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A ‘menu’ of teaching approaches to transform 
engagement with technology-enhanced learning 
Stuart Hepplestone, Senior Lecturer in Technology Enhanced Learning 
Dr. Ian Glover, Senior Lecturer in Technology Enhanced Learning 
Workshop at the 19th Annual SEDA Conference, 13-14 November 2014
Agenda 
Agenda 
14:00-14:05 Workshop opening: Welcome, introduction to the 
workshop and agenda 
14:05-14:25 Presentation: Background and approach to the 
project 
14:25-14:40 Activity 1: A look at the project resources 
14:40-15:15 Activity 2: Sample scenarios 
15:15- 15:20 Presentation: Dissemination and engagement 
15:20 Workshop closing: Audience questions and final 
comments
About this workshop 
• Opportunity to engage with the 
‘Teaching Approaches Menu’ and 
associated resources to assist academic 
staff in effective use of these approaches 
and the technologies that support them 
• By the end, delegates will: 
• understand how and why SHU has 
taken a pedagogy-first approach to 
TEL 
• have an awareness of the variety of 
teaching approaches in use at SHU 
• consider refining the resources for 
their own contexts and frameworks
Sheffield Hallam University and TEL 
• 4 faculties; 700+ courses 
• 34,000+ students; 2,100+ academic staff 
• Blackboard Learn and Blackboard Collaborate are key institutional tools 
• Many other online and physical technologies available
Context 
• Teaching often uses safe, familiar 
methods 
• SHU has the technology, and 
Minimum Expectations for e-learning, 
but usage can be low 
• Desire to transform student 
experience through: 
 More active and engaging learning 
 More varied teaching approaches 
 Better integration of technology 
• National Changing the Learning 
Landscape (CLL) initiative provides an 
opportunity for change
About the project 
• Our project is aim to: 
 raise awareness of the role that technology can play in enabling innovative and 
engaging approaches to teaching 
• Our objective is to: 
 develop a resource that will assist colleagues in identifying different teaching 
approaches and the technologies that can support and facilitate these strategies
Project approach 
• SHU-based – covers practice at SHU 
• Grassroots – all academics invited to 
take part 
• Constant refinement – updated from 
feedback 
• Project steering group drawn from 
across SHU, including: 
 Students’ Union 
 Academics 
 Central and faculty TEL support staff
Project development 
• Survey  Workshops  Draft ‘menu’ and materials/case studies 
• Follow-up staff and student workshops to generate further information and 
refinements
Activity 1 (15 mins): 
A look at the resources 
1. Key resources: 
 The ‘Menu’ 
 Worksheet to develop action plan 
 Workshop activities 
2. Additional resources: 
 Case studies 
 ‘Top Trumps’ 
3. Share your feedback with the room
Activity 2 (35 mins): 
Scenarios 
On your table is a description of a typical 
teaching issue: 
1. As a group, discuss the issue and use the 
resources on the table to select a 
teaching approach to address it 
2. Identify some technologies that could 
support the selected approach in 
addressing the issue 
3. Share your ideas with the room
Internal dissemination 
• Workshops: 
 Open to all 
 Tailored for specific groups 
• Training faculty TEL staff 
• ‘Restructuring’ TEL activity 
• Promotion through: 
 Blogs 
 Mail-outs 
 Targeting influencers 
 Presentations to course/subject teams 
 SHU-wide and faculty conferences
Lessons learned 
• Senior support vital to get the ‘non-innovators’ involved 
• Local focus helps people see value in project 
• Avoid jargon to help get, and keep, people engaged
Next steps 
• Expand current ‘Menu’ 
• Support faculty staff in running 
workshops 
• Workshop on PGCert 
• Workshops for other institutions 
• Follow-on project – ‘APPETITE’
Contact 
Stuart Hepplestone: s.j.hepplestone@shu.ac.uk 
Dr. Ian Glover: i.glover@shu.ac.uk 
Blog: blogs.shu.ac.uk/shutel

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Teaching Approaches Menu Workshop - SEDA conference 2014

