered and the vast majority tend to do all three of these things at different times.
In the course of discussions with my colleagues, we have settled (for now) on Education Advisor as an umbrella term for our roles. Using Advisor rather than Support person was an important distinction for more than a few people because they felt strongly that Advisor puts us on a more equal footing.
We are frequently (but not exclusively) professional staff members which means that while we may have extensive experience in teaching and learning and qualifications to match, in the academic-centric culture of universities, because we are not teaching (or researching), we are not part of the tribe, we are not peers to the teachers we work with. We are Other. Even the academics that move over to roles in this area are sometimes jokingly referred to as having ‘gone over to the dark side’.
On a personal level, none of this bothers me overly. The vast majority of academics that I work with are decent people that appreciate my support and I enjoy the work that I do. Teaching & Learning and Research are the core reasons for being of universities so I can understand how the culture of the institution tends to privilege the people working directly at the chalkface – or Screenface if you will. (And the research-face as well, of course. Yes, this term started well but…).
This culture also means that there is significant pressure on academics to demonstrate their value, both in their research and (to a lesser extent still, sadly) in their teaching practice. Knowledge is the currency of the academic. To admit that you don’t know something is therefore to make yourself vulnerable. It is assumed then that academics are experts in their field (reasonably so) and also in teaching.
The assumed expertise in teaching seems curious in some ways, given that teaching is a profession and a craft in its own right and people working in this area at any level other that higher education are mandated to have relevant qualifications. There are, of course, many fantastic teachers among academics, but it’s often more by luck than design. Some do choose to undertake teaching qualifications or training but in an institutional culture that strongly favours research over teaching, there is little incentive to do so.
Education Advisors however, do tend to have these qualifications and training, as well as years of experience in teaching and learning. In spite of this, there is an intense reluctance from academics to seek or take pedagogical advice from education advisors. I don’t understand why this is but I have some theories. Seeking or taking advice on teaching, I believe, is effectively seen as sending up a signal that they lack some of the core skills that define their value to the university. It might also come down to basic tribalism in some instances – education advisors aren’t in the teaching tribe, they’re professional staff (mostly) and therefore what could they really offer. I’m sure there are other factors and this may not mirror the experiences of all of my colleagues but I’ve had university leaders say to me directly “I’m going to hire an academic to support this project because they understand pedagogy”.
This is where being a TELT advisor is an advantage.
Yes, it grows a little tiresome being seen primarily as the first port of call for technical questions relating to the use of the LMS or the lecture capture system or any of the other institutional ed. tech tools when we know how much more we have to offer BUT academics are far more willing to admit that they need help with education technology than with education. They’re not expected to know the tech and this liberates them to be learners.
TELT knowledge is our ticket to the conversation about teaching and learning in our institutions. Rather than burning energy trying to demonstrate that we know more about teaching and learning than just the TELT side (which, can still be what we make it), we should make the most of our niche.
Another key reason to do this is that the higher up the chain you go in tertiary education institutions, the more excitement there is about ‘innovation’ and the promise of education technology. Sometimes the excitement is because the executive actually see the benefits in teaching and learning terms and sometimes it is because it represents ‘doing something’ (and being seen to be ‘doing something’) and sometimes it is even just a matter of keeping up with the Joneses – or one-upping them. Whatever the reasons, and I hope I’m being pragmatic rather than cynical, being the local ‘experts’ in ed tech and innovation in TELT practices gives us more perceived value in these terms than other teaching support areas and creates more opportunities to do good.
So in a nutshell, we’re better off self-identifying as TELT advisors because it creates a niche, academics are more open to seeking advice and support in areas tied to technology and we sit comfortably in the innovation space, which is so hot right now.
(I’ll concede that it’s a clunky term but I’m yet to hear a better one that truly reflects our knowledge, skills and practices and which keeps the focus on teaching and learning)
This is a big post because it is about a journal article that covers some of the core issues of my thesis in progress. I’ve spent far longer looking over, dissecting and running off on a dozen tangents with it than I had expected. My highlights and scrawled notes are testament to that.
In a nutshell, King and Boyatt attribute the success (or otherwise) of adoption of e-learning in their university to three key factors. Institutional infrastructure, teacher attitudes and knowledge and perceived student expectations. This seems like a reasonable argument to make and they back it up with some fairly compelling arguments that I’ll expand on and provide my own responses to shortly.
They use this to generate a proposed action plan which includes a coherent and detailed university level e-learning strategy – which includes adequate resourcing for technological and pedagogical support, academic development training, leadership, guidance, flexibility and local autonomy. Everything that they propose seems reasonable and sane yet (sadly) quite optimistic and ambitious. From their bios, I think that the authors aren’t teachers themselves but education advisors like myself but the perspective put forward in the article is very clearly from an academic’s perspective. (Well, 48 academics from a range of discplines, ages and years of teaching experience.) All the same, there were more than a few occasions when I read the paper and thought – “well it’s fine to suggest communities of practice (or whatever) but even when we do set them up, nobody comes more than once or twice”.
I guess the main difference between this paper and my line of thinking in my research is that I want to know what gets in the way, and I didn’t get enough of that here. I also found myself thinking a few times that this kind of research needs to avoid falling into the trap of forgetting that teaching is only one (often de-prioritised, depending on the uni culture) part of an academic’s practice and we need to factor in the impact that their research and service obligations have on their ability to find time to do this extra training. To be completely fair though, the authors did recognise and note this later in the paper, as well as the fact that the section on perceived student expectations was only that – perceptions – and not necessarily a true representation of what students think or want. So they propose extending the study to include students and the university leadership, which seems pretty solid to me and helps to strengthen my personal view that this is probably a thing I’ll need to do when I start my own research. (I’m still in proposal/literature review/exploration swampland for now). To this I would probably add the affordances of the technology itself and also the Education Advisor/Support staff that can and would help drive much of this.
This paper sparked a number of ideas for me but perhaps the most striking was the question of what are the real or main reasons for implementing e-learning and TELT? Is it simply because it can offer the students a richer and more flexible learning experience or is it because it makes a teacher’s life easier or brings some prestige to a university (e.g. MOOCs) or (in the worst and wrongest case) is perceived as a cost-saving measure. There is no reason that it can’t be all of these things (and more) and that makes a lot of sense but some of the quotes from teachers in the article do indicate that they are more motivated to adopt new tools and teaching approaches if they can see an immediate, basically cost-free benefit to themselves. Again, I’m not unsympathetic to this – everyone is busy and if you’re under pressure to output research above all else, it’s perfectly human to do this. But it speaks volumes firstly about the larger cultural questions that we must factor in to explorations of this nature and secondly about the strategic approaches that we might want to take in achieving the best buy in.
