GOOD PRACTICE GUIDE – 2014 TEL SURVEY: CASE STUDIES 1 Case Study Questions and Format

2014 Survey of Technology Enhanced Learning: case studies PRACTICE GUIDE GOOD Contents Introduction 1 About the sample 1 Case study questions and format 2 Executive summary 2 Acknowledgements 6 City College Norwich 7 City University London 11 Coventry University 14 Edge Hill University 19 Edinburgh Napier University 24 Glasgow Caledonian University 31 Sheffield Hallam University 35 Southampton Solent University 38 Sussex Downs College 43 University of Derby 46 University of Northampton 49 University of Reading 55 University of South Wales 61 Appendix: Case study questions 67 Universities and Colleges Information Systems Association University of Oxford 13 Banbury Road Oxford OX2 6NN Tel: +44 (0)1865 283425 Fax: +44 (0)1865 283426 Email: [email protected] www.ucisa.ac.uk Introduction This publication presents a series of case studies on institutional approaches to the management of Technology Enhanced Learning (TEL) services and is intended to serve as a companion report to the 2014 UCISA Technology Enhanced Learning Survey Report1, which captures TEL developments across the UK Higher Education (HE) sector. This publication builds on the series of case study interviews which accompanied the last two UCISA TEL Survey reports in 2010 and 20122. The rationale for conducting the interviews is based on feedback which we received for the 2008 TEL Survey Report, which highlighted the need for clearer lines of interpretation for certain areas of the data that we were presenting on. The case studies enable us to probe themes in the data and shed light on TEL trends through the eyes of representative institutions, offering context to the findings. The interviews also enable us to explore themes which cannot be captured effectively through responses to survey questions, such as organisational structure and cultural approaches to TEL developments. About the sample Upon completion of the 2014 TEL Survey instrument, responding institutions were invited to volunteer as case study institutions to share their approaches to TEL developments and support provision. Out of an initial list of 27 volunteer institutions (from a population of 96 which completed the 2014 TEL Survey), 13 institutions were selected for interviews. The sample group is broadly representative of the UK HE population, with all institutional types (Pre-92; Post-92; HE College) covered, although we acknowledge that no institutions from Northern Ireland or members of the Russell Group are represented. Two of the selected institutions (City University London and Edinburgh Napier University) were also the subject of case studies in 2012 and 2010, and their continuing presence is intentional in order to present a longitudinal narrative to TEL developments. Institution Type Country Mission group City College Norwich HE College England Unclassified City University London Pre-92 England Unclassified Coventry University Post-92 England University Alliance Edge Hill University Post-92 England Unclassified Edinburgh Napier University Post-92 Scotland Million+ Glasgow Caledonian University Post-92 Scotland University Alliance Sheffield Hallam University Post-92 England University Alliance Southampton Solent University Post-92 England GuildHE Sussex Downs College HE College England Unclassified University of Derby Post-92 England Unclassified University of Northampton Post-92 England Unclassified University of Reading Pre-92 England Unclassified University of South Wales Post-92 Wales University Alliance 1 Walker, R., Voce J., Nicholls, J., Swift, E., Ahmed, J., Horrigan, S., and Vincent P. (2014). 2014 Survey of Technology Enhanced Learning for higher education in the UK. Universities and Colleges Information Systems Association, Oxford, UK. Available at: http://www.ucisa.ac.uk/tel 2 The 2012 case study interviews are presented in the following publication: UCISA Report (2012). 2012 Survey of Technology Enhanced Learning: case studies. Universities and Colleges Information Systems Association, Oxford, UK. The 2010 case study interviews appear in Appendix D of the 2010 TEL Survey Report: Browne, T., Hewitt, R., Jenkins, M., Voce, J., Walker, R. and Yip, H. (2010). 