I found this stimulating discussion started by @BenPatrickWill on the weekend. “If you (hypothetically) had 15 mins to address your university senior managers about the future of edtech, and it was your best chance to bring in some critical perspectives, what would you highlight?” If you’re a leader, and you ever wondered… (Or if you ever wondered what you’d say if you were trapped in a lift with them)
Class discussions can be a lottery – one day everyone is excited and engaged and the next, you struggle to extract one-word responses. Jay Howard shares some invaluable practical advice in this piece that draws on 30 years of research. Some top tips – put the work back onto the learners, ask more complex questions that support creativity, encourage students to call out great ideas from their peers.
The fact that I thought twice about sharing this piece, which is fairly inoffensive in itself, says something about the politics around this in Higher Education. Institutions do, of course, offer a range of services and specialists that provide support to academics in teaching and ed tech – this is part of the work that I do and this is my community. This article asks the questions that I’ve been hearing a lot recently – are we doing enough and where do we go next?
One of the areas where pedagogy/andragogy and technology enhanced learning veers dramatically away from K-12 learning is when it comes to large classes. The PHELC21 symposium was held in June and the full proceedings are now available. This collection of papers includes work on engagement, course redesign, problem-based learning at scale and drawing classes.
One of the common concerns raised (or benefits posited) around online and technology enhanced learning is that it is cheaper than face-to-face teaching and is introduced to cut costs rather than raise standards. People working in the space have argued for years that this isn’t the case (in either instance) but there has been something of a dearth of reliable data about the costs of teaching in HE. This working paper from UniMelb’s Centre for the Study of Higher Education, in partnership with the Pilbara Group, suggests in proud academic tradition that ‘it depends’ – based on degree level and mode. The paper also delves into a range of other factors including discipline, campus location and funding clusters.
When I started working in the learning design space, the ADDIE model (Analysis – Design – Development – Implementation – Evaluation) was somewhat considered the be-all and end-all. It offers a useful set of steps for thinking about the creation of a learning resource or activity but also seemed as much a linear project management system as anything else. This article outlines the history of this model and what has come to replace it as development has moved to more iterative AGILE-oriented approaches like SAM (Successive Approximation Model). As with many things, it still has its place.
This article examines the use of education technologies starting out from a position that vendors overhype their products but it eventually comes to the conclusion commonly held by people working in the sector that this doesn’t actually matter and a judicious combination of technology, pedagogy and capability building can in fact make a difference in education. Laufer et al. interview and survey Higher Ed leaders from 24 countries for their perspectives on the impact of education technologies in the last two years, covering opportunities and barriers for both individuals and institutions. Well worth a read for the big picture overview.
ASCILITE’s TELedvisors Network wraps up the 2021 webinar series with a bang, with Prof. Michael Sankey (CDU) and Jack Sage (JCU) sharing the findings of research they undertook this year into what it takes for people to enter the growing profession of Learning Design (and adjacent roles) in Australian Higher Ed and what the future looks like for these kinds of roles.
Respected author in the tech ethics and society space, Cory Doctorow, makes some valuable connections between the Luddite movement of the early 1800s and some key tenets of science fiction – namely that it is generally all about the meaning of the impact of technology on the world than the tools themselves.
Given my job and my interests, I probably spend more time than most people thinking about how educational institutions implement educational technologies. This is not something that gets much coverage at all in research literature about technology enhanced learning or ed tech, most likely because it is big and messy and complex. Most things I have seen about ed tech relate to specific interventions to see what impact a tool has on learning and teaching – which is, you know, pretty important. Alternatively another major strand seems to consist of feelings about ed tech – either at scale or individual wailing about the (sometimes legitimate) failings and ethical/moral problems of certain tools and approaches. Again, these can be important discussions to have.
I was excited to see this article in the Chronicle of Higher Education crop up in my Twitter feed today though from Dr Jenae Cohn, the director of academic technology at California State University at Sacramento. These are certainly questions and concerns that I’ve heard before but it was nice to see them articulated so clearly and evenhandedly.