From here, I’ll include the notes that I took that go into more specifics and also include some quotes. They’re a little dot pointy but I think still valuable. This is most definitely a paper worth checking out though and I have found it incredibly useful, even if I was occasionally frustrated by the lack of practical detail about successfully implementing the strategies.
“In addition, the results suggest that underpinning staff motivation to adopt e-learning is their broader interest in teaching and learning. This implies a bigger challenge for the institution, balancing the priorities of research and teaching, which may require much more detailed exploration” (p.1278)
Glad to see this acknowledged.
This paper focuses on Adoption. What are the other two phases in the Ako paper?
Initiation (a.k.a adoption), Implementation and Institutionalisation
Getting people to start using something is a good start but without a long term plan and support structure, it’s easy for a project to collapse. The more projects collapse, the more dubious people will be when a new one comes along.
Feel like there are significant contradictions in this paper – need for central direction/strategy as well as academic autonomy. Providing people with a menu of options is good and makes sense but that makes for huge and disparate strategy.
The three core influencing factors identified. (How well are they defined?)
Institutional infrastructure
Definition:
Includes: institutional strategy, sufficient resources (to do what?), guidance for effective implementation.
Question of academic development training is framed with limited understanding of the practicalities of implementation. Assumption that more resources can simply be found and allocated with no reciprocal responsibilities to participate.
Support needs identified:
Exploration of available tools and the development of the skills to use them
Creating resources/activities and piloting them
Developing student skills in using the tools
Engaging with students in synchronous and asynchronous activities
Monitoring and updating resources
Unclear over what time frame this support is envisioned. Presumably it should be ongoing, which would necessitate a reconsideration of current support practices.
“Participants suggested the need for a more coordinated approach. A starting point for this would be consideration of how available technologies might be effectively integrated with existing pedagogic practices and systems” (p.1275)
Issues basically boil down to leadership and time/resourcing. Teachers seem to want a lot in this space – “participants in this study reported the lack of a coherent institutional-wide approach offering the guidance, resources and recognition necessary to encourage and support staff.” At the same time, they expect “ongoing consultation and collaboration with staff to ensure a more coherent approach to meet institutional needs” (both p.1277).
If you want leadership but you also want to drive the process, what do you see leadership as providing? I do sympathise, this largely looks more like a reaction to not feeling adequately consulted with however my experience with many consultation attempts in this space is that very few people actually contribute or engage. (This could possibly be a good question to ask – phrased gently – what actions have you taken to participate in existing consultation and collaboration processes in ed tech)
“A further barrier to institutional adoption was the piecemeal approach to availability of technologies across the institution. Participants reported the need for a more coordinated approach to provision of technologies and their integration with existing systems and practices” (p.1277)
Probably right, clashes with their other requests for an approach that reflects the different disciplinary needs in the uni. How do we marry the two? How much flexibility is reasonable to ask of teachers?
Staff attitudes and skills
Definition:
Is this where “culture” lives?
Includes:
“including their skills and confidence in using the technology” (p.1275)
“A key step for broadening engagement is supporting staff to recognise the affordances of technology and how it might help them to maintain a high-quality learning experience for their students.
[teacher quote] There’s a lot of resistance to technology but if you can demonstrate something that’s going to reduce amount of time or genuinely going to make life easier then fine” (p.1275)
Want to know more about the tech can do – a question here is, for who. Making teaching easier or making learning better? Quote suggests the former.
What about their knowledge of ePedagogy? (I need to see what is in the Goodyear paper about competencies for teachers using eLearning. Be interesting to compare that to the Training Packages relating to eLearning too)
A big question I have, particularly when considering attitudes relating to insecurity and not knowing things – which some people will be reluctant to admit and instead find other excuses/reasons for avoiding Ed Tech (”it’s clunky” etc) – is how we can get past these and uncover peoples’ real reasons. It seems like a lot of this research is content to take what teachers say at face value and I suspect that this means that the genuine underlying issues are seldom addressed or resolved. There are also times when the attitudes can lead to poor behaviour – rudeness or abruptly dropping out of a discussion. (Most teachers are fine but it is a question of professionalism and entitlement, which can come back to culture)
In terms of addressing staff confidence, scaffolded academic dev training, with clear indicators of progress, might be valuable here. (Smart evidence – STELLAR eportfolios – Core competencies for e-teaching and some elective/specialisation units? This is basically rebuilding academic development at the ANU from the ground up)
“The findings highlighted the importance of a pedagogic-driven approach to implementation that supports staff in recognising the potential of technology to add value to students’ learning experiences. While staff recognised that support was available centrally, they suggested that it needed to be more closely tailored to the specific needs of staff and extended to include online guidance at point of need and communities of practice that facilitated sharing between colleagues” (p.1278)
These seems to strengthen the case for college/school level teams. I am well aware that teachers tend not to engage with academic development activities and resources outside their discipline area – which I think is partially tribal because the Bennett literature suggests that there are actually few differences in teaching design approaches from discipline to discipline. This seems like a good area for further investigation. What kind of research has been conducted into effectiveness (or desire for) centralised Academic Dev units vs those at a college level?
Perceived student expectations
Definition: Students expect their online learning world to match the rest of their online experiences.
“One student expectation reported was the availability of digital resources accessible anytime and anywhere: participants suggested that students expected to access all course materials online including resources used as part of face-to-face sessions and supplementary resources necessary to complete assignments.” (p.1276)
Seems like there are a lot of (admittedly informed) assumptions be made of what students actually want by the teachers in this section. Maybe it is reasonable to say that everyone wants everything to be easier. But when does it become too much easier? When they don’t need to learn how to research?
Student need to learn how to e-Learn
“These findings suggest that for successful implementation of e-learning, students need to be supported to develop realistic expectations, an understanding of the implications of learning with technology and skills for engaging in these new ways of learning and make the most out of the opportunities that they present” (p.1277)
Interestingly phrased outcome – DO students need to learn more about the challenges of teaching and/or the mechanisms behind it? Is this just about teachers avoiding responsibilities? It sounds a bit like being expected to study physics or road-building before going for a drive.
