Embedding the TESEP 3E Approach in the professional development of educators: A case study of the MSc Blended and Online Education Keith Smyth and Christina Mainka, Napier University LICK Symposium October 2008. Sharing ideas. Joint FE-HE initiative. Collaborative learning.
Embedding the TESEP 3E Approach in the professional development of educators:
A case study of the MSc Blended and Online Education
Keith Smyth and Christina Mainka,
LICK Symposium October 2008
Joint FE-HE initiative
Using technology appropriately
Beyond the VLE
Transforming and Enhancing the Student Experience through Pedagogy
Increasing learner autonomy
Working with the sector
Learner centred staff development
Working within the partner institutions
Building upon existing good practice
SFC e-learning transformation programme
SCQF levels 4 to 11
Painting and decorating
Getting the blend right
TESEP in Practice
Accounting and economics
Subtle changes to practice
Local and global connections
I’m already doing good things, so how do I build on that?
How much learner control is enough?
Choice and control?
What are implications for tutors role?
Where do I start?
Is this all about ‘blue skies’?
‘Cutting through’ the jargon
What role for current and emerging technologies?
Implications for student?
What kind of transformation?
Modelling ‘TESEP principles’?
Pg Cert / Pg Dip / MSC
Lecturers and other education professionals
Learners as co-tutors
Choice and negotiation in every task
MSc Blended and Online Education
Peer and self assessment
Tutors as co-learners
Individual and collective needs drive from outset
Preparation for continued professional development
Applied and practice-based
Introduction to blended and online education (M1)
Supporting blended and online student experience (M2)
Curriculum design and development BOL (M3)
Engagement in online communities
3E on PgC BOE
Choose focus in chosen case study
Groups conduct own case studies
Groups redesign chosen aspects of PgC
Individual project can be conceptual in design
Individual project (design option) involves some implementation
Individual project main activity focus developing entire course unit
“Collaborative learning activities have involved critical reflection and practical application of cutting edge Web 2.0 technologies. Modules draw upon the experiences of participants and we have been actively engaged in exploring how best to facilitate blended and online learning.”
John Sinclair, Senior Lecturer, Napier University
“This is a very hands on course with many different ways of reaching the learner and catering to many different learning styles, supported by current research articles in this area. We have had virtual seminars with other students from around the UK, and podcasts with experts in the field. This will help me to design and deliver blended learning more effectively, hopefully without making the mistakes of past initiatives.”
Dr Steve Wilkinson, Principal Lecturer, Leeds Met University
Student voices can be heard at http://www2.napier.ac.uk/ed/boe/why.html
Discussion board blindness!
Sage on the stage to guide on the side no longer enough
Getting the blend right
Balancing flexibility and rigour in assessment
Challenges of 3E in the PgC BOE
Need to be clear on how and why
‘Designing in’ Legitimate Peripheral Participation
Helping learners plan their journey
Knowing when to ‘teach’, when to guide, when to co-learn
Appreciating different starting points
Fully customised module options
Educational research methods and practice
Informal and professional networking
Learners as co-tutors on programme?
Taking it forward on the MSc BOE
‘Legacy learning’ opportunities
Making further global connections
Establishing programme community