Recognising that there are, of course, cultural/operational/organisational differences between HE institutions in the US and Australia and definitely different terminology, hopefully I read and understood it as intended. My biggest response was – where are your educational technologists? These challenges sound a lot like what we work to address every day (with varying degrees of success, sure). There is a reference to ed tech professionals at the end but I do wonder what differences there are in how we work and what we do.
Anyway, from here, this is largely going to be my direct responses to some of the key points. Apologies if I’m overdoing the quotes.
“Decisions about educational technology can appear opaque to academics. On the flip side, the IT staff in charge of acquiring the technology may find faculty preferences in the classroom to be similarly hazy and ill-defined.” – This is literally why we have educational technologists (and also do reasonable business analysis), to be the bridge between educators and IT.
“Yet decisions surrounding digital tools — and the professional development necessary to use them effectively — seem to have no clear catalyzing origin for either faculty or staff members.”Agreed there is definitely a need for better communication, but at the same time, I’ve tried to explain the complexities of these processes only to see people’s eyes glaze over.
“Staff members and administrators often do not know why or how instructors intend to use certain ed-tech tools. The staff and administrative role is just to facilitate their purchasing and support.”So this is possibly a US/Australia thing – by administrators do you mean institutional managers/leaders (many of which are academics) or IT dept leaders? Here at least, IT dept leaders seldom make these kinds of calls without direction from the senior academic leaders in the institution. And, again, this is why we have educational technologists.
“Meanwhile, faculty members seem to think that some amorphous administrative body just decides to buy random ed tech purely for the sake of buying the latest fancy technology. Sometimes that perception aligns with reality; sometimes it doesn’t.”Again, these top end decisions here are frequently driven by senior academic leaders but the point about an amorphous admin body is well taken and sometimes decisions can even surprise the ed tech units too.
“Poor channels of communication. Because the faculty and the staff operate in separate spheres on most campuses, whether communication about teaching technology is clear and consistent often depends on where, and how, the ed-tech staff members are housed in an institution. On a single campus, you might find some ed-tech staff members in an IT department. Others are in campus teaching centres. Still others may be housed in an academic-affairs office or as part of a distinct online-learning division.”Certainly a challenge – in Australia at least, most ed tech units with the power to roll out ed tech uni wide sit in a central Learning and Teaching division and work with uni IT. There are often local ed techs in discipline based teaching centres (which we call faculties or colleges). There can also be a cultural component in HE institutions where academics tend not to talk that much to professional staff about these kinds of issues.
“Lack of representation. While faculty perspectives often shape campus technology choices, the mechanisms for collecting those perspectives may not always be representative. Some institutions have designated faculty-senate groups to discuss the choice and implementation of educational technology. But those committees may not be representative of the full range of faculty and staff voices and needs. In addition, those governance committees may not always consistently communicate with the staff members who are directly responsible for getting the technology up and running.”Any decent tech implementation project should first examine the business (learning and teaching) needs – which necessarily involves understanding what educators need (and want). An education technology will usually also need to address other institutional needs however (technical, security, financial, policy, etc), so educator input can’t be the only consideration. The question of how representative these representative groups is a fair one, with the potential for more senior educators who teach less to fill their ranks. One thing I’ve seen in Australia is that we will often seek out known ‘power-users’ or innovators in a faculty to inform decision making – which may still offer a skewed understanding of the needs of ‘average’ educators.
“Instructors going rogue. Faculty members may opt to use online teaching tools without the explicit support or licensing of their institution — turning the ed-tech environment on any campus into an idiosyncratic jumble that differs from one course to the next.”Certainly presents some challenges – ed technologists and central units actually don’t want to discourage innovative teaching practices and frequently do whatever they can to support localised implementations. Where value is demonstrated, with potential to be used more widely, they will even work to embed these new tools in the enterprise/institutional ed tech ecosystem. BUT there can be problems with integrating with existing systems (the LMS, student management etc), problems with support, accessibility, security and privacy and often problems when the person who was a big driver of using a tool moves on, leaving their colleagues abandoned.
