BLENDED LEARNING STRATEGY

Blended  Learning  Strategy  2014-­‐2016   BLENDED  LEARNING  STRATEGY   Version   Date   Author   0.10   0.20   6/12/13   10/12/13   Ian  Wrigh...
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Blended  Learning  Strategy  2014-­‐2016  

BLENDED  LEARNING  STRATEGY   Version  

Date  

Author  

0.10   0.20  

6/12/13   10/12/13  

Ian  Wright   Kylie  Readman  

0.30  

10/12/13  

Ian  Wright  

0.31  

11/12/13  

Ian  Wright  

1

Changes/Comments   Edits,  addition  of  information  on  Faculty  Academic  Leads,   Innovation  funding   Updated  strategy  outcomes,  changes  to  Governance  and   various  other  smaller  edits.   Edits  to  Outline  section,  some  tidying  up  of  Governance  area,   added  L&T  Week  presentation  requirement  for  Award  winners.  

STRATEGY  DESCRIPTION,  RATIONALE  AND  SCOPE  

1.1

OUTLINE  OF  THE  STRATEGY  

Blended  learning,  “the  fusion  of  educational  technologies  and  teaching  in  physical  and  virtual  environments  to  enhance  the   student  learning  experience”  is  the  present  and  future  for  modern  tertiary  education.  It  is  not  an  optional  activity.  It  is   fundamental  to  modern  tertiary  education.   Blended  learning  is  critical  to  the  future  success  of  USC.  Utilising  the  enormous  potential  of  modern  educational   technologies  and  the  connective  possibilities  of  the  Internet,  together  with  informed  and  creative  pedagogies,  blended   learning  provides  an  opportunity  to  maintain  and  leverage  USC’s  existing  strengths,  while  using  technology  to  extend  its   reach,  in  terms  of  student  numbers  and  geographically.  By  combining  face-­‐to-­‐face  teaching  with  the  enormous  flexibility   and  depth  offered  by  contemporary  technologies  available  to  educators,  USC  can  create  a  vibrant,  engaging  learning   environment  for  our  students  that  can  significantly  enhance  their  learning.   USC  is  committed  to  supporting  staff  and  students  in  the  transition  to  blended  learning  as  the  fundamental  mode  of   delivery  and  to  improving  the  quantity  and  quality  of  students’  engagement  with  learning  using  an  appropriate  range  of   digital  and  face-­‐to-­‐face  activities  to  achieve  the  learning  outcomes  of  courses  and  programs  with  greatest  effect.  To   achieve  enhanced  quality  of  learning,  effective  student  engagement  and  geographical  reach  requires  significant  input  of   resources  for  academic  development,  student  support,  infrastructure,  content  development  and  marketing.   The  strategy  provides  a  roadmap  for  increasing  the  embedding  of  blended  learning  across  USC’s  Programs  and  Courses,   driven  out  of  the  Centre  for  the  Support  and  Advancement  of  Learning  and  Teaching  but  predicated  on  shared   responsibility  with  Faculties  for  the  success  of  the  Strategy.  

1.2

INTENDED  STRATEGY  OUTCOMES  

The  intended  outcomes  of  the  Blended  Learning  Strategy  for  USC  are  to:   Systematically  embed  educational  technologies  that  enrich  the  student  learning  experience  specifically  to:   • • • • •

accelerate  and  deepen  learning; increase  flexibility  of  access  to,  and  participation  in,  formal  and  informal  blended  learning  experiences; advance  graduate  attributes  within  the  curriculum; align  learning,  teaching  and  assessment  practices; enhance  communication  by  integrating  collaborative  tools  for  student-­‐to-­‐student,  student-­‐to-­‐teacher and  student-­‐to-­‐content  interaction,  engagement  and  knowledge  generation;

Original  Version:  06  December  2013   Current  Version:  11  December  2013  

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Blended  Learning  Strategy  2014-­‐2016   • •

support  staff  and  students  to  work  in  technology-­‐enabled  learning  spaces;   advance  the  use  of  mobile  devices  for  learning;  

Collaboratively  develop  protocols  and  practices  for  pedagogically  sound  blended  learning  experiences  in  large   courses  and  multi-­‐site  environments;   Support  and  extend  all  academic  teaching  staff  to  achieve  the  digital  literacies  required  for  blended  learning;   Provide  direct  support  to  students  to  enhance  their  engagement  with  technology  enabled  learning   environments  and  enhance  their  capacity  as  independent  learners;   Provide  formal  and  informal  opportunities  for  staff  to  learn  about  and  engage  with  blended  learning,  learning   spaces,  simulation  based  learning  and  visualisation;   Develop  and  extend  systems  to  support  a  greater  degree  of  technology  enhanced  learning  and  implement   systematic  quality  improvement  mechanisms  for  blended  learning;   Develop  capacity  to  utilise  data  analytics  to  improve  student  experience  resulting  in  retention  of  students  and   improved  Program  progression;   Improve  learning  outcomes  resulting  in  higher  student  success,  higher  student  satisfaction  and  a  reduction  in   student  attrition;   Demonstrate  an  increase  in  the  adoption  of  blended  learning  as  a  core  teaching  approach  at  USC;  and   Create  greater  consistency  of  student  experience  across  courses  and  programs  as  a  result  of  using  blended   learning  strategies.   1.3