“However students confidence with online tools and resources was perceived to vary and the finding suggest that students need to be supported to develop skills to engage effectively with the opportunities that e-learning affords…
It is not clear whether this is an accurate portrayal of student views or whether staff attributed their own views to the students. It would be valuable to ascertain whether this perception is a true representation by repeating the study with students.” (p.1278)
Again, nice work by the authors in catching the difference between student perspectives and teacher assumptions. I guess the important part is that whether the students hold the views or not, the teachers believe they do and this motivates them to use the technology.
Students don’t want to lose F2F experiences and they don’t want eLearning forced upon them when it seems like a cost-cutting measure. They do want (and expect) resources to be available online.
Outcomes
Proposed elearning strategy
“Reflecting on the factors that influenced the adoption of e-learning, participants suggested the need for an institutional strategy that :
Defines e-learning
Provides a rationale for its use
Sets clear expectations for staff and students
Models the use of innovative teaching methods
Provides frameworks for implementation that recognise different disciplinary contexts
Demonstrates institutional investment for the development of e-learning
Offers staff appropriate support to develop their skills and understanding” (p.1277)
I’d add an additional item – Offers staff appropriate support to develop and deliver resources and learning activities in TELT systems.
I have a lot of questions about this strategy – what kinds of expectations are we talking about? Is this about the practical realities of implementing and supporting tools/systems which recognises limits to their affordances? Modelling the use of innovative teaching practices – just because something is new doesn’t mean that it is good. I’d avoid this term in favour of best practice and/or emerging. Is modelling really a valid part of a strategy or would it be more about including modelling/showcasing as one of the activities that will achieve the goals. The goals, incidentally, aren’t even referred to. (Other than the rationale but I suspect that isn’t the intent of that item)
Overall I think this strategy is an ok start but I would prefer a more holistic model that also factors in other areas of the academics responsibilities in research and service. The use of “e-learning” here is problematic and largely undefined. There’s just an assumption that everyone knows what it is and takes a common view. (Which is why TELT is perhaps a better term – though I still need to spend some time explaining what I – and the literature – see TELT as)
Support:
Face to face support complemented by online guidance (in what form?)
Facilitated CoPs to support academics sharing their experiences. (Can we anonymise these?? – visible only to teachers (not even exec). If one of our problems is that people don’t like to admit that they don’t know something, let them do it without people knowing. )
Wider marketing of support services in this space to academics. (I don’t buy this – I think that teachers get over marketed to now by all sections of the university and I’ve sent out a lot of info about training and support opportunities that get no response at all)
Faculty or departmental e-learning champion (Is that me or does it need to be an academic? Should we put the entire focus onto one person or have a community. Maybe a community with identifiable (and searchable) areas of expertise
Big question – how many people use the support that is currently available and why/why not?
My questions and ideas about the paper:
Demographics of the sample reasonably well spread – even genders, every faculty, wide distribution of age and teaching experience as well as use of TELT. No mention of whether any of the participants are casual staff members, which seems an important factor.
It’s fine to look at teaching practices but teaching doesn’t exist in a vacuum for academics. They also have research and service responsibilities and I think it would be valuable to factor the importance of these things in the research. The fact that nobody mentions them – or time constraints – suggests that they weren’t part of the focus group or interview discussions.
My overall take on this – the authors expand on previous work by Hardaker and Singh 2011 by adding student expectations to the mix. I’d think there is also a need to consider the affordances of existing technology (and pedagogy?) and perhaps also a more holistic view of the other pressure factors impacting teachers and the university.
“The findings highlighted the importance of a pedagogic-driven approach to implementation that supports staff in recognising the potential of technology to add value to students’ learning experiences.” (p.1278)
There are a lot of reasons that TELT is actually implemented in unis and while this might be the claim as the highest priority, I would be surprised if it made the top 5. Making life easier for the uni and for teachers, compliance, cost-cutting, prestige/keeping-up-with-the-Joneses and canny vendors all seem quite influential in this space as well. Understanding how the decisions driving TELT implementations are made seems really important.
King, E., & Boyatt, R. (2015). Exploring factors that influence adoption of e-learning within higher education: Factors that influence adoption of e-learning. British Journal of Educational Technology, 46(6), 1272–1280. https://doi.org/10.1111/bjet.12195
I was recently invited by @UQKelly – Kelly Matthews of the University of Queensland – to attend the National Students as Partners Roundtable on a glorious Brisbane Spring day. (For which I am grateful almost as much for the chance to escape a particularly bleak Canberra day as for the exposure to some interesting ideas and wonderful people working in this space). This isn’t an area that I’ve had much to do with and I was invited to bring a critical friend/outsider perspective to proceedings as much as anything.
Students as Partners (which I’ll shorten to SaP because I’ll be saying it a lot) more than anything represents a philosophical shift in our approach to Higher Education, it doesn’t seem like too great a stretch to suggest that it almost has political undertones. These aren’t overt or necessarily conventional Left vs Right politics but more of a push-back against a consumerist approach to education that sees students as passive recipients in favour of the development of a wider community of scholarship that sees students as active co-constructors of their learning.
It involves having genuine input from students in a range of aspects of university life, from assessment design to course and programme design and even aspects of university governance and policy. SaP is described as more of a process than a product – which is probably the first place that it bumps up against the more managerialist model. How do you attach a KPI to SaP engagement? What are the measurable outcomes in a change of culture?
The event itself walked the walk. Attendance was an even mixture of professional education advisor staff and academics and I’d say around 40% students. Students also featured prominently as speakers though academics did still tend to take more of the time as they had perhaps more to say in terms of underlying theory and describing implementations. I’m not positive but I think that this event was academic initiated and I’m curious what a student initiated and owned event might have looked like. None of this is to downplay the valuable contributions of the students, it’s more of an observation perhaps about the unavoidable power dynamics in a situation such as this.
From what I can see, while these projects are about breaking down barriers, they often tend to be initiated by academics – presumably because students might struggle to get traction in implementing change of this kind without their support and students might not feel that they have the right to ask. Clearly many students feel comfortable raising complaints with their lecturers about specific issues in their courses but suggesting a formalised process for change and enhancements is much bigger step to take.