Two suggestions:
“1) Give faculty members with expertise in college teaching a joint appointment in administrative units where they can directly influence campus decision-making about teaching — especially around purchases of educational technology.“
Decision making in this space rarely happens quickly so there would likely be long periods where this person/people may have little to do. Developing stronger models for input (which many ed tech units are at least mindful of) might be more valuable. Also revisiting the weighting of priorities in the evaluation and procurement of new tools, while recognising that learning and teaching aren’t the only factors at play. Also, how would such people be found and, more pragmatically, how would we deal with institutional politics of it all? Would STEM academics accept someone from the humanities? How many would we need then?Some kind of embedding sounds useful but…
“2) Rethink the role of educational-technology professionals on campus and allow them to engage in a mix of scholarship, teaching, and administration. That way new research on college teaching directly influences technology procurement, testing, and implementation”.
Well, as an education technologist, clearly, I think this is ingenious. I have actually been advocating for this for a while but breaking down some of these perceived barriers between academics and professional staff and giving ed techs this richer experience of an academic’s work and needs can only help everyone.
This article is timely for another reason in that I’ve recently been looking at revising a Twine branching scenario game that I built with some colleagues (Wendy Taleo, Stephanie Luo and Kate Mitchell) in 2019 about choosing and implementing ed technologies. Bear in mind that it is a work in progress but enough is done to play through the process in around 20 mins. bit.ly/EdTechGame
Actually it hasn’t been that lonely at all, life is pretty good on that front, but it certainly has been a long time since I last posted here – coming up to 3 months.
So why is that? Well, I moved cities and changed jobs for one thing. After 16 years in Canberra and three at ANU, I’ve finally returned to Melbourne to work as a Senior Learning Technologist at Swinburne University of Technology. It’s a step up in many ways and it also gives me an opportunity to develop some insights about how a centralised TEL support unit works.
In the times that I have found to work on revising my thesis proposal, which my supervisor has assured me can be a little late because life changes are factored in, I’ve been looking at some significant structural issues and fleshing out the core areas that have been a little thin or overlooked. Conducting more empirical research on edvisor numbers, origins and edvisor unit structures absolutely makes sense, given the paucity of existing data – it’s virtually all feelpinions, the closer I look at it – and I’m also starting to realise that while I like Bourdieu’s ideas about power and belonging, I have nothing to say that smarter people haven’t already said about it or used it for.
I’m also trying to work out how this research can dovetail with the wider objectives of the TELedvisors SIG and how both can inform the other. It hadn’t occur to me that this was something that I could talk about in my research proposal but Peter sees it as a strength, so that sounds good to me. This does mean that I need to explore some new ideas (such as Participatory Design and Development) to see if that can give this a framework but my ducks are now all in a row and I’m well into the process of actually rewriting draft 2.
There is a mountain more to learn in my new role – far more management and operational responsibility than I’m accustomed to – and we’re in the midst of some massive projects (transitioning from Blackboard to Canvas, rolling up Echo360 ALP upgrades and training, looking for an ePortfolio, looking at badges, developing an education technology evaluation pipeline) but I’m incredibly glad to be here.
Yesterday’s TELedvisor SIGs both look like they could be particular helpful in both work and study as well. Check them out below.
The nature of my research topic, with a focus on the status of professional staff in an academic world, feels risky at times. While I know that academic staff occupy edvisor roles as well, I have a feeling that I’ll be digging into sensitive areas around the academic/professional divide that often seem to be swept under the carpet because they raise uncomfortable questions about privilege and class in the academy and some entrenched beliefs about what makes academics special. It would be incredibly presumptuous for me to think that my ideas are all necessarily right and the point of research is to put them to the test and see where they take me but there’s a fair chance that some of what I’m going to have to say won’t always be well received by some of the people that I work with and who pay me. The other big issue is whether if my findings demonstrate a blind spot to professional staff in academics, those same academics responsible for assessing my research will see the value in my work.
Fortunately at this stage I don’t have my heart set on a career as an academic – I really do like doing what I do – but it seems imprudent to prematurely cut one’s options. I am conscious that I need to be more researcherly or scholarly in the language that I use in this space. I sent out a slightly provocative tweet yesterday, prompted by a separate (joke) tweet that I saw which said that the fastest way to assemble a bibliography was to publicly bemoan the lack of research in topic x.