STRATEGY  DELIVERABLES  

The  strategy  deliverables  are:   1.3.1

COURSE  AND  PROGRAM  ENHANCEMENT  

A. Evidence  of  a  significant  increase  in  the  use  of  blended  learning  strategies  and  practices  across   Programs  and  Courses  at  USC.   B. An  academic  from  the  faculty  who  is  the  Faculty  Leader  working  1  day/week  in  the  faculty  to   coordinate  and  support  the  strategy  outcomes  through  curriculum  improvement.   C. Engagement  with  academic  staff  reviewing  Program  and  Course  design  to  assist  with  selection,   application  and  evaluation  of  appropriate  blended  learning  strategies.   D. Promotion  of  consistency  in  pedagogy,  design  and  blended  learning  strategy  selection  across  Programs   to  provide  a  more  consistent  and  predictable  student  experience.   E. Promotion  of  constructive  alignment  as  a  key  principle  underpinning  adoption  of  blended  learning   strategies  to  enhance  Course  and  Program  Learning  Outcomes.   F. Direct  support  to  students  through  the  Computer  Buddies  program  in  Information  Services.   1.3.2

FACULTY  COMMUNICATIONS  

A. Provision  of  information  sessions  and  presentations  to  and  by  Faculties,  Schools  and  Discipline  groups   covering  blended  learning  principles  and  rationales.   B. Provision  of  professional  development  and  practical  sessions  to  foster  skill  development  through   exposure  to  exemplars,  implementation  strategies  and  technical  training.  

Original  Version:  06  December  2013   Current  Version:  11  December  2013  

 

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Blended  Learning  Strategy  2014-­‐2016   C. A  comprehensive  and  well  maintained  web  presence  to  support  self-­‐directed  exploration  and   development  through  the  provision  of  exemplars,  resources,  guidance  notes  and  opportunities  for   online  discussion  and  collaboration  with  colleagues.     1.3.3

ACADEMIC  DEVELOPMENT  

A. Faculty-­‐based  professional  development  for  all  T&R  and  APT  Staff  involved  in  Course  and  Program   enhancements  as  part  of  the  Blended  Learning  Strategy.   B. Structured  opportunities  for  sharing  of  good  practice  examples  among  academics.   C. Promotion  of  participation  in  high  profile  events  such  as  Learning  and  Teaching  Week  to  facilitate   information  sharing  and  collaboration  across  disciplines.   D. A  requirement  that  Learning  and  Teaching  grant  holders  and  award  winners  present  on  their  successful   practice  at  Learning  and  Teaching  Week.   E. Targeted  small  group  professional  development  opportunities  to  take  account  of  varying  skill  and   commitment  levels  among  academic  staff.   1.3.4 A. B. C. D. 1.3.5

POLICY  AND  SYSTEM  CHANGES   Recommendations  for  enhancement  of  policies  and  systems  that  have  impact  on  Blended  Learning   Strategic  Asset  Management  Plan  (SAMP)  activities  to  support  the  Blended  Learning  strategy   Innovation  funding  for  course  coordinators  who  apply  to  test  specific  software  with  their  cohorts   Chairing  of,  and  staff  participation  in,  the  Educational  Technology  Application  Support  Group  (ET  ASG)   RESEARCH  OUTCOMES  

A. Commissioned  Learning  and  Teaching  Grants,  Enhancement  Grants  and  Exploratory  Grants  that   explore,  test  and  evaluate  approaches  to  blended  learning.     B. Publications  by  C~SALT  and  academic  staff  (preferably  jointly)  in  relevant  scholarly  journals  relating  to   the  process  and  outcomes  of  the  Blended  Learning  Strategy  and  particular  initiatives  undertaken  as   part  of  the  Strategy.   1.3.6

REPORTING  AND  STRATEGY  DOCUMENTATION  

A. Twice  annual  status  reports  to  the  DVC  and  Learning  and  Teaching  Management  Committee  and   Faculty  Learning  and  Teaching  Management  Committee  regarding  progress.   1.4

ALIGNMENT  WITH  USC  PLANS  AND  POLICIES  

The  Strategy  aligns  with  three  strategic  priorities  from  the  USC  Strategic  Plan  2011  –  2015:   Strategic  Priority  1:  To  enable  access  to  the  USC  experience   1.2      Provide  a  high  quality  student  experience   Invest  in  technologies  and  resources  to  enhance  the  student  experience   Master  plan  and  progressively  implement  social  and  learning  spaces  e.g.  Learning  Commons,  Learning   Hub  and  Uni  Square   1.5      Extend  learning  opportunities  throughout  the  region   Expand  blended  learning  capability  and  capacity   Original  Version:  06  December  2013   Current  Version:  11  December  2013  

 

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Blended  Learning  Strategy  2014-­‐2016  

