Encouraging the adoption of technology facilitated learning (TFL): Communities of Practice as a possible solution?

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Abstract

This descriptive account details a project conducted within UlsterUniversity Business School (UUBS) in relation to the developmentof a Community of Practice (CoP), designed to support staf in theimplementation of efective technology facilitated learning (TFL). Overrecent years it had become apparent that an informal community alreadyexisted across UUBS in relation to the uptake and adoption of variousaspects of TFL, hence this project sought to galvanise that progress and,further, formally develop this community for the benefit of staf andstudents. The aim was to begin to develop what would be an evolvingportfolio of support resources for staf that would in turn enhance thestudent learning experience. The project was facilitated by the CHERPDevelopment Fund 2013-14.The project team identified four areas of good practice (ePortfolios, Wimbavoice authoring/email, Turnitin/Grademark and Turning Point), currentlybeing used by key members in their learning and teaching (L&T) practice.The incorporation of these tools was designed to improve studentassessment and feedback experiences and further embed the UlsterPrinciples of Assessment and Feedback for Learning. Over two academicyears the project team gathered pedagogic evidence of the efectivenessand potential limitations of these tools. The data were used to developbest practice guides, related case studies and wiki how-to support pagesthat could assist other staf across the University in the implementation ofthe technologies. The overall aims of this project were:Perspectives on Pedagogy and Practiceuser friendly guides and wiki “how to” support in the use of TFL forassessment and feedback purposes;the adoption and uptake of various technologies for assessment andfeedback.
LanguageEnglish
Pages75-87
JournalPerspectives on Practice and Pedagogy
Volume6
Publication statusPublished - 1 Dec 2015

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learning
community
business school
pedagogics
best practice
experience
Teaching
resources
evidence

Keywords

  • TFL
  • Communities of Practice
  • Assessment and Feedback

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@article{19bcdfe5c8884fb18c4224a75193db57,
title = "Encouraging the adoption of technology facilitated learning (TFL): Communities of Practice as a possible solution?",
abstract = "This descriptive account details a project conducted within UlsterUniversity Business School (UUBS) in relation to the developmentof a Community of Practice (CoP), designed to support staf in theimplementation of efective technology facilitated learning (TFL). Overrecent years it had become apparent that an informal community alreadyexisted across UUBS in relation to the uptake and adoption of variousaspects of TFL, hence this project sought to galvanise that progress and,further, formally develop this community for the benefit of staf andstudents. The aim was to begin to develop what would be an evolvingportfolio of support resources for staf that would in turn enhance thestudent learning experience. The project was facilitated by the CHERPDevelopment Fund 2013-14.The project team identified four areas of good practice (ePortfolios, Wimbavoice authoring/email, Turnitin/Grademark and Turning Point), currentlybeing used by key members in their learning and teaching (L&T) practice.The incorporation of these tools was designed to improve studentassessment and feedback experiences and further embed the UlsterPrinciples of Assessment and Feedback for Learning. Over two academicyears the project team gathered pedagogic evidence of the efectivenessand potential limitations of these tools. The data were used to developbest practice guides, related case studies and wiki how-to support pagesthat could assist other staf across the University in the implementation ofthe technologies. The overall aims of this project were:Perspectives on Pedagogy and Practiceuser friendly guides and wiki “how to” support in the use of TFL forassessment and feedback purposes;the adoption and uptake of various technologies for assessment andfeedback.",
keywords = "TFL, Communities of Practice, Assessment and Feedback",
author = "Clare Carruthers and Christine Wightman and Steve McPeake and Heather Farley and Una McMahon-Beattie",
note = "Reference text: Anderson, A. (2014) A Digital Toolkit for our Classrooms. UKED Magazine. January 2014, 14-19. Bradley, G. and Russell, G. (1997) Computer experience, school support and computer anxieties, Educational Psychology, 17 (3), 267-284. Carruthers, C., McCarron, B., Bolan, P., Devin, A. and McMahon-Beattie, U. (2013) Listening and Learning: Reflections on the use of audio feedback: An Excellence in Teaching and Learning Note, Business and Management Education in HE: An International Journal, 1 (1), 1-8. Cox, M. D. and Sorensen, D. L. (1999) Student Collaboration in Faculty Development: Connecting directly to the learning revolution, To Improve the Academy, 18, 97-127. Cuban, L. (2001) Oversold and underused: Computers in the classroom. London: Harvard University Press. Ellwood, J. and Klenowski, V. (2002) Creating communities of shared practice: the challenges of assessment use in learning and teaching. Assessment and Evaluation in Higher Education. 27 (3), 243-256. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2009) Technology, feedback, action!: the impact of learning technology upon students’ engagement with their feedback. Enhancing Learning through technology research project report 08/09, The Higher Education Academy, 1-21. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2011) Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 2, 115-125. Jones, A (2004) A review of the research literature on barriers to the uptake of ICT by teachers. British Educational Communications and Technology Agency (BECTA), 1-29. Merry, S. and Orsmond, P. (2008) Students’ attitudes to and usage of academic feedback provided via audio files, Bioscience Education, 11 (3). Moore, B. (2008) Using technology to promote Communities of Practice (CoP) in social work education. Social Work Education: The International Journal. 27 (6), 592-600. Nortcliffe, A. and Middleton, A. (2007) Audio feedback for the iPod generation. International Conference on Engineering Education, Coimbra, Portugal. Nugent, J. S., Reardon, R. M., Smith, F. G., Rhodes, J. A., Zander, M. J. and Carter, T. J. (2008) Exploring faculty learning communities: Building connections among teaching, learning and technology. International Journal of Teaching and Learning in Higher Education. 20 (1), 51-58. Pajo, K. and Wallace, C. (2001) Barriers to the uptake of web based technology by University teachers, The Journal of Distance Education. 16 (1), 70-84. Parkin, H. J., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012) A role for technology in enhancing students’ engagement with feedback, Assessment and Evaluation in Higher Education, 37 (8), 963-973. Putz, P. and Arnold, P. (2001) Communities of practice: guidelines for the design of online seminars in higher education. Education, Communication and Information. 1 (2), 181-195. Rotheram, B. (2007) Using a MP3 recorder to give feedback on student assignments, Educational Developments, 8 (2), 7-10. Treleaven, L. (2012) A dissemination methodology for learning and teaching developments through engaging and embedding, Studies in Higher Education, 37 (6), 747-767. Wenger, E. and Snyder, M. (2000) Communities of Practice – The organisational frontier. Harvard Business Review, 78 (10), 139-145. Wenger, E., McDermott, R. and Snyder, M. (2002) Cultivating communities of practice: a guide to managing knowledge, Boston: Harvard Business School Press.",
year = "2015",
month = "12",
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pages = "75--87",
journal = "Perspectives on Practice and Pedagogy",
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T1 - Encouraging the adoption of technology facilitated learning (TFL): Communities of Practice as a possible solution?

