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PechaKucha [+ ePosters] 4: (Four Five PKs 0243, 0031, 0148, 0044 and Five ePosters 0031, 0044, 0148, 0243, 0224)

16:20 - 17:10 on Tuesday, 6 September 2011 in A2
0031 Embedding an ePortfolio in Professional Practice Julia O'Sullivan, Matthew Wheeler, Colin Dalziel
0044 Using Collaborative Online Tools to Enable & Support Internationalisation of the Curriculum Jacquie Kelly, Andrew Stewart, Erik Bohemia, Paul Lowe
0148 Matchmaking Learning Technologists and Flourishing Collaborations: The Case of The Bloomsbury Colleges Tim Neumann, Sarah Sherman
0224 A collaborative workflow for the participatory design of open educational resources in lifelong learning. Julian Prior, Marie Salter
0243 Arduino culture – Creative collaboration inside and outside of school Steve Bunce
0031 Embedding an ePortfolio in Professional Practice Julia O'Sullivan, Matthew Wheeler, Colin Dalziel

The Faculty of General Dental Practice (UK) [FGDP(UK)] at the Royal College of Surgeons of England, is a standard-setting, educational body for General-Dental-Practitioners (GDPs). In 2010 the FGDP(UK) implemented a customised version of PebblePad, called Touchstone, to respond to the ever increasing demand for quality and effectiveness within healthcare-sectors. This e-Poster presents the impact of Touchstone on the effective use of evidence in the workplace through practitioner examples and reflections.

The FGDP(UK) approach focussed on the requirements of the ePortfolio (attractiveness, security, innovation and fit-for-purpose); to support the undertaking of Continued-Professional-Development (CPD) (Stewart 2004) and to enhance outcomes of patient care by improving practice through reflection and evaluation (O’Sullivan 2006).

Touchstone’s primary purpose is for individual members’ to plan, manage and record their CPD: “At last, all of my records can be kept in one place, rather than in a shoe-boxes!”

The collaboration functionality enables networking at divisional and national levels, e.g. commenting on government and regulatory-body papers provides the FGDP(UK) with information for formal responses and future policy development: “Touchstone provides an effective way of disseminating clinical governance frameworks with the relevant committee.”

Other uses include developing reflective-practice on educational programmes and the production of e-Portfolios for assessment: “I find it easy to link my evidence together, doing this on paper now seems impossible compared to Touchstone.”

Sharing learning and experience is a valuable peer-review function, which can validate the individual’s learning (Ghaye 2010); the focus is rightly on demonstrable achievements, but individuals need to go through the process of learning, reflection and evaluation to produce outcomes for validation.

Implementing an electronic-system into professional practice is about communicating the identified purpose(s) behind the adoption and clearly highlighting the potential to all intended audiences. The following points summarise the key lessons learnt:

  • Identify system requirements (technical and pedagogical)
  • Build strong working relationship with the vendor(s)
  • Pilot the system with as much a variety of users/audiences as possible
  • Plan structured induction activities: “Doing the set tasks helped me get familiar with Touchstone. Once I was comfortable with the basics it gave me confidence to explore further.”
0044 Using Collaborative Online Tools to Enable & Support Internationalisation of the Curriculum Jacquie Kelly, Andrew Stewart, Erik Bohemia, Paul Lowe

During times of increased economic pressure, it is important to demonstrate that innovative use of technology not only reaps educational benefits but offers tangible financial savings. At the same time, globalisation and internationalisation require collaboration and it is important that today’s graduates have the necessary skills and knowledge to play a role in this ever-changing environment. Web2.0 tools can enable this global collaboration and increase the value to all parties.

The poster illustrates how a range of collaborative online tools supports internationalisation of the curriculum in two UK universities. Northumbria University and the University of the Arts approached globalisation and internationalisation in very different ways, both being innovative in their use of collaborative online tools. Emergent advice and guidance is shown.

The School of Design at Northumbria University introduced multi-disciplinary and international teams of students to international businesses to collaborate on real-world product design problems, supported by their academics. This was a formal part of the curriculum, important for students to demonstrate their ability to tackle complex problems.

The University of the Arts developed a Community of Practice for Photojournalists with post-graduate students on the MA in Photojournalism joining an online community. This was the first time that Web 2.0 tools and techniques had been used in this way with this community.

Product/multimedia design and photojournalism are very different examples of global industries that require graduates to be aware, and have experience, of working internationally. In the Design discipline, different peoples have varying product requirements and express these in many ways. Product Designers work and co-design in multinational teams. Photojournalists, on the other hand, work in communities across the globe often in stressful and delicate situations. They require awareness of ethical issues surrounding modern photojournalism and use this to inform practice.

Our evaluation demonstrates that all stakeholders benefited from using collaborative online tools. Students became aware of international issues, used a variety of technologies and gained new skills from working in a global environment. Academics benefited by using collaborative tools in new contexts and being exposed to different methods of curriculum delivery. The business partners gained from using the tools by being involved in the education of their recruits and getting their ‘head into a different space’ as Oakley, Intel Corporation so eloquently put it.

