Higher Education Academy Discipline-focused Learning Technology Enhancement Programme

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1 Project Progress Report Template Text in italics is explanatory and should be deleted in completed documents. Reports should be succinct, 1 or 2 paragraphs should suffice for each section. Project Name Project Website Report compiled by Inspiring Futures Project Enhancing First Year Student Learning Through Technology Dr Jonathan Moizer Reporting period February 2010 to January 2011 Section One: Summary Please provide a short overview (1-2 paragraphs) of the project including: the context and background for the departmental initiative, its aims, objectives and intended outcomes. The Inspiring Futures Project is part of a wider strategy within the Plymouth Business School (PBS) to graduate the most employable, enterprising and entrepreneurial students. Part of this strategy relates to a review of the Stage 1 curriculum. Some key objectives are to ensure that the curriculum prepares students for a contemporary labour market and maximises their employability. Aspects of the curriculum review include: developing a world view; enhancing communication and team working skills; developing a professional level of literacy and numeracy; engaging students in regional community projects; and enhancing their digital literacy. In the autumn of 2010, the DfLTEA project selected a pilot group of 16 Stage 1 students and developed a team of academic mentors. The purpose was to support students in undertaking local community investigative projects. Students attended a programme of studies including key note lectures and digital technology workshops. Working in teams, students undertook a live consultancy project working either with a social enterprise or local school. The module culminated towards the end of the autumn term in presentations and the submission of an e-portfolio. A range of digital technologies were used to support student learning including: office communicator system; Pebble Pad e-portfolio; Microsoft Project, vodcasts and blogs. Page 1

2 Section Two: Progress so far Describe the progress made since the project began including activities undertaken, any changes to the project aims and objectives and reasons for changes made; you will find it helpful to refer to your action and evaluation plans. Progress 1. Conducted a TEL survey of PBS staff digital literacy capability. 2. Delivered a TEL Incubator Workshop for academic staff. 3. Organised and developed a team to deliver the Pilot Module. 4. Recruited a Pilot group of 16 students at Faculty Induction Week Launch which included local organisational supporters. 5. Sourced a range of investigative projects with local enterprises and a school. 6. Delivered the Pilot Module progressed the community projects. 7. Students engaged with the digital technologies to facilitate their learning and achieve the module assessment criteria. 8. Hosted an E-Camel event on Dec 10 th Assessed the students learning and provided digital feedback. 10. E-surveyed student participants for module evaluation purposes. 11. Recruited 8 TEL Facilitator posts within PBS to continue to support the dissemination of TEL capability from this initial project (emerged from the team of academic volunteers who attended the TEL Incubator workshop). 12. During 2011 the revisions to the Stage 1 curriculum will be finalised for a full-scale launch in September 2011 as a core Stage 1 module. Changes to Objectives 1. The project was refocused from developing a Faculty-wide TEL strategy to the development of a prototype of the revised first year core PDP module because it better met the DfTLEA brief and was a more contained project that could be more readily managed within the project timeframe and available resources. 2. The refocused project coincided well with the drive within PBS to expose more academic staff to the experiences & benefits of TEL. Given that a significant number of academic staff would be involved in supporting learning on the post-pilot, full PDP module, this narrower project focus allowed the team to pre-experience some of the possible challenges that might be faced by these colleagues in the next academic year; thus allowing problems to be overcome as well as moving someway towards acculturating staff to more TEL. Emerging issues & themes could then feed into the wider Faculty TEL strategy. Section Three: Challenges, issues and unexpected achievements Page 2

