FASTECH builds upon this community of practice, and starting with 15 core programmes, seeks to undertake institutional change. As TESTA has demonstrated, improving practices within particular degree programmes enables us to work with the grain of teachers’ subject interests, disciplinary emphases, and departmental loyalties, and to address the full course experiences of students. FASTECH picks up on particular concerns such as: time/resource, the need for inclusivity, technology fears, patchy implementation, technology which doesn’t improve student learning, assumptions that students are ‘techno-geniuses’, re-inventing the wheel, and concerns that focus on programme ignores institutional change,.
FASTECH seeks to use standard technologies that have already been piloted to address the problems identified in TESTA: quantity of effort, quality and quantity of feedback, usefulness of feedback and appropriate assessment. The paper will focus upon the challenge of engaging whole programmes with the feedback and assessment agenda, with a focus upon collaborative working, rather than initiatives enforced from the centre out. We will look at how lessons learnt from TESTA are being applied, emphasising time and cost effectiveness, and student engagement, and how the momentum from one project feeds into another.
We will look at a number of case studies from The University of Winchester and Bath Spa University, likely to include Media Studies, American Studies, and Creative Writing, who have used videos for seminar reports, tablet PCs in the classroom, reflective blogs, and Grademark.
Audience: Staff responsible for embedding technology enhanced practice at an institutional level.
Key Themes: New pedagogies and practices; Digital Literacies
Digiexplorer (not guru), Senior Lecturer in Digital Marketing @ Manchester Metropolitan University. Interested in digital literacy and digital culture in the third sector (especially faith). Author of ‘Raising Children in a Digital Age’, regularly checks hashtag #DigitalParenting.