Strategic  Priority  2:  To  deliver  high  quality  teaching,  learning  and  graduate  outcomes   2.1      Embed  academic  excellence  in  all  teaching  and  learning  activities   Strengthen  the  quality  of  teaching  by  investment  in  the  academic  development  of  staff   2.2      Support  diverse  learning  and  teaching  styles  to  maximize  student  participation  and  success   Invest  in  the  development  of  institutional  capacity  and  student  and  staff  capability  to  achieve  excellence   in  blended  learning  

Strategic  Priority  4:  To  develop  USC  for  a  sustainable  future   4.4      Maximise  opportunities  to  develop  well  designed,  technology  rich,  sustainable  University  sites   Increase  capability  and  capacity  to  enhance  e-­‐learning,  blended  learning  and  simulated  learning   environments  to  meet  the  demands  of  teaching  and  learning   The  Blended  Learning  Strategy  also  aligns  with:   • • •

2

The  Collaborative  Futures  Project,  particularly  concerning  multi-­‐site  teaching  and  simulation technologies; The  Engineering  Learning  Hub  with  its  collaborative  technology  spaces  and  3D  visualisation; The  USC  Information  Management  Strategy.

STRATEGY  STAKEHOLDERS  

Title  

Role  

Responsible  Person  

Project  Sponsor   Strategy  Leader   BL  Strategy   Steering   Committee   Strategy  Manager  

Approval  of  strategy  and  status  reports   Oversight  of  Strategy  implementation   Oversight  of  Strategy  reporting,  evaluation   and  budget  

Professor  Birgit  Lohmann,  DVC   Kylie  Readman,  Director,  C-­‐SALT   Chair:  Professor  Birgit  Lohmann,  DVC  

Coordination  of  Strategy  implementation,   task  and  project  allocation  and   management,  reporting  and  monitoring   including  administration,  coordination  and   communication.   Administration  assistance  

Blended  Learning  Coordinator,  C~SALT  and   Chair,  ET  ASG  

Approval  for  allocation  of  resources  and   support  (including  provision  of  funded   time  release  for  Faculty  Leaders)   Support  for  Faculty  Projects  including   management  of  Program  and  Course   Approvals  and  Changes  as  a  result  of  the   Project.  

Deans  and  Heads  of  Schools  (or  equivalent)  

Strategy   Administration   Faculty  Level   Commitment   Associate  Deans,   Learning  and   Teaching  

Original  Version:  06  December  2013   Current  Version:  11  December  2013  

Casual  as  needed  in  C~SALT  

Associate  Professor  Jennifer  Rowe/vacant  

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Blended  Learning  Strategy  2014-­‐2016  

Title  

Role  

Responsible  Person  

Academic  staff  

Provide  input  to  contribute  to  the   implementation  of  the  Strategy  at  the   operational  level   Provide  input  to  and  contribute  to  the   implementation  of  the  Strategy  at  the   operational  level  

All  staff  teaching  students  at  USC  

Faculty  eLearning   Teams  

Faculty  eLearning  staff  

Two  key  committees,  the  Blended  Learning  Strategy  Steering  Group  and  the  Blended  Learning  Strategy   Working  Group  will  be  established  to  provide  oversight  of  the  Strategy.  See  Section  7  Communications  and   Reporting  below  for  the  membership  and  roles  of  these  committees.   The  Faculty/School  Leader  will  be  responsible  for:   • • • • • 3 3.1

Designing  and  implementing  a  faculty  based  plan  in  response  to  the  strategy  document Fostering  an  awareness  amongst  staff  and  students  of  blended  learning  strategy  and  goals Coordinating  faculty  based  activities  that  align  with  the  strategy Providing  regular  status  updates  to  relevant  groups  and  the  Faculty  Executive Participating  in  the  Blended  Learning  Strategy  working  group

STRATEGY  MANAGEMENT  APPROACH   IMPLEMENTATION  

The  day-­‐to-­‐day  implementation  of  the  Strategy  will  be  the  responsibility  of  the  Blended  Learning  Coordinator   within  C~SALT.   An  extensive  list  of  activities  to  take  place  within  the  Strategy  has  been  identified  within  the  C~SALT  Action  Plan   2014-­‐2016.  There  are  currently  forty-­‐one  activities  specified.  The  list  is  provided  as  Attachment  1.   Each  activity  within  the  list  will  be  structured  as  a  project  with  deliverables,  resource  requirements,  timeframes   and  evaluation  measures  broken  out.  The  individual  project  outlines  will  include  collaborators  (in   Faculties/Schools)  and  shared  responsibilities.   4

STRATEGY  TIMEFRAME  AND  WORK  BREAKDOWN  

Task/Deliverable   Final  prioritisation  of  activities  from  Action  Plan  and   setting  of  delivery  schedule  2014-­‐2016   Agreement  with  Schools  around  shared  projects   Commencement  of  2014  activities   First  reporting  round  2014   Review  of  progress  –  reforecasting  of  activities   Review  of  2014  activities   Second  reporting  round  2014   Strategy  Progress  Report   Setting  of  2015  activities   Commencement  of  2015  activities   First  reporting  round  2015   Review  of  progress  –  reforecasting  of  activities   Original  Version:  06  December  2013   Current  Version:  11  December  2013  

