I was using that old fashioned paper & pen again for this workshop/discussion, and once I got home, was more than stressed at the fact that I left my iPhone in the room, rang immediately I realised, but the building was already locked, so anticipated a good call this morning (written Friday 10th), but still no sign…
Meantime Richard Millwood was very helpful in trying to get hold of security, etc., and so I’m sure won’t mind if I nick his blog post, which is essentially a summary of what was written on the whiteboards (the session was essentially a closed shop, so no clear attribution given):
Group 1 Roehampton / UEL
- Importance of lessons learned – from external sources as well as internal
- Sustaining buy-in – working group from cross functions
- Adapting to current climate – reactive and proactive
- Managing change – breaking down silos – instilling confidence – empowering staff
Group 2 Bolton / Bournemouth / Winchester
- Institutional support at the highest and school level, alignment with strategy
- Motivation to partake – what’s in it for me? – not “this is what you have to do” but this will help you in what you already do
- How do we know that we’ve got a representative survey? – how do we engage with any ‘underclass’ and with the student body and union – transparency?
- Positive exemplars – save re-inventing the wheel and encourage to try new things
- What has happened to the learning technologist role?
- Potential for public tools (Web 2.0) – exposing their learning.
Group 3 SEDA / HEA
Options for embedding Work-with-IT:
SEDA approaches
- A new award
- A version of an existing award
- Into the guidance notes
- Work-with-IT as a permeating theme
HEA approaches to embedding Work-with-IT
- Professional Standards Framework review is under way – feed Work-with-IT outcomes into that review
- Via subject-specific academic identity and subject networks
Generic approaches
- In the standard or in associated guidance?
- Connect Work-with-IT to professional / academic identity
- The idea of Work-with-IT as permeating identity and practice
- Embrace the ‘messiness’