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New structures and new products (2 Short papers 0137, 0049, 0211)


17:15 - 17:55 on Tuesday, 7 September 2010 in Room ALTCT

Short Paper 0137 is now withdrawn [SS 31/8/2010]

49 New structures and models: From TEL at the fringes to TEL at the core Stephen Woodward, Haydn Blackey, Trevor Price
211 Trialling e-readers as a green alternative to paper: changing behaviours and maintaining effectiveness Mary Dean, Lindsey Martin, Laura Chambers
49 New structures and models: From TEL at the fringes to TEL at the core Stephen Woodward, Haydn Blackey, Trevor Price This paper outlines the sea-change taking place at the University of Glamorgan as we move from technology enhanced learning at the fringes to technology enhanced learning (TEL) as a core element of our learning, teaching and assessment activity. The University engaged with a range of projects funded to support TEL at an individual level. It initiated a three year Blended Learning Project (2005-08) which was “an important precursor to the institutionalisation phase of blended learning development” (Mistry, 2008 p.123) – a phase characterised by the ‘ownership’ of TEL initiatives by the faculties with ongoing support from the central TEL team. The vehicle for this significant institutional sea-change is the University’s participation in the Higher Education Academy’s Gwella programme (Gwella being the Welsh term for ‘enhancement’). The Gwella Project programme was funded by the Higher Education Funding Council for Wales (HEFCW) to support institutional responses to the HEFCW strategy ‘Enhancing Learning & Teaching Through Technology: A Strategy for Higher Education in Wales.’ (2008).In order to access the Gwella programme funds, each participating institution had to engage with the Higher Education Academy’s e-Learning Benchmarking programme. The University carried out benchmarking in 2007 and is using Gwella to enhance several of the areas highlighted by this exercise. This paper reports the findings of the institutional context by using a methodology based on participants’ observation rooted in the Social Science tradition of phenomenology. It is based on a model of evaluation that uses networks of internal and external stakeholders to monitor the impact of the Gwella project. The findings indicate that the enhancement activity has achieved significant change in institutional practice including the implementation of online assessment submission (where we have gone from non-engagement to 80% engagement within 18 months), use of online assessment and social software in learning, teaching and assessment. This paper outlines and evaluates a transformative sea-change from existing pockets of good practice to TEL as common institutional practice.
211 Trialling e-readers as a green alternative to paper: changing behaviours and maintaining effectiveness Mary Dean, Lindsey Martin, Laura Chambers The UK Higher Education sector has made only limited progress in reducing its paper consumption. Despite paper having high costs both environmentally and financially, HE is estimated to print on average 10,000 sheets per person per annum (James & Hopkinson 2009a, b). Advantages of paper are portability and ease of reading compared to a computer screen, attributes also provided by e-readers which have a smaller environmental footprint than printed material (James & Hopkinson 2009a, b). Students liked the lightness of e-readers compared to traditional textbooks, but lack of ‘search’ and annotation features hindered their usefulness (Rickman et al. 2009). For tutors marking electronically submitted assessments stored on e-readers lightness was advantageous and they reported less eyestrain compared to VDU, however there were drawbacks to this method (Liversidge et al. 2009). This JISC funded e-reader demonstrator project will involve senior university staff who will become e-reader experts by trialling the potential for print substitution by using e-readers in two institutional committee meetings and other work situations. The initial evaluation of readily available e-readers selected the ‘best fit’ model, the Sony Touch Edition e-reader, for the one year pilot. The aim is to determine if current generation e-readers, with annotation features, are a viable substitute for paper in such meetings. The key to the success of this project is recognition of the need to understand, adapt and evaluate individual motivations and behaviours around the introduction of new technologies. This paper discusses the methodology for benchmarking of e-readers against criteria for committee usage; user needs analysis to assess both experience and feelings towards the e-reader before the start, ongoing observations and criteria for the green assessment. This paper will share results of the ongoing e-reader evaluation and results of the ongoing trial within committees, reflecting the initial challenges of the behavioural changes and the coping strategies adopted by participants, with lessons learned so far, including the potential that e-readers may offer for shaping the university as a workplace. As leaders of change participants are able to promote appropriate teaching and learning uses for e-readers.