The benefits of an SaP approach are many and varied. It can help students to better understand what they are doing and what they should be doing in Higher Education. It can give them new insights into how H.E. works (be careful what you wish for) and help to humanise both the institution and the teachers. SaP offers contribution over participation and can lead to greater engagement and the design of better assessment. After all, students will generally have more of a whole of program/degree perspective than most of their lecturers and a greater understanding of what they want to get out of their studies. (The question of whether this is the same as what they need to get out of their studies is not one to ignore however and I’ll come back to this). For the students that are less engaged in this process, at the very least the extra time spent discussing their assessments will help them to understand the assessments better. A final benefit of actively participating in the SaP process for students is the extra skills that they might develop. Mick Healey developed this map of different facets of teaching and learning that it enables students to engage with. A suggestion was made that this could be mapped to more tangible general workplace skills, which I think has some merit.
As with all things, there are also risks in SaP that should be considered. How do we know that the students that participate in the process are representative? Several of the students present came from student politics, which doesn’t diminish their interest or contribution but I’d say that it’s reasonable to note that they are probably more self-motivated and also driven by a range of factors than some of their peers. When advocating for a particular approach in the classroom or assessment, will they unconsciously lean towards something that works best for them? (Which everyone does at some level in life). Will their expectations or timelines be practical? Another big question is what happens when students engage in the process but then have their contributions rejected – might this contribute to disillusionment and disengagement? (Presumably not if the process is managed well but people are complicated and there are many sensitivities in Higher Ed)
To return to my earlier point, while students might know what they want in teaching and learning, is it always what they need? Higher Ed can be a significant change from secondary education, with new freedoms and responsibility and new approaches to scholarship. Many students (and some academics) aren’t trained in pedagogy and don’t always know why some teaching approaches are valuable or what options are on the table. From a teaching perspective, questions of resistance from the university and extra time and effort being spent for unknown and unknowable outcomes should also be considered. None of these issues are insurmountable but need to be considered in planning to implement this approach.
Implementation was perhaps my biggest question when I came along to the Roundtable. How does this work in practice and what are the pitfalls to look out for. Fortunately there was a lot of experience in the room and some rich discussion about a range of projects that have been run at UQ, UTS, Deakin, UoW and other universities. At UoW, all education development grants must now include a SaP component. In terms of getting started, it can be worth looking at the practices that are already in place and what the next phase might be. Most if not all universities have some form of student evaluation survey. (This survey is, interestingly, an important part of the student/teacher power dynamic, with teachers giving students impactful marks on assessments and students reciprocating with course evaluations, which are taken very seriously by universities, particularly when they are bad).
A range of suggestions and observations for SaP implementations were offered, including:
Trust is vital, keep your promises
Different attitudes towards students as emerging professionals exist in different disciplines – implementing SaP in Law was challenging because content is more prescribed
Try to avoid discussing SaP in ‘teacher-speak’ too much – use accessible, jargon-free language
Uni policies will mean that some things are non negotiable
Starting a discussion by focusing on what is working well and why is a good way to build trust that makes discussion of problems easier
Ask the question of your students – what are you doing to maximise your learning
These images showcase a few more tips and a process for negotiated assessment.
There was a lot of energy and good will in the room as we discussed ideas and issues with SaP. The room was set up with a dozen large round tables holding 8-10 people each and there were frequent breaks for table discussions during the morning and then a series of ‘world cafe’ style discussions at tables in the afternoon. On a few occasions I was mindful that some teachers at the tables got slightly carried away in discussing what students want when there were actual, real students sitting relatively quietly at the same table, so I did what I could to ask the students themselves to share their thoughts on the matters. On the whole I felt a small degree of scepticism from some of the students present about the reality vs the ideology of the movement. Catching a taxi to the airport with a group of students afterwards was enlightening – they were in favour of SaP overall but wondered how supportive university executives truly were and how far they would let it go. One quote that stayed with me during the day as Eimear Enright shared her experiences was a cheeky comment she’d had from one of her students – “Miss, what are you going to be doing while we’re doing your job”
On the whole, I think that a Students as Partners approach to education has a lot to offer and it certainly aligns with my own views on transparency and inclusion in Higher Ed. I think there are still quite a few questions to be answered in terms of whether it is adequately representative and how much weighting the views of students (who are not trained either in the discipline or in education) should have. Clearly a reasonable amount but students study because they don’t know things and, particularly with undergraduate students, they don’t necessarily want to know what’s behind the curtain. The only way to resolve these questions is by putting things into practice and the work that is being done in this space is being done particularly well.
For a few extra resources, you might find these interesting.
Writing about work by your supervisor feels a little strange but, as adults and scholars, it really shouldn’t. Obviously there is a power dynamic and a question for me of what to do if I disagree with him. Putting aside the matter that Peter Goodyear has worked and researched in this field forever and is highly regarded internationally while I am essentially a neophyte, I’m almost certain that his worst reaction would be the slightest brow-crinkling and a kindly, interested “ok, so tell me why”. He even made the point that the research may now be dated but it could be worth following the citation trail. Fortunately none of this is an issue because, as you’d hope from your supervisor, it’s pretty great and there is much to draw from it.
In summary, this chapter focuses on understanding what and how teachers think when they are teaching online. Sadly perhaps, little has changed in the nature of online teaching in the 14 years since this was written – the online teaching activities described are largely related to students reading papers and participating in discussions on forums. This gives the chapter a degree of currency in terms of the technology (although a few questions emerged for me in terms of the impact of social media) and I imagine that little has changed in teacher thought processes in this time related to assessing and trying to engage students online.
In some ways it’s the methodology used in the study that is the most exciting part of this – it steers away from the sometimes problematic reliance on transcript analysis used often (at the time?) in research on online learning and makes more use of the opportunities for observation. Observing a teacher reading, processing and replying to discussion forum posts offers opportunities for insight into their thoughts that a far richer than one might get in observing face to face teaching. By using a combination of concurrent and retrospective verbalisation and interview, a rich picture emerges.
Concurrent verbalisation involves getting the tutor to keep up a kind of stream of consciousness dialogue as they work on the discussion posts, with the researcher prompting them if they fall silent for more than 10 seconds. This can prove difficult for the teacher at times as they need to stop speaking at times to concentrate on the replies that they write but a balance is generally found. The session is also videotaped and the researcher and teacher watch it back together, (‘stimulated recall’), which gives the teacher the opportunity to discuss what they were thinking in the quiet moments as well as enabling them to expand on their recorded comments. In terms of understanding the things that are important to teachers and how they work with the students, I find this method really exciting. I’m not at all sure how or if it will align with my own research when I come to it but this rich insight seems invaluable.