3 Report on any issues or problems that have impacted on the development and implementation of the project to date. Detail what impact any issues may have or have had on the achievement of project aims and objectives and how you tackled or plan to tackle these issues. Report on any unexpected project achievements and how you plan to capitalise on them. Challenges 1.Time staff that were involved in the Pilot Module did not receive workload allocations during academic year. This limited the amount of time that could be allocated to staff and student support. The workload allocations will be applied retrospectively. In future projects this should be provided upfront. 2.Student Volunteering students did receive certification and live consultancy exposure; but the absence of academic credit restricted their level of engagement. Work pressure from accredited modules were given precedence. The team did pre-empt this possibility, & this was accepted as a consequence of using volunteers over students on credit rated modules of study. 3. Faculty stakeholders the DfLTEA team provided the main staff resource. Broadening the stakeholder engagement in the absence of resources proved problematic. Staff volunteered to attend development workshops and participated in e-surveys; but cited time and other commitments as a limiting factor in their involvement. Therefore, support for student projects was more problematic. On reflection, targeted resource allocation would address this issue. 4. Organisational Sponsors most organisational stakeholders gave sufficient time and support to the student groups; but in one case this was less forthcoming. This could be resolved in future through a more dedicated system of academic mentoring and greater role clarity. Positive Outcomes 1. Developments of a Network of Community Stakeholders those organisations involved in the Project pilot are committed to re-engaging, which is an indicator of effectiveness. The Project has also attracted wider interest, and in the Spring Term there is evidence of a diffusion effect as two additional programmes (BA Hons. Marketing and BA Hons. Accounting and Finance) are using social enterprises as investigative projects. These projects will involve a further 120 students undertaking digitally supported social enterprise investigative assessed projects. 2. Concept Received Senior Management Support An Inspiring Futures Project Manager has been appointed, and has secured senior management backing in terms of time, money and effort. The Project will explore externally accredited and validated modes of learning for the Stage 1 project. The Project will be underpinned by digital technologies (supported by the Faculty TEL Facilitators), and will be embedded in the core curriculum. 3. University-Fit the recently revised Teaching and Learning Strategy for the University of Plymouth has more strongly emphasised external engagement and TEL. As this module is rolled out, it will evidence our strategic fit between our pedagogy at the Faculty level and teaching and learning activities and the aspirations of the University. The University s Teaching and Learning Directorate is now also promoting a review of the Stage 1 curriculum across the Institution, using PBS as a test base. 4. Pilot Programme Approach the non-accredited nature of the programme has enabled a risk-free approach to design, delivery and assessment. The pilot has galvanised the future direction of the Stage 1 curriculum, and is informing the shaping of the roll out of the core Stage 1 Module in September 2011, and a further core Stage 2 programme in September Page 3

4 Section Four: Outputs, deliverables, new ideas or opportunities Describe any outputs or deliverables you would like to share (e.g. presentations, CPD frameworks) providing either URLs or attaching relevant files etc. Also outline any new ideas or opportunities that have emerged during your project which you intend to take advantage of. 1. Pilot Module (PLT100) is now systematised, and is a base for becoming a fully rated 20 credit core module. 2. The Faculty has focused resource on staff development which will be further developed through the new TEL Facilitator role. 3. The Incubator was successful, and this can be replicated for all incoming staff into PBS. This is also a strategic undertaking for staff that have not previously engaged with TEL. The pedagogy is switching to a more problem based technology enhanced form. 4. The Faculty has established an ELF (E-Learning Forum) which is a focal point for knowledge and practice exchange. 5. The Project outcomes will be disseminated more widely through the University of Plymouth s Vice Chancellor s Teaching and Learning Conference in June 2011, where outputs will be shared, and this will provide a base for stimulating more community engaged teaching and learning activity across the Institution. 6. Publicise the curriculum changes in the main PBS Faculty building through posters in communal areas 7. Link the Core Curriculum to the Plymouth Award (HEAR) to ensure it is formally certificated. 8. The module outline and project outcomes can be shared through the central HEA and BMAF subject centre web sites. 9. An article will be submitted to BMAF Magazine, and a conference paper will be delivered at the BMAF Annual Conference May 2011 in Bournemouth. 10. The outcomes will be disseminated through scholarly journals such as: The International Journal of Management Education; Active Learning in Higher Education and the British Journal of Educational Technology. Page 4