0148 Matchmaking Learning Technologists and Flourishing Collaborations: The Case of The Bloomsbury Colleges Tim Neumann, Sarah Sherman

In 2004, six medium-sized Higher Education (HE) Institutions, financially and academically autonomous colleges of the University of London, discovered the power of collaboration and formed The Bloomsbury Colleges (TBC). Since then, Birkbeck College, Institute of Education, London School of Hygiene and Tropical Medicine, Royal Veterinary College, School of Oriental and African Studies and the School of Pharmacy expanded their co-operation to a wide range of academic and administrative activities, many of which where driven or facilitated by one of the consortium’s celebrated successes: BLE, the Bloomsbury Learning Environment, a collaboration of the colleges’ e-learning advocates, thus showcasing the beneficial power of the learning technologist role.

The ePoster outlines the organisational setup of the BLE collaboration, how learning technologists contribute to the diverse activities across the consortium, and what we can learn from this: The presentation will illustrate various benefits, from capturing economical savings to improving practice, and it will illuminate the significance of learning technologists as networkers, consultants and supporters of intra- and inter-institutional collaborations, positioned between management, administration, technology, teaching and research.

The most visible output of our collaboration is the virtual learning environment, which is used by five of the colleges in a shared licence agreement. Similar agreements are in place with other learning technology products, such as blogs and wikis, lecture capturing, and web conferencing. Building on these economic and administrative benefits, the colleges share their awareness-raising, training, maintenance and support efforts – and they go the extra mile by starting, co-ordinating and running funded research and infrastructure projects. Our recent Appropriate and Practical Technologies project introduced a research-informed methodology for implementing technological innovation (Neumann et al., 2010) and has sparked several spin-off projects. The methodology now forms the underlying approach to learning technology adoption and staff development at the colleges.

Several awards and recognitions, such as a Learning Technologist of the Year commendation (Schmoller, 2010) and an appraisal from HEFCE (Webley, 2009), provide evidence for the thoroughness and success of the TBC and BLE collaborations, which we believe can serve as a model and last but not least puts the Learning Technologist profession into the limelight.

0224 A collaborative workflow for the participatory design of open educational resources in lifelong learning. Julian Prior, Marie Salter

A recognition of the importance of participatory design is fundamental to the sustainability and quality of open educational resources, as is a commitment to the use of open technologies that encourage active learning (Kahle, 2008). Despite the growing global influence of OER few projects have explicitly addressed the role of the end user in the design and development workflow.

This ePoster illustrates the OER workflow process used by colleagues in the University of Bath's Division for Lifelong Learning involved in the JISC-funded phase 2 OER project OSTRICH (OER Sustainability Through Teaching and Research Innovation: Cascading across HEIs). Building on lessons learnt from its parent phase 1 project OTTER (Open, Transferable and Technologically-enabled Educational Resources), the team at Bath modified the CORRE OER framework developed by the University of Leicester to satisfy three key requirements:

(a) the need to create a significant percentage of OER content for a distance learning course from scratch, using the open source elearning tool Xerte Toolkits;

(b) the lack of a central institutional OER team at the University of Bath meaning that responsibility for content gathering, rights clearance and validation lay with individual academics and departmental teams;

(c) the desire to adopt a collaborative and participatory approach to the design and creation of OER that involves academics and course leaders, instructional designers and learning technologists, and students.

Our ePoster will outline the design and development workflow adopted by the team at Bath, focusing on an iterative process involving input from students on a supported online course in Management and Leadership. This feedback was collected using open and closed questions in an online survey together with qualitative interview data gathered via the web conferencing tool Elluminate. The ePoster will make reference to the role of Xerte Toolkits in fostering collaboration and sharing amongst the team, and providing an accessible and interactive learning environment for users. We anticipate that incorporating a participatory design framework alongside the use of open technologies such as Xerte may begin to address the need to engage and motivate learners, particularly those who have traditionally been excluded from higher education (Light and Luckin, 2008).

0243 Arduino culture – Creative collaboration inside and outside of school Steve Bunce

Background ‘Arduino is an open-source electronics prototyping platform based on flexible, easy-to-use hardware and software. It's intended for artists, designers, hobbyists, and anyone interested in creating interactive objects or environments’ it says on the Arduino homepage. My experience has opened my eyes to a supportive, innovative community of people willing to give up time and spend many hours developing ideas. This community is exactly like we would want to foster in schools. Where teachers and students work together, sharing ideas openly because they are interested and engaged. Description of approach used How do we bring two worlds together. An action research project has started by looking at the engagement of professionals involved in Arduino development. Interviews have been conducted to ask why are they so keen? This has been compared with teachers involved in ‘Teachmeets’ – informal ‘unconferences’ – what drives them to attend and present? To investigate further, activity days have been held at the Open University in the North East, where schools brought groups of students for project days. These were led by members of Arduino community and their enthusiasm spread to the teachers. This research has compared informal and formal learning by comparing informal and formal learning by teachers. We have studied two communities of practice outside of school. Through observation and interviews we have attempted to identify drive of Arduino enthusiasts and teachers at Teachmeets. Research is ongoing and will conclude with comparison of the informal learning with ‘traditional’ formal professional development for teachers. Structure of session In the pecha kucha style, participants will be given the background to the action research, the methods used to gather the views of the Arduino enthusiasts and teachers. It will summarise the current findings and share the next stages of research Intended outcomes Participants will learn about the informal learning within the Arduino and Teachmeet communities. This will be compared with the current formal learning within schools. This research will inform the professional development being offered to schools. When the thaw comes, better professional development will enable highly-motivated students and teachers for the future.