The author opens the chapter by thoroughly going through the motivations for researching teaching – ranging from an abstracted interest in it as a good area for study to a more action research oriented focus on improving specific aspects of teaching practice. He explores the existing literature in the field – particularly in relation to online learning and finds that (at the time) there were a number of significant gaps in research relating to practice and he proceeds to set out six high level research questions relating to online teaching. It seems worthwhile sharing them here
What are the essential characteristics of online teaching? What tasks are met? What actions need to be taken? Are there distinct task genres that further differentiate the space of online teaching?
How do these practices and task genres vary across different educational settings (e.g between disciplines, or in undergraduate vs postgraduate teaching, or in campus based vs distance learning) and across individuals?
For each significant kind of online teaching, what knowledge resources are drawn upon by effective teachers? How can we understand and represent the cognitive and other resources and processes implicated in their teaching?
How do novice online teachers differ from expert and experienced online teachers? How do they make the transition? How does their thinking change? How does the knowledge on which they draw change? How closely does this resemble ‘the knowledge growth in teaching’ about which we know from studies of teaching in other, more conventional, areas?…
What do teachers say about their experiences of online learning? How do they account for their intentions and actions? How do their accounts situation action in relation to hierarchies of belief about teaching and learning (generally) and about teaching and learning online?
How do learners’ activities and learning outcomes interact with teaching actions? (p.86)
Skipping forward, Goodyear conducted the research with a number of teachers working online and identified several key factors that shape what and how teachers teach online. The focus of their attention – is it on the student, the content, how well the subject is going, whether students are learning, the technology, how students will respond to their feedback etc – can vary wildly from moment to moment. Their knowledge of their students – particularly when they might never meet them in person – can shape the nuance and personalisation of their communications. This also ties to “presentation of self” – also known as presence – which is equally important in forming effective online relationships. Understanding of online pedagogy and attitudes towards it are unsurprisingly a big factor in success in teaching online and this also impacts on their ability to manage communication and conflict in an online space, where normal behaviours can change due to perceived distance.
There were a lot of other noteworthy ideas in this chapter that are worth including here and it also sparked a few of my own ideas that went off on something of a tangent.
Those who foresee an easy substitution of teaching methods too frequently misunderstand the function or underestimate the complexity of that which they would see replaced (p.80)
Teaching is not an undifferentiated activity. What is involved in giving a lecture to 500 students is different from what is involved in a one-to-one, face-to-face, tutorial. Also, interactive, face-to-face, or what might be called ‘live’ teaching is different from (say) planning a course, giving feedback on an essay, designing some learning materials, or reflecting on end-of-course student evaluation reports. (James Calderhead structures his 1996 review of teachers’ cognitions in terms of ‘pre-active’, ‘interactive’ and ‘post-active reflection’ phases to help distinguish the cognitive demands of ‘live’ teaching from its prior preparation and from reflection after the event) (p.82)
The affordances of the user interface are an important factor in understand how online tutors do what they do. This is not simply because online tutors need to understand the (relatively simple) technical procedures involved in searching, reading and writing contributions. Rather the interface helps structure the tutors’ tasks and also takes some of the cognitive load off the tutor (P.87)
Studies of ‘live’ classroom teaching in schools have tended towards the conclusion that conscious decision-making is relatively rare – much of what happens is through the following of well-tested routines (Calderhead, 1984). While swift routine action can be found in online tutoring, its curiously asynchronous nature does allow more considered problem solving to take place (p.97)
Many of these ideas crystallise thoughts that I’ve come to over recent years and which I’ve shared with Peter in our supervision meetings. I’m going to choose to believe that his inner voice is saying at these points, ‘good, you’re on track’ rather than ‘well, obviously and I wrote about this a decade and a half ago’. This is why we go with this apprenticeship model I guess.
As for the other random thought that emerged from reading this paper was that as we get more comfortable with using video and asking/allowing students to submit videos as assessments, we’ll need new ways to ‘read’ videos. Clearly these will already exist in the scholarhood but they may not be as widely known as we need.
Academic development refers to the professional development of academics – which makes sense when you think about it. Evidently I hadn’t thought about that a lot because until I skim read these five papers, I had put academic developers in the same broad (and perhaps vague) category as education designers and learning technologists. People working with teachers/academics to support teaching and learning and developing resources.
I had just assumed that given that the terminology hasn’t really been settled yet (consider blended/flexible/online/technology-enhanced/e-learning), people have been using the terms that they prefer. (I’ve been toying with Director of Education Innovation as a new title but apparently that will upset the Directors of our schools, so that won’t fly).
Anyway, this was the first of a few realisations that I’ve had in the last week of trying to get my research back on track – ironically enough perhaps while I’ve been in the midst of a major academic development project of my own. (STELLAR – which will get its own post shortly).
Recognising that I need to move on to a new topic of exploration in my holistic overview of the central elements in supporting TELT practices in Higher Ed. but also feeling that I haven’t yet covered Education Support Staff (ESS) adequately, I decided to take the temperature of ESS research via five papers. (I’ve also been concerned that while the deep reading that I’ve been doing has been valuable, I’m spending too long on individual papers and chapters in the process.) I allocated a single 25 min pomodoro period to each of these new papers, including writing notes. Admittedly, four of the five papers I’ve decided that I still need to read in full and may well come back to them in the next topic anyway. (However, I changed my initially planned ‘next topic’ from Universities as Organisations to Teachers as a result of these papers and some other thinking recently, so this still feels like progress)
In a nutshell, as I’ve been looking at research relating to education support staff over the last couple of months, I’ve probably been in my own tribal mindset. I do still believe that there are significant cultural factors at play in higher ed. that mean that knowledge and experience aren’t always appropriately used or recognised if you’re not in the academic tribe and this is an area to work on. There are also an incredibly diverse range of reasons for this, some more understandable than others. I have to admit that I’ve not been as open to the more understandable (and valid) ones as I should’ve and that empathy is always an important part of communication and collaboration.
So after this post on the matter, I’m going to take a first pass at my lit review relating to ESSes and focus on the academic/teacher side. (Ultimately people that teach are teachers and this is the side of the academics’ work that I’m looking at – it’s also a more meaningful term in this context – but I realise that terminology is perhaps more important than I thought.
These are my quick responses to the papers that I skimmed
This is a particularly insightful paper that uses “the discourse analytic method of “interpretative repertoires (Potter & Wetherall, 1987)” (p.15) to consider issues in academic development with a particular focus on education technology and changing teaching practices.