AU - Carruthers, Clare

AU - Wightman, Christine

AU - McPeake, Steve

AU - Farley, Heather

AU - McMahon-Beattie, Una

N1 - Reference text: Anderson, A. (2014) A Digital Toolkit for our Classrooms. UKED Magazine. January 2014, 14-19. Bradley, G. and Russell, G. (1997) Computer experience, school support and computer anxieties, Educational Psychology, 17 (3), 267-284. Carruthers, C., McCarron, B., Bolan, P., Devin, A. and McMahon-Beattie, U. (2013) Listening and Learning: Reflections on the use of audio feedback: An Excellence in Teaching and Learning Note, Business and Management Education in HE: An International Journal, 1 (1), 1-8. Cox, M. D. and Sorensen, D. L. (1999) Student Collaboration in Faculty Development: Connecting directly to the learning revolution, To Improve the Academy, 18, 97-127. Cuban, L. (2001) Oversold and underused: Computers in the classroom. London: Harvard University Press. Ellwood, J. and Klenowski, V. (2002) Creating communities of shared practice: the challenges of assessment use in learning and teaching. Assessment and Evaluation in Higher Education. 27 (3), 243-256. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2009) Technology, feedback, action!: the impact of learning technology upon students’ engagement with their feedback. Enhancing Learning through technology research project report 08/09, The Higher Education Academy, 1-21. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2011) Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 2, 115-125. Jones, A (2004) A review of the research literature on barriers to the uptake of ICT by teachers. British Educational Communications and Technology Agency (BECTA), 1-29. Merry, S. and Orsmond, P. (2008) Students’ attitudes to and usage of academic feedback provided via audio files, Bioscience Education, 11 (3). Moore, B. (2008) Using technology to promote Communities of Practice (CoP) in social work education. Social Work Education: The International Journal. 27 (6), 592-600. Nortcliffe, A. and Middleton, A. (2007) Audio feedback for the iPod generation. International Conference on Engineering Education, Coimbra, Portugal. Nugent, J. S., Reardon, R. M., Smith, F. G., Rhodes, J. A., Zander, M. J. and Carter, T. J. (2008) Exploring faculty learning communities: Building connections among teaching, learning and technology. International Journal of Teaching and Learning in Higher Education. 20 (1), 51-58. Pajo, K. and Wallace, C. (2001) Barriers to the uptake of web based technology by University teachers, The Journal of Distance Education. 16 (1), 70-84. Parkin, H. J., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012) A role for technology in enhancing students’ engagement with feedback, Assessment and Evaluation in Higher Education, 37 (8), 963-973. Putz, P. and Arnold, P. (2001) Communities of practice: guidelines for the design of online seminars in higher education. Education, Communication and Information. 1 (2), 181-195. Rotheram, B. (2007) Using a MP3 recorder to give feedback on student assignments, Educational Developments, 8 (2), 7-10. Treleaven, L. (2012) A dissemination methodology for learning and teaching developments through engaging and embedding, Studies in Higher Education, 37 (6), 747-767. Wenger, E. and Snyder, M. (2000) Communities of Practice – The organisational frontier. Harvard Business Review, 78 (10), 139-145. Wenger, E., McDermott, R. and Snyder, M. (2002) Cultivating communities of practice: a guide to managing knowledge, Boston: Harvard Business School Press.

