A Framework for Technology Enhanced Learning at Brookes
2015-2020
Establish conditions for the use of technology to be transformative for learning.
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Confidence, enterprising creativity, connectedness, and generosity of spirit.
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Guiding Principles
Identity
c-tone
g-tone
Four domains:
Community
Place
Etune
Aims
Learning
a-tone
transformative academic practice
learning communities and partnerships for scholarly discourse and a sense of belonging
safe space for learning with flexibility of location and timing
innovative and creative use of information and communication technologies
Are able to respond to and shape a rapidly changing world
Develop lifelong habits of learning
Aspirations
Have development opportunities informed by evidence and formal feedback
Each domain sets out “aspirations” which will be used as evaluation criteria
Jointly develop digital capabilities and are rewarded for doing so
That through their own use of technologies and environments, students and staff:
Exercise and protect their and others’ digital rights
Extend the capabilities of VLEs through shared understandings of what TEL may enable in any learning context
Express themselves through academic multimedia and online digital identities
“Capture” digital content for many purposes and audiences
Engage creatively with professional, academic, civic and social communities
Engage actively with formative and summative assessment and feedback
Through their own use of technologies and environments, students and staff:
Ensure no-one is excluded or disadvantaged on account of disability, background or location, using accessible, standards based technologies.
Co-construct effective learning experiences with a baseline set of technologies
Act ethically within legal, institutional and consensual guidelines
Integrate physical and digital learning environments
classroom and meeting environments for cross-site meetings, satellite classrooms, online DL, conferences, symposia etc.
Development strands
develop and maintain experimental teaching spaces
Assure that TEL helps provide equality of access, participation and belonging to the Brookes community economically, socially and physically
Support and manage, rationalised BYOD/BYOE for all staff, students and departments
Ensure all teaching locations where possible are virtualisable
Provide learning environments which utilise a wide range of ancillary tools and resources beyond the VLE
Redesign and implement a staff developmental programme for TEL based on the Brookes Attribute of Digital and Information Literacy
Provide normalised and easily navigable access to key tools, information, resources, tutors and peers within and across modules within programmes in the VLE
Minimum technical spec for all staff and teaching PCs to allow use of virtual classrooms, video, podcasts, etc
Provide a shared set of tools to enable staff and students to produce digital and multimedia resources
University wide adoption of software for screencasting and audio editing
“One-button” digital event capture for learners, teachers, administrators and external audiences
Open repositories and services for streaming video, audio and graphics
Stimulate innovative communities of assessment practices
Provide open access for Brookes staff and students to all courses on Moodle
Foster staff, student, local and global communities and partnerships, which experiment with TEL within and alongside the curriculum
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For more information contact
Richard Fancis rafrancis@brookes.ac.uk
or George Roberts groberts@brookes.ac.uk
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