Hannon essentially distills the approaches into ‘enabling’ and ‘guiding’ and interviews 25 individuals working with education technology (including academics and ESSes) about their experiences in one university in this space.
He identifies four main differences in the ways that practice is organised:
Developing staff or developing courses (p.19)
Implementing or adapting institutional strategy (p.20)
Drawing together – systems or community (p.22)
Reframing technology or reframing the user (p.23)
Ultimately, Hannon finds that:
it is neither institutional strategy nor learning technologies that impose these constraints, rather the discourse or repertoires associated with their operationalisation (p.27)
I’ll certainly be coming back to this paper in the future.
Hicks looked at issues more in relation to the role of Academic Developers – and people working in Education Support units – as ‘change agents’, caught between the strategic requirements and priorities of the university executive and the needs of teachers and learners.
She felt that the voice of academic developers is seldom heard in research in this field and takes time to address this within a Bourdieuian framework emphasising social systems by inviting developers to participate in a number of focus groups.
Hicks’ paper sits well alongside most of the other papers that I have looked at already, with a focus on the tensions between academic and professional staff as well as academic staff and ‘management’ – with the ESSes torn between the two and underutilised.
This paper may be a useful source of additional supporting quotes and could also be worth reviewing when I get to university as an organisation.
David Boud is a major figure in research into Higher Education in Australia, (Angela Brew presumably is as well but it’s Boud that I’ve heard more about to date), so I was keen to read this one.
The idea of practice theory (Kemmis) is something that I keep coming across (and has also been suggested by my supervisor) and it’s at the heart of this paper. In a nutshell, it’s about framing academic work as practice and considering three key foci
practice development, fostering learning-conducive work and deliberately locating activity within practice. It also suggests that academic development be viewed as a practice (p.208)
Given that my new area of exploration is teachers/teaching/academics, this is a timely examination of academic practice that I will absolutely be delving into in far greater depth. It also offers a nice bridge between these two areas and I think it will also help me to inform my other (professional) work.
This paper presents a solid overview of tribalism in academia and the emergence of Higher Education as a field of study in its own right that needs to be claimed by academic developers. (I’d wonder whether an idea of “academy developers” is more fitting here).
One thing that I’ve come to realise in this sector is that trying to take on organisational cultural issues directly is unproductive, so while I’d prefer tribalism to be replaced with the embrace of a broader notion of being part of a collaborative community of scholars, I realise that it won’t happen any time soon. I guess the real questions are; do the members of a tribe respect the knowledge of another tribe and is teaching and learning in Higher Education something that can be owned by one tribe? Perhaps something more along the lines of tribal elders – strictly in the H.E T&L discipline area, never the ‘academy’ itself – could work?
When it comes to the role of ESS, I note that the authors quote Rowland et al (1998), which has popped up in most of these papers and is high on my list of future reading. It’s a fairly brutal quote however.
[a]t best, they [i.e. academics] view those in these [academic development] units as providing a service to help them teach. At worst, they ignore them as lacking academic credibility and being irrelevant to the real intellectual tasks of academic life. (Rowland, Byron, Furedi, Padfield & Smyth, 1998, p.134) (p.10)
This is certainly another paper to read in full as I explore the idea of academic work and teaching.
This final paper by Lee and McWilliam leans heavily on Foucault and “games of truth and error” and a fairly specific idea of irony. It again explores the tensions that academic developers encounter in the space between executive/management priorities and teacher needs. As someone that hasn’t yet explored Foucault, I imagine it might be of value if this is theoretical direction that I choose but for the most part I just felt that I didn’t get the joke.
Ok, so hopefully this give me a decent starting point for writing something about the literature as it relates to education support staff (obviously there is always more to explore but the best writing is the writing that you’ve actually done and having something to show will make it easier to find the gaps – both in ideas covered in the research as well as in what I’ve been reading and not reading.
As I’ve been investigating Education Support People as a theme in my lit review reading and writing this month, I came across a wealth of interesting papers by Dr Dale Holt at Deakin University. (Australia)
The paper offers a rich overview of the recent history and current standing of teaching and learning centres in Higher Education institutions and draws a list of ten very practical “leverage points” that these centres can use to have a greater impact on improving teaching and learning practices. It draws from interviews, surveys and focus groups conducted with leaders in centres at almost all Australian universities as part of research supported by the (former) Australian Learning and Teaching Council.
In terms of a ‘state of the actual’ birds-eye overview, this paper is a useful resource and most of the recommendations make a lot of sense. I did find a few internal inconsistencies in the ways that ‘conventional wisdom’ (e.g. the value and effectiveness of large Communities of Practice in Higher Ed) directly contradicted the lived experiences of the study participants (e.g many academics don’t often engage with people outside their discipline). In fairness, these weren’t ignored but I would’ve liked to see deeper discussion here.
The paper doesn’t explicitly define ‘learning and teaching centres’, assuming a degree of prior organisational knowledge. There is a reference to “the associated complexity of academic development work” (p.5) in the introduction and a table comparing “traditional and new centre paradigms” (p.8) also refers to the provision of professional development, engagement with the university executive and “active representation on faculty teaching and learning committees” (p.8). The assumption that these units operate centrally largely avoids discussion of parallel faculty/college based learning and teaching units and the relationships between the central and ‘outer’ teams. The fact that many colleges/faculties see a need for local, specialised teams is an interesting issue worthy of further exploration. All this said however, I can appreciate the need to manage the scope of this research and focusing on the central units makes sense.
One of the most interesting aspects of this paper came almost in passing and wasn’t really mentioned again. It was a conclusion drawn from previous research by the authors about measures of success in these kinds of units.
It emerged that a myriad of factors influenced whether or not a centre was recognised as being an integral and valued part of its university’s teaching and learning community – a hallmark of having reached maturity. However four factors were identified as being critical to the ability of centres to succeed: clarity of role and direction; shared understanding of purpose; the capacity and capability to achieve purpose; and the ability to demonstrate value (Challis, Holt & Palmer, 2009) (p.6)
Arguably, it’s possible to map these factors to the listed ‘leverage points’ that form the bulk of the paper but it isn’t done explicitly, which seems like a missed opportunity to construct a more powerful resource for people working in these centres. (Though, I’ll admit, that’s not necessarily the point of the paper).