Academic inside baseball: I think we kinda figured out how to do a great lit review on any topic. 1-Pop on twitter and say "why aren't academics working on this?" 2-Build scraper to collect handles from angry replies, send suggested titles to Zotero. 3-… 4-Profit.
Why do no academics research the contribution/value of professional staff in the teaching and learning third space? Classism? Cultural Capital? Lack of awareness? #TELedvisors
After 36 hours I’ve had no literature recommended but a university Pro Vice-Chancellor replied suggesting a collaboration on this area of mutual interest. Which surprised and flattered me greatly, considering that I was concerned that I’d come across as a little bolshie in my questions. Maybe it’s wrong of me to see academics as some kind of monolithic whole.
Maybe the trick is to just worry less and be honest. You can’t please everyone and if you can stand behind your work, maybe that’s enough.
I’m not sure. We seem to live in incredibly sensitive times.
Maybe it’s just a happy coincidence but I picked up a paper that I’d made a note to read in full after skimming it a while back and I don’t think I could’ve found something that aligned more with the questions that I asked myself in my post here about values vs value and the way that edvisors sit between teachers and the institution.
Hicks, who leads an academic development unit in an Australian university, delves deep into this issue of the two masters that academic developers serve – the institution and the academics/teachers. As far as I can make out, she uses the relatively well established definition of academic developers as people providing professional development training to academics. She references Nunan, George and McCausland to specify that this is
directed towards both inducing change towards institutional directions and working with teachers in areas of change that they initiate in their local contexts (Nunan, George & McCausland, 2000 p.85) (p.176)
I have to assume that the “they” in “they initiate” refers to the teachers, though it could be read as the academic developers as well. Teachers kind of makes more sense.
She ran a handful of focus groups with a small sample of academic developers – it’s not apparent whether it was at her own institution or not, which seems significant because even if you made it clear that you’re wearing a researcher hat, I would suspect that this would potentially inhibit completely open discussion. But then, I don’t know what kind of relationship she had/has with her team.
What emerges from these focus groups is that the space occupied by academic developers sees them torn between supporting the implementation of change that comes down from “management” and trying to serve the needs and interests of teachers/academics in their own practices. Despite numerous references to management, it’s not explicitly stated whether this is at a Chancellery level, with policy direction coming from former academics at the top of the university tree or “professional” management. Probably both although, again, I’d suggest that the professional management side has little to nothing to do with educational policy and few institutions would accept them trying to dictate the kind of behaviour that academic developers are tasked with embedding.
Hicks draws heavily from the ideas of Bourdieu to frame this conflict in terms of power relationships and this works for me for the most part, as navigating these is a pretty substantial factor in this kind of work. It was a little bit of a shame though that they didn’t really lead to any particularly meaningful conclusions
If universities are to get the most out of their academic development function in times of change, then these tensions need to be recognised, understood and dealt with in a way that takes account of all perspectives – management, academic staff and academic developers (p.182)
I certainly agree that this isn’t the most useful state of affairs but ‘something really should be done by someone’ doesn’t offer much in the way of a direction forwards. She does state that this is part of a broader research project, so I guess I’ll explore this for further clues. This should also not be taken to say that this isn’t a valuable paper – it lays out very clearly the issue and makes solid use of transcripts from the focus groups to highlight the voice of the academic developers.
There were a few other questions though that I felt went begging somewhat. It wasn’t explained whether the academic developers were in professional or academic roles (or came from academic roles), which I think makes a difference in the way that they are perceived by academic staff (and presumably also by management.) The lack of clarity about who management is I think is also a missing piece. I agree that being a change agent with a sometimes excessive focus on compliance can be a substantial part of the role (although if you want to talk about being the compliance police, look more at the VET sector) but I think we’re missing the continuity part of this role. The support of current, successful practices that are largely independent of change. In fairness, this wasn’t the thrust of the argument and it is the change aspects that bring the tensions between ‘management’ and academics into sharp relief.