2010 Survey of Technology Enhanced Learning For Higher Education in the UK. A JISC/UCISA funded survey. Both publications are available at: http://www.ucisa.ac.uk/tel GOOD PRACTICE GUIDE – 2014 TEL SURVEY: CASE STUDIES 1 Case study questions and format We are most grateful to members of the UK Heads of e-Learning Forum (HeLF)3 for reviewing the question-set for the 2014 TEL Survey and for suggesting areas for further questioning – a focus for the follow-up case study interviews. In response to these recommendations, the case study interviews addressed the new themes of staff digital literacies and student engagement in the development of TEL services. However, the main question themes were retained from 2012 and 2010 to enable comparisons with previous years. These questions focused on the institutional context for technology management, looking at TEL strategy and TEL governance models, as well as provision for quality management of TEL services to staff and students. Following on from 2012 the provision of services in support of Bring Your Own Devices (BYOD) was also explored, as well as distance learning provision and support for the development and sharing of open educational resources. Each interview was based on a common template of questions, which is set out in the Appendix to this document. The interviews were conducted between July and September 2014 by members of the UCISA Academic Support Group, and the questioning was therefore informed by the key findings of the 2014 TEL Survey Report, which were first presented to the Heads of e-Learning Forum at a meeting in May 2014. Executive summary The case studies looked at the following key areas of TEL support development and explored future challenges for institutions. TEL strategy The 2014 TEL Survey data revealed that there has been little change across the sector with regard to the role of dedicated TEL strategies. Dedicated strategies have become less common since the high watermark of the 2008 TEL Survey, when the majority of HE institutions had developed one and they now generally tend to be found amongst Pre-92 institutions. The case studies reflect this trend and shed light on three different approaches to TEL strategy development. Institutions such as City College Norwich and Southampton Solent have never had a formal TEL strategy and in Norwich’s case have deliberately avoided setting common standards for TEL adoption across the institution, due to the diverse range of teaching that they are delivering. A second group of institutions have either developed stand alone strategies or action plans for TEL implementation, and these have subsequently been embedded within overarching Learning, Teaching and Assessment strategies. Coventry, Edge Hill, Edinburgh Napier and Northampton have all embedded their TEL implementation plans across a range of institutional strategies and Glasgow Caledonian has focused on establishing an operational blended road map to drive the adoption of TEL tools and services. A third approach focuses on the development of a TEL strategy for a specific change management purpose. This approach is exemplified by Reading and Sheffield Hallam which have both developed a dedicated TEL strategy to highlight specific TEL goals and actions for stakeholders to undertake, although in Sheffield Hallam’s case, this document is still embedded as a sub-strategy within the overarching Learning, Teaching and Assessment strategy. The 2014 TEL Survey and all previous reports dating back to 2003 have highlighted meeting student expectations as a key driver for TEL development within institutions, and it comes as no surprise to see the enhancement of the student experience featuring prominently in the case studies. In this respect, City College Norwich has committed to providing flexible learning opportunities for its students, where technology is used to support electronic submission of assessed work, as well as online access to course resources. Coventry has committed to a swift turnaround of marks and feedback on summative assessment and is moving towards the full implementation of electronic assessment management. Glasgow Caledonian is seeking to enrich the student experience by providing students with a more consistent experience, realised through the use of technology across teaching programmes. Edinburgh Napier views technology as a way of increasing student autonomy in learning tasks and Sheffield Hallam views it as a way of increasing student employability. The key change though since 2012 is in the level of senior management engagement with TEL development. The 2014 case studies reveal that senior managers are now driving TEL development and are setting expectations for the adoption of tools by teaching staff. Edge Hill, Derby, Northampton and Reading are all aiming for a broader adoption of TEL tools and services across their teaching programmes and Glasgow Caledonian recognises blended 3 The Heads of e-Learning Forum (HeLF) is a network of senior staff in institutions engaged in promoting, supporting and developing technology enhanced learning across the UK HE sector. For further details on HeLF, please see their webpages at: http://helfuk.blogspot.co.uk/ GOOD PRACTICE GUIDE – 2014 TEL SURVEY: CASE STUDIES 2 learning as an essential element of its teaching approach, with all staff expected to engage with technology usage. Edinburgh Napier’s management

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