Just as I have found so far in my own research, this paper identifies that the flip side of the ‘how can Higher Ed / T&L centres succeed in supporting better teaching and learning’ coin is the equally important question, ‘what are the obstacles/barriers to success that must be overcome?’
Drawing again from prior research, the authors found that
The principal constraints identified were ‘lack of staff time’, both in the faculties and in the centre, to engage in teaching and learning improvement activities, followed by incorrect or outdated general perceptions of the role and function of the centre and insufficient resources to have a significant impact (Palmer, Holt & Challis, 2010) (p.6)
Drilling down into this paper, it seems to arrive at a philosophical position (supported by some organisational theorists – Senge, 1990 and Mintzberg, 1989) that a network based approach to academic staff professional development is the ultimate goal for moving towards overall improvements. In principal I agree but it would be nice to see some tangible supporting evidence.
At the heart of the argument for networked professional development is Mintzberg’s (1989) classification of universities as “professional bureaucracies”.
Universities, he argues, are hierarchically organised by discipline specialisation. Hence we see universities organised into faculty-based clusters of related disciplines, with a further, more specialised grouping of single disciplines or tightly-related disciplines at the departmental level. Professional learning and development in education is, therefore, vertically driven and governed by discipline concerns. Networking, on the other hand, complements vertical learning through the provision of opportunities for educators and leaders to engage horizontally across departments, faculties and disciplines: not only to engage across areas of interest at a particular level but also to relate through-out various organisational levels and domains. This networked, informal and collegial environment, we argue, provides great potential to enhance teaching and learning throughout the organisation and to contribute to external networking opportunities as well
While I applaud the philosophy of the horizontal approach and would love to see educators learning from their peers in other disciplines, I have to wonder if it is ultimately a matter of expending a lot of energy in pursuit of an ideological goal at the expense of making actual progress. I’ve been considering a competing approach in recent days which is entirely unformed yet but essentially works with the silos and micro-silos to create a series of small communities of practice (say 3-4 people in a specific discipline) that would foster localised cooperation and collaboration and then ideally serve as nodes in a larger network – or constellations in a galaxy of stars. (This second metaphor appears in particular because our new VC is an astro-physicist and the idea of stars offers some nice imagery). I have an acronym that kind of works here too – STELLAR – Scholarship/Scholars of Technology Enhanced Learning, Leadership And Research. But there’s still work to be done on this idea. (I’m also thinking about options to gamify the whole thing – initial responses to this from my colleagues and members of the college executive have been positive)
Holt et al use the notion of ‘leverages’ as an overall roadmap for strategic approaches that teaching and learning centres in universities can take.
Senge (1990, p.15) identifies systems thinking, and the associated notion of leverage, as a key skill for leaders building learning organisations.
“Systems thinking also shows that small, well-focused actions can produce significant enduring improvements, if they are in the right place. Systems thinkers refer to this idea as the principle of ‘leverage’. Tackling a difficult problem is often a matter of seeing where the high leverage lies, where a change – with a minimum of effort – would lead to lasting, significant improvement” (as quoted on p.9 of Holt et al)
Given that Senge wrote this more than a quarter of a century ago, I might check whether systems thinking is still considered ‘a thing’ in the organisational management community but it has a ring of truth to it.
Without going into tremendous detail on all ten leverage points, because this post is already on the long side and most seem like common practice, they are:
New visions/new plans – support uni vision with scholarship of existing research and collaboration with peer institutions. (Need to be careful of pushing a one-size-fits-all vision though)
Preparation of new continuing academic staff – induction and training (mindfulness of their discipline context)
Compulsory casual teaching development program (I’ll assume this is paid work)
Just in time professional development (The paper emphasises online training and resources, I agree they have value but have found people engage far more with face to face training)
Communities of practice – “Given that research into and practical applications of CoP have primarily been industry-focused, a new paradigm for CoP in academe called CoP-iA can be argued for (Nagy & Burch, 2009)” (p.12)
Strategic funding for development – needs to find a balance between “an emphasis on the conservation of resources often associated with quality assurance and risky investments in innovation associated with quality improvement” (P.13)
Supporting teaching excellence through awards and fellowships – (recognition of individuals vs teams, do individuals truly ‘pay it forward’?)
Disseminating exemplary practices online
Recognition and use of education ‘experts’ – (yes but there is a disappointing assumption in this section of the paper that the only education experts are academics – professional third space staff are invisible)
Renewing leadership – distributed leadership models to use ‘expert educators’ more effectively in decision making bodies\
General random ideas and thoughts this paper has triggered:
As I mentioned earlier, I’ve been thinking a bit about CoPs recently and why we struggle to get buy in. Time is certainly one factor but I’ve increasingly been thinking that, while it is desirable, pushing broad cross-disciplinary collaboration because ‘it’s good for you’ may be too great a cultural change in the first instance. This paper has helped me to clarify some of my thoughts around this and I’m going to explore this node/constellation model a little further.
Awards and fellowships and other extrinsic motivators for outstanding teaching is another thing that I’ve been considering and plan to dig down into. While providing recognition for individual excellence appear to be an entrenched part of Higher Education culture, I have to wonder how much the recipients pay it forward and whether a focus on rewarding team/department level improvements in teaching and learning practices/outcomes might be more effective. (But again, this may be a matter of calling for too great a cultural shift).
If we are to stick with the model of rewarding individual achievements, are there ways that we can move the application process for awards/fellowships/etc from an isolated, short time-frame based approach to something that happens more publicly over a greater period of time. I’m not sure how but perhaps it could involve keeping a reflective journal or blog in some way and have a greater focus on contributions to the scholarship of teaching and learning.
This paper ends by touching on the notion of teaching and learning centres as a hub, or pivotal node in the T&L activities of a university. I’ve been thinking along similar lines about Education Support People (both academic and professional) and the valuable space that they inhabit – linked to teachers, students, IT teams, policy and other support areas as well as the wider educational support and scholarly community. So, that seems like a good thing 🙂
I thought twice about making this post, given that (according to the WordPress stats) it’s the 100th but my slightly neglected PhD Wunderlist has an ongoing to-do item involving making update posts about my research.
Once again, the work side of this work focused research has taken priority however I’m still hopeful that it has helped to inform some of my big picture thinking around the ways that universities can support Technology Enhanced Learning and Teaching in very realpolitik, pragmatic ways.
