Values in the ELT programmes their role and assessment

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Values in the ELT programmes- their role and
assessment

• Stephen Bostock, KeelePaul Bailey, JISCJan
  Smith, UCL

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Aims of the session

• Introduce PDF-ELT
• Clarify issues about the SEDA/PDF Values within
  ELT programmes, to help us refine the guidance
  for programmes, for example
• How should the Values support the achievement of
  the programme Outcomes?
• Are these the best values for ELT?
• How should programmes model and support the
  acquisition and demonstration of Values?
• How should commitment to the Values be assessed?

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ELT

• "helping practitioners to embed CIT more
  effectively and appropriately, with sensitivity
  to issues such as student learning The variety
  of institutional programmes provides direct
  evidence for the flexibility and broad
  applicability of the learning outcomes."
• Harvey, J. and Oliver, M. (2001), EFFECTS
  External Evaluation

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ELT Aims

• support individuals and teams of staff in embed
  learning technologies effectively into the
  curriculum
• recognise the professional contribution and
  achievements of those staff
• advance the scholarship of teaching by promoting
  action research, evaluation and the reporting of
  outcomes
• enhancing the quality of learning for students,
  particularly by enabling greater flexibility,
  widening opportunities and equipping students
  with skills relevant to the workforce of the
  twenty first century
• promote the SEDA professional values
• develop local support frameworks in participating
  institutions
• facilitate the sharing of best practice across
  institutions.

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ELT Philosophy

• Programmes should be open to all staff involved
  with learning technologies as part of their
  professional work.
• Programmes should contribute to participants'
  professional development and/or academic
  (research) profile.
• Programmes should promote innovation in
  curriculum design and should enable individuals,
  teams and departments to move towards more
  effective use of learning technologies.
• Programmes should allow dissemination of ideas
  between colleagues and across subject
  disciplines.
• Programmes should be tied into current
  institutional strategies and structures to ensure
  that the embedding of learning technologies is
  properly recognised and valued, and that the
  experience of participants is fed into the
  relevant institutional decision making processes.

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Background

• The awardProfessional Development Framework
  Embedding Learning Technology
• The Programmes
• The participants

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PDF outcomes

• Those successfully undertaking any SEDA PDF
  programme have
• identified their development needs
• planned for and undertaken a development
  programme to meet these needs
• achieved particular specialist outcomes and
• reviewed their development and their practice.

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The ELT specialist outcomes

• Participants in an ELT programme will have
• Conducted a review of CIT in learning and
  teaching and shown an understanding of the
  underlying educational processes
• Analyzed opportunities and constraints in using
  CIT and selected CIT appropriate to the
  learning situation
• Designed a learning resource, programme or
  activity to integrate appropriate CIT
• Implemented a developed strategy
• Evaluated impact of the interventions
• Disseminated and embedded the findings of the
  evaluation

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Values in programme recognition

• Programme recognition for any PDF award
• To be recognised the provider must show how
  participants develop and demonstrate the outcomes
  of the named award in a way that is underpinned
  by its values
• The application for recognition requires mapping
  the Underpinning Values to the programme
• Where in your programme is each value
  delivered, assessed and/or demonstrated?

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Underpinning Values - old version

• Participants must demonstrate a commitment to
• The experience of students
• The learning experience of staff
• The specific requirements of Higher Education
• The pursuit of high quality
• Continued and informed reflection on and
  improvement of personal skills and professional
  practices
• Team working
• Working effectively with diversity

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Underpinning Values - new version

• Participants must demonstrate a commitment to
• An understanding of how people learn
• Scholarship, professionalism and ethical practice
• Working in and developing learning communities
• Working effectively with diversity and promoting
  inclusivity
• Continued reflection on professional practice
• The development both of people and of educational
  processes and systems

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Some problems

• How do we embed the Values in the programme
  activities?
• How do we support participants demonstrating the
  Values in projects?
• How do we assess them (commitment)?
• Are values and outcomes too much complexity for
  some participants?
• Do programmes or participants only pay lip
  service to the Values?
• Are values useful for some participants?
• Which values underpin which outcomes?

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What do participants think?

• Keele survey of 39 students, 7 responses
• Did the SEDA values make any difference to the
  programme for you? If so, why? If not, why not?
• Did you explicitly map and demonstrate the values
  in a portfolio? Is this worthwhile or just a
  chore?
• Did the SEDA values map onto your own? If so, are
  they redundant? If not, did they leave your own
  values unchanged while you paid lip service to
  them? Did they influence your values?
• Do we need any values at all in the course or
  just the learning outcomes?
• How do you think we should assess these values
  in the portfolios?

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How do values work inthe context of ELT?
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How can we better deliver, support and assess
the Values in ELT programmes?
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For further information

• Talk to us
• www.elt.ac.uk
• www.seda.ac.uk/pdf/embedding_learning_technologie
  s.htm

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Mapping values to outcomes