  • 1. A ‘menu’ of teaching approaches to transform engagement with technology-enhanced learning Stuart Hepplestone, Senior Lecturer in Technology Enhanced Learning Dr. Ian Glover, Senior Lecturer in Technology Enhanced Learning Workshop at the 19th Annual SEDA Conference, 13-14 November 2014
  • 2. Agenda Agenda 14:00-14:05 Workshop opening: Welcome, introduction to the workshop and agenda 14:05-14:25 Presentation: Background and approach to the project 14:25-14:40 Activity 1: A look at the project resources 14:40-15:15 Activity 2: Sample scenarios 15:15- 15:20 Presentation: Dissemination and engagement 15:20 Workshop closing: Audience questions and final comments
  • 3. About this workshop • Opportunity to engage with the ‘Teaching Approaches Menu’ and associated resources to assist academic staff in effective use of these approaches and the technologies that support them • By the end, delegates will: • understand how and why SHU has taken a pedagogy-first approach to TEL • have an awareness of the variety of teaching approaches in use at SHU • consider refining the resources for their own contexts and frameworks
  • 4. Sheffield Hallam University and TEL • 4 faculties; 700+ courses • 34,000+ students; 2,100+ academic staff • Blackboard Learn and Blackboard Collaborate are key institutional tools • Many other online and physical technologies available
  • 5. Context • Teaching often uses safe, familiar methods • SHU has the technology, and Minimum Expectations for e-learning, but usage can be low • Desire to transform student experience through:  More active and engaging learning  More varied teaching approaches  Better integration of technology • National Changing the Learning Landscape (CLL) initiative provides an opportunity for change
  • 6. About the project • Our project is aim to:  raise awareness of the role that technology can play in enabling innovative and engaging approaches to teaching • Our objective is to:  develop a resource that will assist colleagues in identifying different teaching approaches and the technologies that can support and facilitate these strategies
  • 7. Project approach • SHU-based – covers practice at SHU • Grassroots – all academics invited to take part • Constant refinement – updated from feedback • Project steering group drawn from across SHU, including:  Students’ Union  Academics  Central and faculty TEL support staff
  • 8. Project development • Survey  Workshops  Draft ‘menu’ and materials/case studies • Follow-up staff and student workshops to generate further information and refinements
  • 9. Activity 1 (15 mins): A look at the resources 1. Key resources:  The ‘Menu’  Worksheet to develop action plan  Workshop activities 2. Additional resources:  Case studies  ‘Top Trumps’ 3. Share your feedback with the room
  • 10. Activity 2 (35 mins): Scenarios On your table is a description of a typical teaching issue: 1. As a group, discuss the issue and use the resources on the table to select a teaching approach to address it 2. Identify some technologies that could support the selected approach in addressing the issue 3. Share your ideas with the room
  • 11. Internal dissemination • Workshops:  Open to all  Tailored for specific groups • Training faculty TEL staff • ‘Restructuring’ TEL activity • Promotion through:  Blogs  Mail-outs  Targeting influencers  Presentations to course/subject teams  SHU-wide and faculty conferences
  • 12. Lessons learned • Senior support vital to get the ‘non-innovators’ involved • Local focus helps people see value in project • Avoid jargon to help get, and keep, people engaged
  • 13. Next steps • Expand current ‘Menu’ • Support faculty staff in running workshops • Workshop on PGCert • Workshops for other institutions • Follow-on project – ‘APPETITE’
  • 14. Contact Stuart Hepplestone: s.j.hepplestone@shu.ac.uk Dr. Ian Glover: i.glover@shu.ac.uk Blog: blogs.shu.ac.uk/shutel

Editor's Notes

  1. Want to shift from a primarily lecturer focused model to active and student focused. SHU results generally strong, but if not improving then falling back relatively Desire to build employability / soft skills as part of all courses, typical lectures and group tutorials limits this. Lots of factors contribute to continued reliance on familiar approaches: Don't know what else is possible - sharing practice seems limited Don't have time to make changes Don't have confidence to try out new things (which may not work) "It was good enough for me, so it it's good enough for them" Physical spaces and timetabling restrict creativity Students expect lectures at university Large range of technology is available but generally underused: Blackboard VLE often just a file repository - minimum expectations of elearning (2013) helped improve this, some faculties developed an expanded version. Blackboard Collaborate still 'under the radar' despite people asking for this type of product Clickers used in a few areas Interest developing in Google Apps, but few people using them PebblePad in a couple of areas for several years, recently made available to all MyKnowledgeMap, Augmented Reality, mobile here and there. (Mobile usually not making full use of capabilities, just a more convenient laptop) External services - social media, TedEd, video, non-powerpoint presentation tools, etc. - used by some. Pockets of outstanding practice - generally the same people or subject groups, though.
  2. Wanted to draw out the varied and highly effective practice happening across the institution and use this as the basis of a project to encourage staff to think about their current teaching and tech. use, identify changes and put them into practice. All staff encouraged to take part at every stage - calls for participation through blog, word of mouth, faculty contacts, email, etc. Involvement by key stakeholders in directing project, including students both through SU and directly (Holly and Nick & James).
  3. Survey of current practice ~ 40 respondents. 3 Qs: What do you currently do, what works well, what not so well? No specific technology focus but encouraged to share anyway Information collated by me and Stuart, supplemented by what we were already aware of and some things that lecturers had expressed a desire in. 'Framework' drafted and taken to staff workshops > 100 participants (including many who don't usually engage with us) 'Framework' renamed to 'menu' - less formal and procedural sounding. Idea to encourage people to view the resource as something that you use to find something that you would like. Supporting materials developed - case studies, 'teaching nuggets', workshop activities, blog posts,etc. Another round of workshops (initially aimed at staff, but SU ran own version for students too after they saw the value of ours) to verify that the materials were appropriate and useful. Also helped identify other aspects that could be changed or added.
  4. Current dissemination approaches 'Restructuring' - Staff at workshops have particularly found the introduction of this common language useful and we are trying to ensure that our work fits with that language. tying our own activity with the approaches on the menu, e.g. roundtables on Reflection and PBL as well as specific technologies, case studies to show how tools can be used with specific approaches, etc.
  5. Importance of process needs to be made clear by senior faculty and institutional staff - helps get time during away days, inclusion in course design / revalidation process, time out for staff to attend workshops, etc. That people might know some names on the menu can't be underestimated, makes it seem acheivable (they are working in the same or very similar environment with many of the same challenges) and can be another point of contact. Also encourages staff to contribute as it will help raise their own profile. Shows that we aren't demanding a complete overhaul of practice. We know (most!) of the technical and pedagogical jargon, but it puts lots of staff off - they don't want to learn a whole new, complicated vocabulary to get involved. Simplification helped staff engage and allowed us to get students involved too. Stripped the language back to the basics, e.g. don't use 'Pedagogy' in any of the materials.
  6. 'Menu' and materials will continue to evolve - though the paper version is getting unwieldy. e.g. may pull "Assessment Types' Column into another similar document which will allow further resources, case studies, tutorials, etc. on specific types with references from the CLL menu. Centre eventually hope to fade out of the workshops and allow the faculty staff to organise and run their own workshops - we'll be on hand to provide additional support and continue developing the resources. 2014 project - target one group (subject team, programme, etc.) in each of the 4 faculties - APProaches to Engaging Teaching using Innovative TEchnology (APPETITE)