I’ve mentioned previously that I’ve been working with my other “third space” peers on a project to look at how we are currently advising the decision makers in use of ed tech. The discussion/consultation part of this process came to a close a week ago and I’ve been trying to synthesise the key ideas, issues and questions into actionable terms of reference for our two ground level reference and user groups. I presented these proposed changes to the reference group yesterday and given that they sparked a degree of impassioned discussion and some of the ideas have shaken some sensibilities, I’ll refrain from going into detail here just yet until the dust settles.
I have a few stray observations however that these discussions and this process have prompted and I think that they offer some interesting insights into the behind the scenes challenges that universities can face both in supporting TELT and in embracing change and innovation more broadly.
As a relative new-comer to the space, I’ve noticed that many of the discussions around current practices and opportunities for improvements will at some point come back to a lengthy explanation of the context in which structures and policies were put into place “back in the day”. “Back in the day we didn’t have x/y/z and a new person started and decided we should do a/b/c and yada yada yada”. Now I can appreciate the importance of learning from history and avoiding making the same mistakes over and over but there always seem to be two undercurrents to these discussions.
The first is essentially – “our current situation isn’t my fault” – ok, no worries, I’m not interested in judging, all I want to do is look at where we are right now, where we want to be and what we do to get there. The second is often a variation on – “we already tried x idea and it failed” – this is probably more useful if the conversation proceeds to “it failed because a/b/c and we learnt d/e/f from it and in the future can try g/h/i”. This rarely seems to be the case though because it seems that the simple act of making a suggestion that was tried once, five years ago, is a clear indication that the suggestor simply doesn’t understand “how things work here”.
Navigating sensibilities – particularly when they relate to struggles and disappointments that others before you may have had – in this space is a much larger challenge than I have anticipated. The simple act of saying that something could be better can be heavily laden with implications that this is the case because someone isn’t that great at their job. (This is clearly absurd when there are so many moving pieces in an educational ecosystem that impact on getting things done that no one person could ever reasonably be held responsible for anything – which is another matter for discussion again if we want to look at the vexed question of getting things done in this space)
Just as human frailty is routinely identified as the weak link in I.T. security, I’d suggest that it is equally problematic in achieving change in higher ed.
The second real issue identified in these discussions has been the culture or more precisely the mindset that determines the approach taken to the problem. To be clearer – TELT. Rightly or wrongly (I think wrongly, clearly), our current environment magnifies the Technology part by referring to “enterprise educational technologies” and framing things in an IT project mindset. We have a set of tools and systems that are owned by a central team that academics and students are allowed to use, if they are careful. What the discussions (and, to be fair, the actual stated terms of reference of the two low-level user/reference groups) have suggested is that the mindset actually needs to be more about a service that exists to support teaching and learning through the provision of appropriate and useful technology. A major identified issue seems to be that the activities of the groups don’t reflect their stated purposes.
Perhaps I’m using slightly slanted language and I appreciate that sound IT project management practices are required to keep things humming but if a tool has no value without a user, surely the needs of the user have to be the primary focus. Anyway, the tensions between these two camps – which I truly hope are about genuine beliefs that one approach is better for teaching and learning than another rather than baser matters of position or prestige – are definitely a significant area meriting further consideration. In real terms, it’s rarely an either/or question, people, systems and institutions are complex and have any number of simultaneous drivers and learning how to work with them is probably the best outcome possible.
The formal “research” part of my pre-research – the literature review essentially – has gone off the rails a little in the last couple of months. I’ve been collecting things to read here and there but not reading them and clearly not digesting and blogging about them.
Nonetheless, I still feel as though my ideas are coming along. This has mostly been as a result of attending a couple of major Higher Education events – the ACODE Benchmarking summit and the HERDSA 2016 conference. (Australasian Council of Online & Distance Education and the Higher Education Research & Development Society of Australasia)
One of my initial goals with this research was to generate some helpful resources for people in my field/trade/craft – Education Designers/Developers/Technologists. The more I look into the issues around supporting TEL in Higher Ed., the more I realise that this is the area of the most interest to me. I had thought for a while that focussing on the work of professional (non-academic) staff in this space could be a great way to explore larger questions of university culture and the impact that this has but speaking to a number of colleagues at these events, I’ve realised that there is a combination of academics and professional staff providing educational support and that this sector – which I’m going to call Education Support People (ESPs) for now because writing Education Designers/Developers/Technologists is tiresome and clunky.
This isn’t to say that there aren’t multiple factors – that I think may require varying research methodologies to properly explore – that affect the uptake of TELT practices in Higher Ed. but given the central position of ESPs in the organisation, there is a better than even chance that I’ll be able to hang most things on this hub. (To mangle a metaphor)
I’m also starting to think about the dichotomy of rational and emotional reasons for using/avoiding TEL practices. The literature offers many solid, evidence based reasons to use TEL but actual uptake often seems tied to the attitudes of the key players. They might further muddy the waters by raising a (legitimate) rational barrier to TEL practices – we don’t have the time/resources to do this – but the next words in the sentence take us closer to the heart of the emotional response to the issue. They could be … ‘so how can we get around that and do it anyway?’ or ‘… so you can’t make me do it’ when they simply don’t want to.
Finding these core gut responses I think will be interesting and challenging.
The project plan that I showed here a few posts ago has blown out a little, so I’ve tweaked some of the timeframes. I moved University as Organisation to begin after ESPs a few weeks ago but this is my current interest (and I’m not altogether sure what I mean by University as organisation – beyond something to do with the complexity of the educational ecosystem) and I’ve now extended my time to read up on ESPs and pushed back the Uni section a couple of weeks. I was hoping to neatly tie everything to months but there is no compelling practical reason for this, just neatness.
I also spoke to several people at HERDSA – who really were all great, thoughtful and generous people – about interest in creating a Special Interest Group for ESPs (not necessarily that name) and will pursue this in the near future. Big wraps for HERDSA – I have to say that I think it has been one of my all time favourite edu conferences. There wasn’t a single slot that didn’t have at least one presentation that I was interested to see.
The conference also helped me to discover the work of Carroll Graham at UTS, who recently finished a PhD on the impact of professional staff on student learning outcomes. Her website – Higher Education Professionals – I think will be a rich resource
Sometimes you need to spend hours poring over a list of 20,000+ academic journals looking for those related to education in business and economics. I’d advise against it.
Here are the ones that I found, so you don’t have to.
I’m not a discipline specialist, so I can’t speak to quality but I’ve included their ratings which will hopefully help.