There were also some great references for me to pursue – Land has been recommended before but it was particularly interesting to see that Land (2001) has
identified twelve different orientations to the practice of academic development (p.176)
A final question that came to mind, which once more seems to come back to my favourite paper of recent times by Brew et al (2017) about academic resistance to university initiatives, is exactly why there is so much conflict about change between academics and management. Is it that management is pushing clearly bad policy (not impossible) or that academics just don’t see the personal benefits of it (also feasible). Presumably a far more complex mess than either of these but one which could help take some of these ideas a little further.
I mentioned recently that I’d come across some interesting anthropological research suggesting that the key reason that academics rarely innovate their teaching is fear of looking foolish in front of their students. There was a whole thing about it in the Times Higher Education at the time and it sparked some interesting discussion in the TEL edvisors SIG forums. Media being media of course, it was far from the whole story and the researcher – Lauren Herckis – was able to help correct the story a week later.
Anyway, one of my favourite parts of the PhD (thanks once more Pat Thomson) is the peek through the door it offers me to the global community of scholars. (That reads far more pretentiously than is intended). But if I wasn’t working on mine and found this work to be particularly pertinent, I probably wouldn’t have reached out to the author to ask if there is a paper or book or something that this research came from. (As the THE article was remarkably vague on that). Turns out that it’s a work in progress but Lauren was happy to share what they’ve done so far, making the point that the later stages of the research and data analysis are still in train.
I have no illusions that all academics are as generous with their time and work but on the whole, those that I have reached out to that are working in my field have helped me to feel as though I’m part of something bigger. Maybe as a PhD student rather than a rival researcher in competition for research funding it might be different but I haven’t had that sense – it’s really felt more like sharing an interest that perhaps not that many others do.
I’ll probably write something more about the paper in progress shortly – after checking I’m not travelling too far into spoiler town or whatever the academic equivalent is – but I’ve already found it interesting in framing the discussions that I’ve had at work and in trying to better understand some of the (sometimes unfathomable) resistance I encounter to new ideas about teaching and learning. The difference between the ways that attitudes in early career vs senior academics relating the value of teaching overall has particularly given me a lot to ponder.
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)
While I’m still letting the sociomaterial stew simmer in the back of my mind, it seems like a good time to dig in to something that feels slightly more practical (not to mention incredibly relevant to my day to day work).
This paper is about the first stage of research in a major Australian project looking at the use of (and attitudes towards) ePortfolios in Higher education business schools. As someone working in a business school and advocating the use of ePortfolios, it is unsurprisingly of some interest. Now that we’ve had a real live semester of ePortfolios actually being used in teaching – rather than speculated upon – it’s particularly nice to be able to come to this with something more than a theoretical viewpoint. (I’ll freely admit that it was used only in two subjects and in one, the lecturer only picked up the tool in week 6 of a 13 week semester, but what they’ve already learned and the success that they have had has been incredibly encouraging)
As you might expect, the paper dives into a detailed explanation of the context of using ePortfolios in Higher Ed – it notably hasn’t been as commonly used in business disciplines, something that the authors attribute in part to the diversity of kinds of disciplines in this field. Some (e.g. accounting) have distinct pathways with clearly articulated accreditation leading to specific careers while others contribute more generally to a student’s ability to work in ‘business’. The authors suggest that professions including medicine, law, engineering, teaching and architecture might be more suited to tools and practices supporting the collection of evidence that can be used in external accreditation processes and this might be why ePortfolios have been reported on less frequently in business. All the same, they argue that there are still many compelling reasons that ePortfolios should be used in business schools.
This paper focuses particularly on attitudes towards ePortfolios amongst academic leaders in business schools – Associate Deans (Education/ Teaching & learning), program/course directors and subject/course/unit conveners. (It does seem that survey responses from teachers were also accepted though the details on this are a little hazy).
A lot of reasons (excuses?) are given for why ePortfolios aren’t being used widely which align with those that I’ve come across commonly in the literature (and day to day practice) about the use/non-use of ed. tech in general. Seeing these has helped me to reframe my research question – though I still need to run this by my supervisors – to How can (and do?) Education (or TELT?) Advisors help universities overcome barriers to adopting TELT practices? (Previously – How can Higher Education better support TELT practices?). This is no small thing for me, as it feels like I’m narrowing the focus of the research to something more achievable and personally meaningful.
Anyway, there are a few points of particular interest that this paper covers – reasons for using ePortfolios in business ed., perceived strengths amongst management and the beginnings of a framework for effective implementation of ePortfolios in this space.
Reasons to use ePortfolios
The use of ePortfolios across Higher Ed. is tied very closely to the development of professional capabilities (a.k.a competencies) and employability skills. I’d suggest that the technology can do more than this in terms of offering new opportunities for content management, creation and publishing that might finally enable us to move beyond linear text heavy essays into student construction of richer resources that more adequately reflect the world that we now live in. That said, the portfolio has been a vital tool for demonstrating one’s skills to prospective employers for centuries and the ePortfolio is simply the latest iteration of this.
The authors identify a common set of professional capabilities that universities aspire to equip students with via threshold learning outcomes and program and graduate attributes. ( I think we include something about being a global citizen and thought leader but the rest all seem fairly common and laudable)
1. Professional judgement: Use knowledge and skills to solve novel business challenges.
2. Problem solving: Use knowledge and skills to identify and solve common business problems.
3. Communication: Demonstrate oral, written and visual communication skills appropriate to the needs of different business stakeholders.
4. Teamwork: Demonstrate skills in working collaboratively with colleagues in undertaking complex and varied work tasks.
5. Leadership: Demonstrate skills in constructively influencing the work of colleagues individually and in teams towards mutually agreed goals.
6. Digital literacy: Use knowledge and skills in ICT to frame, analyse and report on business problems and their solutions.
7. Self-management: Demonstrate skills in self-initiative, self-motivation and self-directed learning in business studies and practices.
8. Creativity and innovation: Demonstrate the capacity to generate new ideas to meet customer needs, and in the understanding of how good ideas become marketable products.
9. Entrepreneurship: Appreciate how new businesses are created, grow and adapt to changing market conditions.
10. Social responsibility: Develop a critical awareness of businesses’ obligations to the societies within which they operate, and to those parties who directly contribute to their viability.
11. Cultural awareness: Demonstrate knowledge and skills in working effectively with cultural diversity as related to global and international business practices.
12. Sustainability as applied to business organisations: Develop a critical awareness of businesses’ need to evolve and adapt to the imperatives of an economically, environmentally and socially sustainable world in the service of future generations.
13. Ethics: Develop a personally meaningful set of values to guide professional practice which reflect honesty, fairness, respectfulness, loyalty, composure and competence. (p.5-6)
The academic leaders were asked which of these they rated as most important and which they were most satisfied with the current development of in their students. Communication and problem solving were rated as most important with entrepreneurship at the end of that list. (Accountants tended to rate creativity and innovation lower than others). In terms of how well they think their colleges/schools are doing, academic leaders felt most confident about problem solving, digital literacy and communication and least about leadership and creativity/innovation. (However, confidence in the teaching of all 13 capabiliities ranged from 2.53/5 to 1.68/5, so across the board, there’s work to be done in this space)
There’s also an interesting breakdown of the pedagogical approaches that academic leaders in business colleges saw as being valuable in supporting these varying capabilities – I’m not sure if they were provided with a set list because the choices seem limited. Exams are nowhere to be seen though, which I find heartening.
1. Problem solving: Ranked in order of decreasing importance, respondents indicated: 1. Case studies; 2. Projects; 3. Work-placement; and 4. Simulations, might be effective ways to assess a student’s ability to solve problems.
2. Communication: Case studies, projects, presentations and written work appear to be the most favoured ways to assess a student’s ability to communicate.
3. Teamwork: Group projects and work placements appear to be the most favoured ways to assess a student’s ability to work in a team.
4. Leadership: Projects appear to be the most favoured ways to assess a student’s ability to lead a team.
5. Digital literacy: Projects, simulations and assignments appear to be the most favoured ways to assess a student’s digital literacy.