5 Section Five: Evaluation, outcomes and lessons learned Page 5

6 What measures are in place for project evaluation? Detail any interesting findings including: emerging outcomes or lessons that have been learned to date that could be passed on to other projects and the wider sector i.e. for individuals, subject departments, students and institutions. The HEA Evaluation Framework, whilst not followed step-by-step, was referred to in the development of the Inspiring Futures Evaluation and Dissemination Plan. It provided useful guidance to assist in the identification of key evaluation stages, sources of evaluation (staff, students etc.) and appropriate evaluation activities. The shape and focus of the project evolved as it moved forward, so a key lesson learned in relation to the evaluation process was the need to adopt a flexible approach so that evaluation remains well aligned to project activities undertaken. Evaluation Measures 1. Formal assessment and debriefing of the student project outcomes has taken place. This involved academic staff and project mentor evaluation. 2. An E-Survey has been distributed to all students measuring attitudinal and behavioural indicators. This will determine the perceived level of utility and adoption of digital technology for learning purposes. 3. Staff review of the pilot programme, on-going with the academic team, through documented discussions at regular staff progress meetings. 4. E-Camel event was evaluated by the DfLTEA Project Supporter (Richard Atfield, BMAF Subject Centre). 5. Academic Team has regularly met with DfLTEA Critical Friend (Sharon Waller, HEA) and two Subject Supporters (Richard Atfield and Steve Probert, BMAF Subject Centre) who have performed the role of critical supporter and mentors. This has helped maintain the project momentum. Lessons Learned 1. Resources- - providing time and workload allocation for future staff involvement in the core module is essential to ensure sufficient engagement. 2. Dedicated Resources it is imperative that staff who are involved in the core programme from September 2011 are carefully selected, so as to ensure the right mix of capability and perspective. This team will receive TEL support from the newly appointed PBS facilitators and the Faculty Learning Technologists. 3. Academic Mentors a team of academic mentors need to support the investigative project to ensure that students remain on-track to achieve learning outcomes within set timeframes. 4. Student Learning Support students need targeted support in managing projects (e.g. Gantt charts), in terms of managing resources, estimating durations of activities, managing progress, and project control and evaluation. Targeted support for using e-portfolios is also an essential part of the curriculum design. 5. Staff Development the new Stage 1 curriculum provides an opportunity for staff to extend their skills and knowledge for digital literacy, which will benefit them in their lifelong learning, and support the Faculty and University in fulfilling its aspirations. 6. Accreditation providing academic credit for students incentivises their involvement. Accreditation through external agencies such as the CIM and CBI will also underline the value of the programme with respect to future employability.. Page 6

7 Section Six: Dissemination Report on any internal or external communication or dissemination activities with project stakeholders or the wider community which have taken place e.g. CAMEL event, blogs, workshops, conference presentations, journal articles etc. Please provide URLs or attach any relevant dissemination or presentation materials. 1. The Project outcomes will be disseminated more widely through the University of Plymouth s Vice Chancellor s Teaching and Learning Conference in June 2011, where outputs will be shared, and this will provide a base for stimulating more community engaged teaching and learning activity across the Institution. 2. Publicise the curriculum changes in the main PBS Faculty building through posters in communal areas 3. Link the Core Curriculum to the Plymouth Award (HEAR) to ensure it is formally certificated. 4. The module outline and project outcomes can be shared through the central HEA and BMAF subject centre web sites. 5. An article will be submitted to BMAF Magazine, and a conference paper will be delivered at the BMAF Annual Conference May 2011 in Bournemouth. 6. The outcomes will be disseminated through scholarly journals such as: The International Journal of Management Education; Active Learning in Higher Education and the British Journal of Educational Technology. Section Seven: Implementation and sustainability What plans and measures are in place to take the project forward and sustain it? 1. The core Stage 1 module will be live by September 2011, with an anticipated 400 Business and Management students participating. 2. A team of 15+ dedicated academic staff and mentors will be used to support the module in achieving its intended learning outcomes. 3. The Inspiring Futures Manager will co-ordinate the academic staff, and ensure a sufficient organisational client base for the required investigative projects. 4. The Faculty Learning Technologists will assist the newly appointed TEL Facilitators with embedding the digital technology into teaching practice and assessment. This will ensure that the core module is supported in the use of digital technology for design, delivery and assessment. 5. The Inspiring Futures project has the on-going support of the Faculty Senior Management Team in helping to delivery the objectives of the PBS strategy (employability, engagement and enterprise) and those of the University, as espoused through the Learning and Teaching Strategy. 6. An awareness of the module objectives and the mode of delivery will be shared at all Faculty Preview Days (for prospective students) throughout Section Eight: Collaboration and Support Page 7

8 What areas of work would you like to discuss with other projects? 1. Compare ideas for evaluation and dissemination with other DfLTEA Project groups. 2. Compare project outcomes on module redesign with the use of digital technology with the University of Bath team through e-conferencing. 3. Compare practice on the use of E-Camel events for future dissemination with University of Salford. Is there anything that you would like advice and support on? 1. On-going mentoring on dissemination and communication, and embedding the module within the curriculum. 2. Update on new practices for teaching and learning with digital technology. Page 8