Dependency  

Approximate  Date   February  2014   From  March  2014   February  2014   July  2014   July  2014   November  2014   December  2014   December  2014   January  2015   February  2015   July  2015   July  2015   Page  5  of  11  

Blended  Learning  Strategy  2014-­‐2016  

Task/Deliverable  

Dependency  

Review  of  2015  activities   Second  reporting  round  2015   Strategy  Progress  Report   Setting  of  2016  activities   Commencement  of  2016  activities   First  reporting  round  2016   Review  of  progress  –  reforecasting  of  activities   Review  of  2016  activities   Second  reporting  round  2016   Final  Strategy  Report   Comprehensive  evaluation  of  Strategy  and   determination  of  future  action   5

Approximate  Date   November  2015   December  2015   December  2015   January  2016   February  2016   July  2016   July  2016   November  2016   December  2016   December  2016   January  –  February  2017  

EVALUATION  AND  QUALITY  MANAGEMENT  FRAMEWORK  

In  planning  this  project,  the  USC  Quality  and  Standards  Framework  has  been  used,  with  Quality  Improvement   as  the  focus.  For  each  phase  of  the  project,  a  cycle  of  Plan,  Implement,  Review  and  Improve  will  be  undertaken   as  per  the  Qality  System  endorsed  by  the  University  http://www.usc.edu.au/university/governance-­‐and-­‐ executive/strategy-­‐quality-­‐and-­‐planning/quality-­‐and-­‐standards-­‐framework  The  reporting  and  evaluation   mechanisms  built  into  the  strategy  also  reflect  the  accountabilities  and  responsibilities  of  the  USC  Quality  and   Standards  Framework.   As  well  as  this  overall  approach,  specific  areas  of  quality  management  focus  are:   1. The  project  will  be  implemented  using  a  research  informed  approach,  drawing  on  the  many  national and  international  publications  relating  to  blended  learning,  online  and  distance  learning,  open education  and  flexible  delivery  that  are  currently  available. 2. The  project  approach  will  be  planned,  documented,  evaluated  and  ethical  clearance  obtained  to  make use  of  feedback  so  that  reports  on  both  process  and  outcomes  will  be  developed  into  submissions  for higher  education  research  publications  including  conferences  and  journals. 3. Documentation  and  reporting  will  be  managed  such  that,  for  the  purposes  of  external  accreditation and  quality  review  processes  (such  as  Professional  accreditation  and  TEQSA  audits)  the  University  will be  exemplary  in  its  ability  to  demonstrate  that  stated  outcomes  and  standards  are  achieved. 4. All  curriculum  enhancements  will  be  informed  by  current  data  and  the  project  will  include  plans  for  the collection  of  future  data,  related  to  student  experience  and  academic  standards  to  ensure  that  learners continue  to  have  positive  experiences  of  the  USC  learning  environment  and  the  University’s  reputation is  enhanced.

Original  Version:  06  December  2013   Current  Version:  11  December  2013  

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Blended  Learning  Strategy  2014-­‐2016   6

RISK  MANAGEMENT  

Risk  Factor  

Likelihood   (H,  M,  L)  

Impact   (H,  M,  L)  

Nature  of  Impact  

Minimisation  Strategy  

Faculties  and  Schools  not  engaging  fully   with  activities  and  not  committing  to   shared  activity.  

M  

H  

Limited  implementation  of  blended   learning.  

M  

H  

Little  change  in  teaching  practice  –   failure  to  introduce  beneficial  blended   learning  elements  to  teaching.  

Resourcing  within  C~SALT  is  inadequate   for  the  range  and  scope  of  activities   proposed.  

M  

H  

Activities/projects  not  started  or  not   completed   Quality  of  projects  compromised  

Dynamic  technology  environment  throws   up  new  initiatives  and  emergent   technologies  that  need  exploration  and   trialling  (e.g.  MOOCs),  requiring  staff  to   move  off  planned  projects.  

M  

H  

Some  planned  activities  may  need  to   be  delayed  or  discarded.  

Achieve  buy-­‐in  from  Deans,  Heads  of  School   and  Discipline  leaders  for  activities  to   provide  high  level  motivation  within   Faculties/Schools.   Faculty/School  leaders  will  be  significant  in   ensuring  engagement.   Negotiate  plans  for  specific  engagement.   De-­‐mystify  principles  of  blended  learning,   provide  exemplars  and  direct  support  to   implement  and  trial  new  practices.   Realistic  assessment  of  capacity  and   staggering  of  activity   Detailed  project/engagement  plans   negotiated  with  resource  requirements   clearly  identified.   Periodic  review  of  progress  against   workplans.   Project  management  processes   implemented.   Obtain  additional  staffing/resources  for   specific  projects.   Manage  existing  work  program  in  concert   with  new  initiatives  to  ensure  that   workload  scope  does  not  continuously   grow.  Negotiate  parking/cancelling  of  some   projects  if  necessary  to  free  resources  for   critical  new  projects.  

Limited  engagement  from  academic  staff   owing  to  high  workloads  or  lack  of   commitment  to  blended  learning.  

