Scaling Innovation from Individual to Organisation
•
0 likes•1,150 views
This document discusses scaling innovation from individuals to organizations. It introduces the TEL Toolkit, an online resource with knowledge and skills for innovating teaching. The toolkit is supported by each faculty through blog posts, workshops, and videos. It also shares examples of innovations using tools like Padlet, student-run workshops, and Panopto that have positively impacted students. Feedback from using tools in the TEL Toolkit for formative assessment, feedback, and gathering student input is also provided.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Scaling Innovation from Individual to Organisation
Similar to Scaling Innovation from Individual to Organisation (20)
More from Jisc
More from Jisc (20)
Recently uploaded
Recently uploaded (20)
Scaling Innovation from Individual to Organisation
- 1. IINNOVATE: SCALING INNOVATION FROM THE INDIVIDUAL TO THE ORGANISATION Prof. Debbie Holley
- 3. • The EU policy framework (EC 2015) to address the gap in digital skills • Measuring Digital Skills across the EU study (2014) estimated 39% of the workforce had insufficient digital skills
- 9. The TEL Toolkit is an online, easy-to-use and stimulating resource that can provide you with knowledge and skills to innovate in your teaching Video walk-through for the toolkit explaining its structure and component parts. Ideal for BU academic staff as an introduction.
- 10. • Supported by • Each faculty • Blog posts • Staff development workshops • Videos • Sharing of innovations
- 13. ASSESSMENT: Impact Innovation 8 Work-based learning. “Making the assignment more explicitly project based encourages greater alignment between learning and assessment” 5 ‘Think like a marker’. Understanding/interpreting the GAC. “This session was part of the preparation for co-marking each other's presentations.” 8 Audience response systems. Student-written questions on previous week asked via Kahoot. “Prizes were given for the best questions, so it added a competitive element which students enjoyed.” 6 Group engagement and narrative construction. “To demonstrate learning accompanied by reflective skills development.” 8 Flipped classroom pre-assessment. “The students get a greater sense of ownership in the unit and a potential reduction in test anxiety during the final.”
- 14. FEEDBACK: Impact Innovation 8 Padlet. “This worked well in teamwork collaboration. Students worked collaboratively and posted their responses for all to see” 9 Student-run workshops. “They decide on the format the workshop will take with only advice from the lecturer. They develop their own evaluation form and have the rest of the class give feedback.” 7 - 9 Panopto. “Panopto video for assignment guidance and review of teaching sessions” 8 TEL tools. “Using the tools to introduce an important exercise in formative assessment and formative feedback to Level 6 study, without having to spend an excessive amount of time on marking.” 8 TEL tools. “I have used some tools this semester as - Mentimeter to provide input for further discussion in class and gather feedback - Wiki to provide a dynamic FAQ session – Padlet to capture feedback at the end of a lecture.”
Editor's Notes
- It’s what we do at BU. Peer Reflection on Education Practice (PREP) activity runs every academic year at BU We launched iInnovate in AY 2016-2017, our first cross-university PREP We wanted to build on pockets of innovation We wanted to expand from individual to institution innovation
- Our rationale and underpinning for this PREP activity: The EU policy framework (EC 2015) to address the gap in digital skills Digital competence are essential for enabling life-long learning (EC DIGICOMP 2013) Measuring Digital Skills across the EU study (2014) estimated 39% of the workforce had insufficient digital skills The House of Lords (2015) reports 2.2 million ‘digital muggles‘
- Further Rationale and Underpinning How do we promote digital and wider innovation in academic staff when we have an aging staff, many of who are still working in analog? A precursor to a more clear set of expectations that BU students will graduate with (JISC/Beetham Digital Capability Framework 2017) Need to meet student expectations
- Students’ Union voice: 53% of students do not think they are getting enough support with digital tools (JISC 2016) Build sustainability (Van der Sluis 2017) Culture change in staff (Holley 2017)
- Idea Generation We wanted staff to think about how they engage 21st century learners
- To think about space (Fusion Building) Assessment and Feedback Augmented Reality and immersive worlds Teaching Large groups
- Lego Serious Play Mobile Video
- The TEL Toolkit is an online, easy-to-use and stimulating resource that can provide you with knowledge and skills to innovate in your teaching 6 pedagogies: blended learning, feedback back and forward, flipped classroom, assessment, collaboration and co-creation, engagement Search by pedagogy or by tool Ideal to use in team discussions so different academics are trying out different approaches across the course
- For the 17-18 PREP activity it is suggested that more work goes into preparing for semester 1 with key stakeholder groups being targeted to support and promote the activity to their staff. Creating a sense of competition between faculties and departments could be another method of promoting individual participation.
- While some results of individual innovation was shared on the CEL blog, more should be made of the information as it is collected to promote the activity to staff and maintain their interest. Where staff have used a TEL tool, add information on their experiences to the TEL Toolkit.
- The results of iInnovate show staff across BU are sometimes working in similar teaching areas. CEL could act as a hub to bring these disparate people together.
- As for communities of practice, CEL could encourage staff to use their innovation as a spur to publication, perhaps for UoA 23.
- Create a common repository for all PREP activity.