6. Self-management: Projects and work placements appear to be the most favoured ways to assess a student’s ability to self-manage.
7. Creativity and innovation: Projects appears to be the most favoured way to assess a student’s creativity and innovation.
8. Entrepreneurship: Projects perhaps within a business context appears to be the most favoured way to assess a student’s entrepreneurial skills.
9. Social responsibility: Projects and Case studies appear to be the most favoured ways to assess a student’s sense of social responsibility.
10. Cultural awareness: International study and work tours appear to be the most favoured ways to assess a student’s cultural awareness.
11. Business Sustainability: Case studies, work placements and projects appear to be the most favoured ways to assess a student’s understanding of sustainability in a business context.
12. Professional judgement: Case studies, work placements and simulations appear to be the most favoured ways to assess a student’s professional judgement skills.
13. Ethics: Case studies and projects (p.9-10)
The perceived drivers of the implementation of ePortfolios offers some interesting insights into the value that academic leaders ascribe to ePortfolios and perhaps some selling points to stress when having the discussion about using them. (I have to admit at this point though that I’ve noticed that a lot of research seems to centre around people’s perceptions of things rather than the concrete realities of them. Maybe this is just the nature of education as a social science and there is certainly value in understanding why people make the decisions that they do in this space but just because people feel a certain way about a tool or a practice doesn’t necessarily make it so. Unless we are also looking at what is needed to shift perceptions, I’m not altogether sure what we hope to achieve by simply cataloguing them.)
The best reasons seen for using ePortfolios included “Improve student reflective learning”, “Enhance Student work placement experience”, “allow students to better demonstrate the achieve of learning outcomes to others” and “improve student understanding of learning outcomes.” (p. 11) Considered least important was “the imperative to use technology given the nature of the institution, i.e. mission, vision etc” (p.11) – which I’m fairly ok with and I’m also pretty happy that a teaching and learning goal was most highly valued. (But are people saying this because it seems like the right thing to say?)
In examining which kinds of support were most useful when using ePortfolios (and I suspect any other ed. tech), there was no clear preference for any of the following:
guidance on the purpose of the ePortfolio; guidance on how to use the ePortfolio; a workshop alongside to support the ePortfolio process; tutor/mentor support; IT helpdesk support for the learner; and support for producing media files. (p.12)
At least this seems like a solid checklist for developing a support plan and an implementation strategy.
The paper draws a few implications from the survey results as well as the existing literature, these align pretty well with my own feelings about ePortfolios and unfortunately they tend to make implementation projects harder, because taking a whole of program/degree approach to the use of ePortfolios in a siloed institution tends to get put quickly into the ‘too-hard basket’.
Housego and Parker (2009) and Woodley and Sims (2011), reflecting on their respective investigations, conclude that ideally ePortfolios should be integrated appropriately into the whole curriculum. With this in mind, ePortfolio implementation for assessing professional capabilities can be seen in the context of: whole-of-program-based curriculum designs; the major disciplinary studies allowing specialisation in business degrees; key areas of the curriculum dealing with work-integrated learning (WIL) (see Papadopoulos, Taylor, Fallshaw, & Zanko, 2011), foundational core and capstone studies, and those dealing directly with managerial capabilities like intrapersonal and interpersonal intelligence. (p.14)
I do note with some interest though that perhaps my college’s biggest success story with ePortfolios came in a fairly reflective unit related to management (post-grad), which aligns well with the final line of the paragraph.
The final section of the paper and perhaps the one that gives me the most to unpack (and which also excites me the most about the future work of this team) is a preliminary guidance framework for the implementation of ePortfolios in undergraduate business programs.
This is absolutely something that I’m going to take to the powers that be at my institution to explore further. All in all this is a rich paper and I greatly look forward to future reports from this project.
Papadopoulos, T., Taylor, T., Fallshaw, E., & Zanko, M. (2011). Engaging industry: Embedding professional learning in the business curriculum final report. Sydney: Australian Learning and Teaching Council.
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