Original  Version:  06  December  2013   Current  Version:  11  December  2013  

Page  7  of  11  

Blended  Learning  Strategy  2014-­‐2016  

Risk  Factor   Loss  of  key  C~SALT,  ITS  or  Faculty  staff.  

Likelihood   (H,  M,  L)  

Impact   (H,  M,  L)  

L  

M  

Nature  of  Impact  

Minimisation  Strategy  

Some  planned  activities  may  need  to   be  delayed  or  discarded.  Depending  on   the  roles  affected,  (e.g.  IRM,   Blackboard)  the  impact  could  be  High.  

Promote  skills  transfer  and  role  shadowing   between  C~SALT  staff.    

   

 

Original  Version:  06  December  2013   Current  Version:  11  December  2013  

 

Page  8  of  11  

Blended  Learning  Strategy  2014-­‐2016     7

COMMUNICATION  AND  REPORTING  

 

Group   Blended  Learning   Strategy  Steering   Group    

Composition  

Means  of  communication  

DVC  –  Project  Sponsor/Chair   PVC  (Students)   Director,  C~SALT   Blended  Learning  Coordinator,   C~SALT   Engineering  Learning  Hub   Project  Leader   CFP,  Simulation  Project  Leader   FOSHEE  and  FAB  –  Executive   Deans,  ADLTs,  Academic  Leads  

Frequency  

Key  purpose(s)  

1. Status  Reports   2. Final  report    

1. Bi-­‐annually   2. Annual  strategy  review   end  of  2014,  2015   Strategy   Review/Revisioning  post   2016  

To  provide  updates  on   activity,  receive  feedback   and  input  and  for  monitoring   and  control    

1. Meetings   2. Online  area  for  shared   resources  (via  C~SALT   refreshed  website)   3. Electronic  newsletters  

1. As  required  but  at  least   6  weekly   2. As  required   3. Quarterly  covering   spread  of  activities  

To  ensure  appropriate   support  and  engagement   with  Faculty-­‐based  leaders   and  facilitators  

Admin  support  provided  by   Academic  Secretariat  

Blended  Learning   Strategy  Working   Group  

Blended  Learning  Coordinator,   C~SALT,  Chair   Academic  Leaders,  FAB  and   FOSHEE   eLearning  Coordinators,  FAB   and  FOSHEE   ABLE  Award  Winners   Student  representatives   Others  as  co-­‐opted   Admin  support  provided  by   Academic  Secretariat  

Original  Version:  06  December  2013   Current  Version:  11  December  2013  

 

 

 

Page  9  of  11  

Blended  Learning  Strategy  2014-­‐2016  

Group  

University  Community  

Composition   All  University  staff  

Means  of  communication   1. Online  area  for  shared   resources  (via  C~SALT   refreshed  website)   2. Electronic  newsletters   3. Participation  in   University  events  (e.g.  L   &  T  Week)   4. Thematic  presentations,   symposia  and  PD   activities  

Frequency   As  required  

Key  purpose(s)   To  support  PD,  skill   development  and  awareness   raising  

 

  8

BUDGET  

Does  not  include  CFP,  ELH  or  SAMP  funded  elements  or  C-­‐SALT  operational  budget   Blended  Learning  Strategy  Budget  2014-­‐2016   Item     Innovation  funding  for  course  coordinators  who  apply  and  test  specific   software  with  their  cohorts     Faculty  Academic  Leaders  (1  per  faculty  at  Level  C4  x  1  day/week)   Coordination,  support  and  training  for  Computer  Buddies  (Level  7.1  x  0.5   days/week)   Administrative  support  for,  steering  group  and  working  party    (Level  4.1  x   0.5  day/week)  *or  supplied  by  Academic  Secretariat   TOTAL  

      Funding  Source:  DVC  Learning  and  Teaching  Initiatives   2014   2015   2016   15,000   15,000   15,000   60,600   10,800  

63,800   11,300  

66,800   11,900  

7,000  

7,300  

7,700  

93,400  

97,400  

101,400  

*rounded  to  the  nearest  $100  

Original  Version:  06  December  2013   Current  Version:  11  December  2013  

 

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Blended  Learning  Strategy  2014-­‐2016   9

STRATEGY  CHANGES  AND  SIGN  OFF  

Changes  to  this  Strategy  will  be  incorporated  after  sign  off  by  the  Strategy  Sponsor.   Strategy  Start:  

January  2014  

Approved  by:  

 

Strategy   End:   Date:  

   

 

Original  Version:  06  December  2013   Current  Version:  11  December  2013  

 

Page  11  of  11  

Attachment 1

Blended Learning Activities Priority: 1=Highest, 5=Lowest

1

Criticality: Estimate of importance based on scale, priority, urgency

Develop and run sOOC

2014-2014

Criticality 1

Develop and run a miniMOOC for the University community about Blended Learning

Major project to be completed within short timeframe. Needs to be ready for enrolments by end January 2014, with first program completed by April 2014. Theme Strategic development

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Leaders

1

ePortfolios for all students

2014-2016

Criticality 1

For relevant programs, implement ePortfolios for students, beginning with the first year of the program. This is a major, transformative initiative for USC and large scale project in its own right.

