I support the deployment of technologies in a number of ways, including:
- staff development workshops and drop-ins,
- meetings, showcase presentations and promotional material
- technical set-ups, student guides and familiarisation tasks,
- feedback on technology deployments
- liaising with IT Services department
General reflections
I work in a faculty-based TEL team in a very large university which includes three other faculty-based teams in addition to several central teams. There is little formal collaboration between or coordination of the various teams, although we are all guided by overarching university policies and strategies. One consequence is that different technologies (frequently overlapping, sometimes conflicting) bubble up at different times and places in the university. Supporting the deployment of technologies in this context is challenging (due to the range and variety of technologies used, and the various levels of local and institutional support required/available) but it also opens up space for individual learning technologists, such as myself, and lecturers to introduce and deploy learning technologies.
Staff development workshops
I design and deliver staff development workshops on a number of different technologies and approaches, and am available for drop-in sessions with members of staff. I ensure staff have hands-on experience of the technology during workshops and drop-ins – ideally, performing an authentic task they will actually use in their teaching practice. I also encourage staff to take a trial and error approach to learning in the workshops I lead, whereby staff try something to see what happens, and then I help them work out how to revert to the previous state, if necessary.
I ask lots of concept checking questions (e.g. asking learners what they think they should do next if they wanted to do x, or what they think might happen if they clicked y) as this focuses learners’ attention on salient points and allows me to gauge whether they are learning.
Reflection
I find this hands-on and trial and error approach is a more effective way for staff to develop confidence, skills and understanding of the technology than, for example, watching me demonstrate the technology for them, or simply following instructions.
For evidence see Staff development workshop and other sessions.
Presentations and promotions
I attend meetings (e.g. departmental committee and management meetings, programme meetings and faculty board meetings) to showcase and promote different technologies and to demonstrate and discuss how they might be used in the faculty. I also create digital advertisements and promotional material (for shared spaces and events in the faculty) to inform staff and students about the introduction of new technologies in the faculty.
Reflection
In contrast to the information I develop on our Intranet site, I find that face-to-face contact and the opportunity for discussion is a good way to encourage staff to consider starting to use a technology.
For evidence see Raising awareness of learning technology.
Technical set-ups, guides and familiarisation tasks
I set up online spaces and processes for staff to use with students, such as PebblePad workbooks and their asociated ATLAS workspaces; wiki sites with PBworks; and Piazza discussion spaces linked via LTI (Learning Tools Interoperability) to module sites in Blackboard. I include written guides and video demonstrations to assist both staff and students in their use. I also set up familiarisation tasks for students and provide scaffolding for them activities to help students use tools appropriately and understand the learning tasks they are asked to perform.
Reflection
In my experience, hands-on familiarisation tasks and demonstration videos are a very effective way to help staff and students get started with a new technology. Written guides are more useful for users to refer to afterwards, once they have got started.
For evidence see Guides, tasks and support for students.
Research & feedback on technology deployments
I conduct student surveys, interview lecturers and write reports on technologies I have deployed in the faculty, to capture evidence of their use and efficacy. I use the findings to highlight pros and cons of the technologies and approaches taken, and to inform and encourage other members of staff to consider using them where appropriate. I also use the information garnered to adapt and improve further uses of the technology (e.g. with the next cohort of students or with a different programme of study) and to help colleagues across the university when they come to deploy the technology in their own context.
Reflection
I have found that student feedback is valued highly (frequently moreso than my guidance) by lecturers and senior management, particularly the qualitative information from free-text responses by students.
For evidence: technical and pedagogical support, surveys, feedback, and reports on PebblePad and wikis.
Liaising with IT Services department and external support providers
I work closely with the IT Services staff in the faculty and I feed back pertinent information from lecturers which, in turn, helps IT staff to understand how learning technologies are used in practice with students, and to make any adjustments required. I also inform teaching staff of changes in IT infrastructure and help them to understand the reasons behind certain processes or approaches.
Reflection
In my experience, acting as a conduit between IT Services and the teaching staff helps the smooth deployment of new technologies and ensures all parties are kept informed of the reasons behind developments and requests for change. Clear communication helps to build trust in the technologies used, which is essential if staff are to invest time and effort in new approaches.
Evidence
For evidence of how I support the deployment of learning technologies see the following posts: