Request for Comment 3.0                Technology Enhanced Learning Framework

Implementation Overview

Oxford Brookes University
Technology Enhanced Learning (TEL) Framework

Implementation Overview

We will ensure that learning and teaching are at the leading edge and relevant to contemporary contexts. (SESE2 2.2)

We will provide an environment where students are proactively engaged in shaping their experience through influencing learning and extra-curricular policy, processes and outcomes. (SESE2 2.3)

... a curriculum which is transformational (SESE2 3.5)

Aims of the TEL framework

The framework seeks to establish conditions in which the use of technology is transformative for learning. Transformative, creative learning requires all members of the community to be producers and disseminators of knowledge and understanding: their own and others. The framework stresses the importance of staff-student partnerships for digital literacy: capability and agility in the use of technology for learning. Through the TEL framework we aim to merge and emerge environments for learning.

Domains

The aims of TEL at Brookes are set out in four domains (elaborated on following pages). Under each domain are a number of “aspirations” or evaluation criteria, and clear, implementable development strands:

Evaluation

A progress review of development strands will be carried out in 2016-17 and 2018-19 with a full evaluation at the end of the five-year period. Criteria for the evaluation of success in implementation of the framework may be derived from the aspirations expressed in the framework.

1.         Learning: to enable students and staff to use information and communication technologies innovatively and creatively

Evaluation criteria

Through their own use of technologies and environments, students and staff:

Key development strands

  1. Provide aggregated, structured, normalised and easily navigable access to key tools, information, resources, tutors and peers within the VLE for programmes and across modules within programmes;
  2. Provide learning environments utilising a wide range of ancillary tools and resources beyond the VLE
  3. Redesign and implement a staff developmental programme for TEL based on the Brookes Attribute of Digital and Information Literacy 

2.         Identity: to enable transformative academic practice, individually and institutionally

Evaluation criteria

Through their own use of technologies and environments, students and staff:

Key development strands

  1. Provide the tools to enable staff and students to produce digital and multimedia resources
  • Minimum technical spec for all staff and teaching PCs to allow use of virtual classrooms, video, podcasts, etc
  • University wide adoption of software for screencasting and audio editing: “one-button” session recording
  • Digital event capture for learners, teachers and administrators; external audiences
  • Open, widely accessible repositories and services to support streaming video, audio and graphics 

3.         Community: to establish and maintain learning communities and partnerships for scholarly discourse and a sense of belonging on and off-line

Evaluation criteria

Through their own use of technologies and environments, students and staff:

Key development strands

  1. Foster staff, student, local and global communities and partnerships, which experiment with TEL within and alongside the curriculum;
  2. Stimulate innovative communities of assessment practices
  3. Provide open access for Brookes staff and students to all courses on Moodle

4.         Place/space: to provide (hold) safe (secure) spaces for learning with flexibility of location and timing

Evaluation criteria

Through their own use of technologies and environments, students and staff:

Key development strands

  1. Assure that TEL helps provide equality of access, participation and belonging to the Brookes community economically, socially and physically:
  2. Support and manage, rationalised BYOD/BYOE for all staff, students and departments
  3. Ensure all teaching locations where possible are virtualisable
  • classroom and meeting environments for cross-site meetings, satellite classrooms, online DL, conferences, symposia etc.
  • develop and maintain experimental teaching spaces

Enabling Infrastructure

The University IT infrastructure must enable sustainable, resilient transactional processes and responsible management and curation of resources so that through their own use of technologies and environments, students and staff:

For technology to enhance learning, the technology has to work. For the TEL framework to guide learning development, certain technology enablers need to be in place. Although not part of the framework, the following developments have to be attended to:

Oxford Brookes University

        15 October 2015