In first year of rollout a limited cohort of courses and students will be exposed to ePortfolios. Over the next two years we will move to have ePortfolios available for all students and courses. Theme Strategic development

1.2 Provide a high quality student experience

Audience All academics and students

1

Upgrade Blackboard

2014-2016

Criticality 1

Invest in and extend the capability of Blackboard to provide a rich learning environment for students

Core business Theme Strategic development

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience All academics and students

1

Blended Learning Audit Tool

2014-2014

Criticality 2

Develop or adapt a blended learning audit tool.

Implement a system/process/tools for a sustainable and regular audit of blended learning activity at USC. Identify appropriate metrics, data capture and analysis tools to produce valid reports over time. Intention is to track blended learning takeup and nature of blended learning activity. Theme Strategic development

1.2 Provide a high quality student experience

Audience Leaders

1

School of Business Agreed Workplan

2014-2014

Criticality 2

To be agreed with School Theme Strategic development Audience All academics and students

1

1.2 Provide a high quality student experience 2.2 Support diverse learning and teaching styles to maximize student participation and success

School of Communication Agreed Workplan

2014-2014

Criticality 2

To be agreed with School Theme Strategic development Audience All academics and students

1.2 Provide a high quality student experience 2.2 Support diverse learning and teaching styles to maximize student participation and success

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Priority: 1=Highest, 5=Lowest 1

Criticality: Estimate of importance based on scale, priority, urgency

School of Social Sciences Agreed Workplan

2014-2014

Criticality 2

To be agreed with School Theme Strategic development Audience All academics and students

1

1.2 Provide a high quality student experience 2.2 Support diverse learning and teaching styles to maximize student participation and success

School of Health and Sport Sciences Agreed Workplan

2014-2014

Criticality 2

To be agreed with School Theme Strategic development Audience All academics and students

1

1.2 Provide a high quality student experience 2.2 Support diverse learning and teaching styles to maximize student participation and success

School of Nursing and Midwifery Agreed Workplan

2014-2014

Criticality 2

To be agreed with School Theme Strategic development Audience All academics and students

1

1.2 Provide a high quality student experience 2.2 Support diverse learning and teaching styles to maximize student participation and success

School of Science and Engineering Agreed Workplan

2014-2014

Criticality 2

To be agreed with School Theme Strategic development Audience All academics and students

1

1.2 Provide a high quality student experience 2.2 Support diverse learning and teaching styles to maximize student participation and success

School of Education Agreed Workplan

2014-2014

Criticality 2

To be agreed with School Theme Strategic development Audience All academics and students

1

1.2 Provide a high quality student experience 2.2 Support diverse learning and teaching styles to maximize student participation and success

School of Law Agreed Workplan

2014-2014

Criticality 2

To be agreed with School Theme Strategic development Audience All academics and students

3

1.2 Provide a high quality student experience 2.2 Support diverse learning and teaching styles to maximize student participation and success

Developing digital literacies through PD and PATS

2014-2015

Criticality 2

Develop digital literacies through professional development activities and peer based mentoring (PATS for blended learning)

Blended learning staff will be involved in activities such as FUT and PATS as presenters, content developers and participants. Documenting good practice and disseminating information will also be important. Theme Pedagogical improvement Audience Academics

2.1 Embed academic excellence in all teaching and learning activities 2.2 Support diverse learning and teaching styles to maximize student participation and success

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Priority: 1=Highest, 5=Lowest 3

Criticality: Estimate of importance based on scale, priority, urgency

Supporting experimentation and innovation in blended learning

2014-2016

Criticality 2

Support experimentation and innovation by prioritising blended learning in the Learning and Teaching Grants Scheme

CSALT staff to actively identify and promote innovation in blended learning and to support academic staff seeking to innovate in blended learning. Direct support and engagement in grant activity combined with advocacy to enable more agility in USC learning environments and systems. Could include innovation fund. Commissioned grants. Theme Pedagogical improvement Audience Academics

1

2.1 Embed academic excellence in all teaching and learning activities 2.2 Support diverse learning and teaching styles to maximize student participation and success

Direct student support

2015-2015

Criticality 2

On campus and online assistance for students with general IT and educational technology issues

This is an existing problem at USC in that students are largely dependent on teaching staff for digital literacy support and technology problem resolution. A much more robust student-facing response is required. Theme Strategic development

2.2 Support diverse learning and teaching styles to maximize student participation and success

Audience Leaders

1

Mediasite - desktop recording

2014-2014

Criticality 3

Enable Mediasite’s desktop recording software for staff creation of user generated content

Switching on is a simple config change, but arranging deployment (in staff PC image or by on-request package installation) more complex. Staff need support to a) use in first instance and b) make use of features such as editing, c) top and tail correctly. Theme Pedagogical improvement Audience Academics

1

1.2 Provide a high quality student experience 1.5 Extend learning opportunities throughout the region

Direct student support - Orientation to blended learning

2014-2014

Criticality 3

Develop materials for orienting students to blended learning and embed these into course sites

Students need a range of supports to enable them to familiarise themselves with the USC blended learning approach. These could take the form of self-paced resources, induction sessions and embedded standard resources within courses. Theme Student digital literacy

2.2 Support diverse learning and teaching styles to maximize student participation and success

Audience Students

3

Rewards for innovation and collaboration

2014-2016

Criticality 3

Reward staff for innovation and collaboration, for taking reasonable risks and for communicating with others about innovation

Blended learning staff will be actively involved in helping draft guidelines, providing in-kind support to academic staff working on projects, supporting Grants and Awards staff and promoting the PD opportunities. Theme Strategic development Audience Academics

2.1 Embed academic excellence in all teaching and learning activities 2.2 Support diverse learning and teaching styles to maximize student participation and success

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Priority: 1=Highest, 5=Lowest 2

Criticality: Estimate of importance based on scale, priority, urgency

Direct student support - Computer Buddies

2014-2016

Criticality 3

Extend and develop the ‘computer buddy’ system currently being trialled in the Library to encourage peer support and mentoring

This support mechanism needs to be confirmed as an ongoing resource for students. C~SALT has a role in ensuring 'buddies' are well trained and supported with accurate and appropriate information. Theme Student digital literacy

2.2 Support diverse learning and teaching styles to maximize student participation and success

Audience Leaders

2

Promote good pedagogical practice in innovative learning spaces

2015-2015

Criticality 3

Promote and share pedagogical innovation in technology rich learning spaces

This is about capturing and exploring innovative pedagogical possibilities of technology rich learning spaces and exposing teaching staff to creative ways to use the spaces and the technology. Theme Pedagogical improvement

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Academics

2

Orientation to learning spaces

2015-2015

Criticality 3

Orientation of staff to new learning spaces Orientation of new staff to USC learning spaces and technologies

There is a need for new staff to be inducted into USC's standard teaching spaces. Some of this is about using technology but CSALT's perspective is pedagogical possibilities of the spaces and exposing teaching staff to creative ways to use the spaces and the technology. Theme Pedagogical improvement

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Academics

4

Mediasite - expanded lecture capture

2014-2014

Criticality 4

Increase amount of lecture capture in Mediasite enabled venues (opt-out approach) and provide PowerPoint slides, vodcasts and podcasts to students

Prepare arguments and business case to support move to mandatory lecture capture. Work at infrastructure level to resolve technical problems and simplify recording for teaching staff. Theme Pedagogical improvement Audience Leaders

1

1.2 Provide a high quality student experience 1.5 Extend learning opportunities throughout the region

Direct student support - develop resources for staff to support students

2014-2014

Criticality 4

Meet students’ expectations that their tutors will be involved in teaching them how to use technologies by having staff supported to do so.

C~SALT staff to prepare resources to support teaching staff support students. These could take the form of self-paced resources, induction sessions and embedded standard resources within courses. Theme Staff digital literacy

2.2 Support diverse learning and teaching styles to maximize student participation and success

Audience Academics

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Priority: 1=Highest, 5=Lowest 1

Criticality: Estimate of importance based on scale, priority, urgency

Guidelines for Lecture Capture

2014-2014

Criticality 4

Develop guidelines for lecture capture in Mediasite-enabled venues

Lecture recording will be expanded from 2014, probably moving to an 'opt out' system. Teaching staff need resources to a) help them operate the facilities to best effect and b) understand how best to present to a significant audience that will not be present in the lecture theatre. Theme Strategic development Audience Academics

1

1.2 Provide a high quality student experience 1.5 Extend learning opportunities throughout the region

Guidelines for Open Educational Resources

2014-2014

Criticality 4

Develop guidelines for use of Open Educational Resources Theme Strategic development Audience Academics

4

1.2 Provide a high quality student experience 1.5 Extend learning opportunities throughout the region

Just In Time Blended Learning Resources

2014-2015

Criticality 4

Develop, share and update just-in-time resources for blended learning and make these accessible as staff need them

Develop a suite of resources to enable staff to implement blended learning - exemplars, 'off the shelf' tools and toolkits, inspirational examples etc. Theme Pedagogical improvement

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Academics

3

Maps of educational technology in curriculum

2014-2015

Criticality 4

Review curriculum at the program level to map current use of educational technologies for learning, using the ‘applying technologies’ generic skill as an indicator and develop a program level improvement plan for embedding educational technologies

This activity has two tasks. The mapping component which is a desk audit and the improvement plan that requires a framework for technology rollout that needs to be developed first. Once we have a matrix for technology rollout we can apply it to programs. Theme Strategic development

1.2 Provide a high quality student experience

Audience Leaders

2

Promote innovation and flexibility at the desktop

2014-2016

Criticality 4

Work with academic staff to identify roadblocks to innovation and the adoption of blended learning

To be incorporated in general Learning Design work. LDs to advise on strategies, note opportunities for innovation and exploration and to document this so that CSALT can develop arguments for change. CSALT to collate business cases for change and take through appropriate channels. Theme Strategic development

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Leaders

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Priority: 1=Highest, 5=Lowest 4

Criticality: Estimate of importance based on scale, priority, urgency

Educational Technologies Roadmap

2015

Criticality 4

Develop an educational technologies roadmap for implementation over a five year period e.g. audience response systems enabled in lecture theatres, MoCOWs in large flat floor teaching spaces, mobile apps, adaptive technologies

A documented process for exploring, evaluating, and recommending educational technologies for adoption at USC. Production of a dynamic document that captures the current state of play in technology and maps where we should be focussing in the near and longer future. Should also include a process for promoting adoption and getting purchase at the funding table. Theme Strategic development Audience Leaders

2

1.2 Provide a high quality student experience 1.5 Extend learning opportunities throughout the region

Online Assessment

2015-2016

Criticality 4

Utilise online assessment activities

Online assessment is increasingly important and teaching staff need assistance to understand the various ways it can be used. Exemplars, exposure to existing tools, online resources can all help to acquaint academics with the possibilities. Theme Pedagogical improvement Audience Academics

4

1.2 Provide a high quality student experience 1.5 Extend learning opportunities throughout the region

Promote learning analytics for improved teaching

2014-2014

Criticality 5

Develop use cases and approaches for learning analytics that can inform future iterations of a course or program.

Develop good understanding of current datasets and what they mean; other analytic tools that are available and make recommendations for future developments (such as SAMP requests). Theme Strategic development

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Leaders

2

Embedding digital literacy standards in HR employment criteria

2015

Criticality 5

Work with HR to specify digital literacy expectations in relation to recruitment and development Theme Strategic development Audience Leaders

5

2.1 Embed academic excellence in all teaching and learning activities 2.2 Support diverse learning and teaching styles to maximize student participation and success

Capability/experience statement for students on blended learning

2015-2015

Criticality 5

Define what a student can expect from the University in blended learning, simulation and the USC environment

Production of statement of what is offered at USC including expectations of both USC and students in engaging with a blended learning environment. Almost like, but not, a SLA. Something like a charter. Theme Strategic development

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Students

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Priority: 1=Highest, 5=Lowest 5

Criticality: Estimate of importance based on scale, priority, urgency

Direct student support - video collaboration

2014-2015

Criticality 6

Online video collaboration between teaching staff and other students

Initially this will focus on Blackboard Collaborate. Once a VC system is in place, CSALT has a role in promoting its use to support teaching groups across locations. This will include introductory workshops, support materials, case studies, exemplars etc. Theme Pedagogical improvement

2.2 Support diverse learning and teaching styles to maximize student participation and success

Audience Students

5

Guidelines for use of Social Media

2014-2014

Criticality 7

Develop guidelines for use of Social Media Theme Strategic development Audience Academics

5

1.2 Provide a high quality student experience 1.5 Extend learning opportunities throughout the region

Exemplars of blended learning by discipline areas

2015-2015

Criticality 7

Profile what blended learning looks like for a number of different disciplines e.g. health, sciences and arts using successful examples

Staff can learn a lot by seeing case studies and examples. This activity is to capture good practice for sharing and inspiration across disciplines. Theme Pedagogical improvement

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Academics

5

Video collaboration - videoconferencing

2015

Criticality 8

Operationalize video conferencing at all USC sites

This is essentially an IT activity but CSALT has a role in determining the best solutions and in supporting their adoption into teaching practice. Timetabling critical. Theme Pedagogical improvement Audience Academics

5

1.2 Provide a high quality student experience 1.5 Extend learning opportunities throughout the region

Video collaboration - cohorts across locations

2015

Criticality 8

Create online presence that encourages interaction between members of the same cohort studying at different sites

Initially this will focus on Blackboard Collaborate. Once a VC system is in place, CSALT has a role in promoting its use to support teaching groups across locations. This will include introductory workshops, support materials, case studies, exemplars etc. Theme Pedagogical improvement Audience Academics

4

Video case studies of good practice

1.2 Provide a high quality student experience 1.5 Extend learning opportunities throughout the region

2015-2015

Criticality 8

Utilise video case studies available under creative commons to share good practice (COFA, Plymouth University, USC produced)

Identifying, cataloguing and setting up repository of video resources. Will be dynamic resource that will grow over time. Will need information management framework over the top (also including other CSALT resources). Theme Pedagogical improvement

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Academics

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Priority: 1=Highest, 5=Lowest 4

Criticality: Estimate of importance based on scale, priority, urgency

Employing blended learning to ease timetable pressures

2015-2016

Criticality 8

Utilise blended learning approaches to ease timetable issues Theme Strategic development

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Leaders

4

Support and promote BYOD

2015-2016

Criticality 8

Support for BYOD - provide capable and robust wi-fi networks distributed across the campus that take account of the growth in demand in coming years

Work with IT Services to ensure that infrastructure provisioning is appropriate for learning and teaching in connected, mobile device-rich learning environments. Theme Strategic development

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Leaders

5

Support and promote single sign-on and widespread system integration

2015-2016

Criticality 9

Promote the integration of systems that talk to each other to provide students with a seamless experience including single sign-on as broadly as possible

Use of common identity management - so all systems can access using central identities. Theme Strategic development

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Audience Leaders

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