As I previously mentioned in section 1b, I developed (along with a subject matter expert) an online training module, Train the trainer. In this section, I will discuss this more in-depth.
Typically the courses I build are designed specifically for Higher Education staff members including academics and professional service staff. Reflecting upon previous courses I have developed and their interaction, retention and the support needed, I found that general IT literacy was lower than expected. To counteract this I develop into all of my courses; clear ‘signposting’, text and video walkthroughs and encourage students to contact me if they encounter any issues.
Additionally, prior to the course start, I send detailed joining instructions to not only provide more information to the students and in some cases to assist them to join webinars (using Adobe Connect / Zoom) as part of an orientation to the course (Train the trainer – Orientation webinar). The programme lead will go over the course aims and learning outcomes and I introduce the Moodle course and navigation, and ‘showcase‘ the technology to encourage best practice for academics in their own course development.
Since joining Brookes I have trained staff using and ‘teaching’ learning technology, from creating ‘sandbox’ Moodle courses to experiment, detailed workshops on TurnItIn and GradeMark, delivered multiple instances of ‘Using the Google suite’ (Brookes is a Google Apps University). More recently I have co-created materials for and delivered a workshop on ‘Creating Digitally Accessible Learning and Teaching Materials‘.
As supporting evidence is a testimonial from OCSLD’s Head of Department, who is also my current manager. This was part of my most recent Performance and Development Review (PDR)
We talked through the breadth and range of work you have been involved with over the past year which ranges, in about equal measures, supporting the educational development team (PCTHE, HJELT, PSF pathway Moodle space), the staff and organizational developers (train the trainer, unconscious bias, new starters) and others outside of OCSLD (Prevent, fire marshals and RIBA work notably.) You commented that there has been less work this year from the team coming in at short notice or with no notice than has been the case in the past. Indeed you felt that working with some of the team, particularly (REDACTED names for their privacy), has been really refreshing as the work is well-structured, clearly scheduled and discussed fully in advance. We noted that the place for short-notice work has instead come in the form of other activities that have needed your swift and focused attention such as finalizing for delivery the Prevent course and establishing the reporting protocol, the roll over from PIP to Banner and the associated issues for our online staff development in Moodle and the PCTHE. Clearly it is likely that there will always be some emergencies that divert you to activity urgently but there is more to be done to make much of the work for the team embedded in their routine ways of working with you. I will be working to try and see that there is more systematic forward planning of business as usual practices among the teams.
You have supported our new staff (REDACTED names for their privacy) as well as existing staff to get the best from the Moodle platform for their courses and are also working with Jane on a wider piece around the presentation of our offer on the website. Anecdotal feedback from your colleagues is always positive about your attitude to work and supporting them and your skills and approach to doing that. I have been grateful to you for your flexibility and tenacity to address emergencies and issues when they have arisen. Thank you for your hard work.
Professor Jackie Potter – Head of the OCSLD and Deputy Director of HR as part of my Performance and Development Review
As part of my yearly Performance and Development Review (PDR) I reflect upon the previous year’s projects and outcomes. As part of this reflection, I developed an outline of how future (current) OCSLD courses should have the types of ‘signposting’ I mentioned at the start of this page.
As part of the Technology Experimentation Group (TEG), I have also started branching into Virtual and Augmented Reality by assisting the Learning Resources Digital Developer in purchasing all the relevant equipment and assisted in making the equipment available to staff.
As part the TEG I have run several sessions on 3D-Printing and how it can change the method of teaching (for example: the rapid production of architecture or automotive parts), and have also assisted with the purchasing of a 3D Scanner and Printer.
Additionally I am also part of a TEG sub-group to create the technology to scan early hominid skulls using several differing methods, below is an example of using photogrammetry.
Having emerging technologies and support in their use available, means faculties / departments that would not usually commit to purchasing this kind of technology, have a knowledgeable partner to work with and can experiment on what might be most useful for the student learning experience, pedagogy and research.