PY - 2015/12/1

Y1 - 2015/12/1

N2 - This descriptive account details a project conducted within UlsterUniversity Business School (UUBS) in relation to the developmentof a Community of Practice (CoP), designed to support staf in theimplementation of efective technology facilitated learning (TFL). Overrecent years it had become apparent that an informal community alreadyexisted across UUBS in relation to the uptake and adoption of variousaspects of TFL, hence this project sought to galvanise that progress and,further, formally develop this community for the benefit of staf andstudents. The aim was to begin to develop what would be an evolvingportfolio of support resources for staf that would in turn enhance thestudent learning experience. The project was facilitated by the CHERPDevelopment Fund 2013-14.The project team identified four areas of good practice (ePortfolios, Wimbavoice authoring/email, Turnitin/Grademark and Turning Point), currentlybeing used by key members in their learning and teaching (L&T) practice.The incorporation of these tools was designed to improve studentassessment and feedback experiences and further embed the UlsterPrinciples of Assessment and Feedback for Learning. Over two academicyears the project team gathered pedagogic evidence of the efectivenessand potential limitations of these tools. The data were used to developbest practice guides, related case studies and wiki how-to support pagesthat could assist other staf across the University in the implementation ofthe technologies. The overall aims of this project were:Perspectives on Pedagogy and Practiceuser friendly guides and wiki “how to” support in the use of TFL forassessment and feedback purposes;the adoption and uptake of various technologies for assessment andfeedback.

AB - This descriptive account details a project conducted within UlsterUniversity Business School (UUBS) in relation to the developmentof a Community of Practice (CoP), designed to support staf in theimplementation of efective technology facilitated learning (TFL). Overrecent years it had become apparent that an informal community alreadyexisted across UUBS in relation to the uptake and adoption of variousaspects of TFL, hence this project sought to galvanise that progress and,further, formally develop this community for the benefit of staf andstudents. The aim was to begin to develop what would be an evolvingportfolio of support resources for staf that would in turn enhance thestudent learning experience. The project was facilitated by the CHERPDevelopment Fund 2013-14.The project team identified four areas of good practice (ePortfolios, Wimbavoice authoring/email, Turnitin/Grademark and Turning Point), currentlybeing used by key members in their learning and teaching (L&T) practice.The incorporation of these tools was designed to improve studentassessment and feedback experiences and further embed the UlsterPrinciples of Assessment and Feedback for Learning. Over two academicyears the project team gathered pedagogic evidence of the efectivenessand potential limitations of these tools. The data were used to developbest practice guides, related case studies and wiki how-to support pagesthat could assist other staf across the University in the implementation ofthe technologies. The overall aims of this project were:Perspectives on Pedagogy and Practiceuser friendly guides and wiki “how to” support in the use of TFL forassessment and feedback purposes;the adoption and uptake of various technologies for assessment andfeedback.

KW - TFL

KW - Communities of Practice

KW - Assessment and Feedback

M3 - Article

VL - 6

SP - 75

EP - 87

JO - Perspectives on Practice and Pedagogy

T2 - Perspectives on Practice and Pedagogy

JF - Perspectives on Practice and Pedagogy

SN - 2044-7388

ER -