This section is split into three, focusing on how I demonstrate an understanding of the constraints and benefits of different technology through:
- Part A: Supporting student practices
- Part B: Supporting academic practices
- Part C: Using learning technology for staff appraisal
Part A: Supporting student practices: Understanding the constraints and benefits of technology in support of learning and research
Description
As an educator, I focus on developing student academic literacies recognizing that writing, learning, and other academic practices are not isolated ‘skills’, but are complicated literacies situated within disciplinary discourses and power frameworks (Lea & Street, 1998; 2006). This is challenging for students to navigate – and is further complicated by the analogue versus digital tools debate. While technology can help students learn, it can also hinder them. As part of this, I have to help individuals determine what technology and tools will support their learning. All learners and researchers have different learning preferences and strengths, so the constraints and benefits of different technologies are highly individualistic. This requires an in-depth knowledge of the benefits and constraints of different technologies. Whether it’s advising a student of the benefits of EndNote versus RefWorks or supporting a member of staff in the accessibility benefits of Microsoft OneDrive/Stream versus Panopto, I need to be aware of the best tool for their needs.
One area I have most supported students to approach technology critically is that of note-taking. While digital note-taking can be advantageous, research shows it can also be poorly instigated and can hinder learning (Stacy & Cain, 2015; Flanigan & Titsworth, 2020). For this reason, I have worked hard to support students in understanding the benefits of technology to support their own learning. This is often very individualised and requires dialogue to find the best solution for each student. For example, I may be working with a student on how they process reading and lectures into their own notes. The answer may be written notes or could involve a digital tool. Increasingly, more students are using technology to support their learning. I need to help them determine which technology is best for them. Is it OneNote? EverNote? Or something else. In note-taking, digital tools can also make us lazy as we may fall into tying what we hear or read – so there are times technology may not be the solution. If not used properly, typed notes can constrain our ability to learn, so I have to spend a lot of time supporting students in the right use of note creation.
To help students navigate this tricky territory, I have supported note-taking and digital note-taking by developing appointment guidance, workshops and online support. These will be detailed in the evidence section:
Evidence
Helping students navigate digital and analogue notes through workshops
I have developed a comprehensive workshop that supports students with Notetaking for Better Learning and Assessments. The session explicitly covers the advantages and disadvantages of using technology, providing students the opportunity to experience different note-taking approaches. The session has been incredibly popular at the University of Hull, with over 100 students attending my workshops annually.
Student workshop feedback:
The webinar I attended, in regards to note-taking, has really helped and changed the way I think about and take notes. Making note-taking in live taught sessions with OneNote is much easier.
Statement of support: Steve Hoey, PhD student, University of Hull
Lee has been instrumental in making me a more effective PhD student. I have attended numerous of his study skills workshops through the University of Hull library. For example, his advice on using OneNote was a real game changer for my note taking. When I organised a HE conference Lee delivered a brilliant workshop. He his always willing to help and his an inspirational role model.
Based on the success of this workshop at the University of Hull, I have submitted it to the LearnHigher repository, a peer-reviewed repository of teaching and learning resources for staff in higher education. My slides were very successful in peer review, and have been available on LearnHigher since June 2022.
Online guidance to support effective note taking
I have created multiple sources of online support to help students navigate the use of technology in note-taking:
Video workshops
To maximise access to learning, I created a video workshop titled: Note creation techniques for better assignments & easier revision. Consideration of digital note-taking is integrated throughout the workshop.
Online self-help guidance
I created The Digital Student as a microsite to support students in using technology to assist their learning. I later developed this into a full SkillsGuide, containing support digital literacies, mapped against the Jisc (2019) Digital Capabilities Framework. The site has dedicated pages on Digital notes and fuller guidance on Notetaking.
How did the Digital Student content impact students and staff?
This SkillsGuide has received over 200,000 views over the last three years and has been well received by academic colleagues. It goes beyond just note-taking, and supports students to integrate technology into their learning more broadly.
Statement of support: Paul Chin, Head of Teaching & Learning, University of Bath (former manager)
Lee has made a huge impact on student support and staff development when working for me as a Library and Skills Adviser in the Skills Team. Lee has always innovated in his teaching, developing new approaches to student learning, such as digital learning, and developed a fantastic resource site called the Digital Student, which won plaudits across the Learning Development community.
As a digital leader, I always draw upon best external practices. After evaluating the Jisc Building Digital Capability Discovery Tool, I supported the business case to licence the tool that has now been used by over 1,500 staff and students at the University. This tool helps users evaluate their digital capabilities and provides them with clear steps to develop. I’ve worked hard to integrate support for students to use ICT to enhance their learning throughout my teaching. This year I have been part of the team teaching Research Methods at level 6. I have fully integrated a critical consideration of technology throughout all of my teaching. This work is something I am taking forward as we work to redesign our master’s provision.
Statement of support: Trish Curran, Lecturer in Education Studies, University of Hull
Not only does Lee show a positive and enthusiastic approach to his T&L responsibilities in general, but he has made great use of his existing skills and experience around the effective use of IT and supporting the development of students’ study skills.
Broader recognition of my contribution to technology for student learning
My expertise in supporting students to navigate the interface of analogue and digital learning has been recognised elsewhere. I am a Certified Leading Practitioner (CeLP) in Learning Development, awarded by the Association for Learning Development in Higher Education. One of the case studies from my CeLP portfolio focused on how I support students in using technology to support their learning.
Reflection
Note-taking is a clear case study for how I help students understand the constraints and benefits of technology for their learning. OneNote and tools like dictation are not a panacea for student learning. As I have shown above, technology can hamper student learning more – if used incorrectly. Reflecting on the students I have supported, many use technology to capture what is said quickly – but they forget to engage with their learning deeper. By focusing on core skills like summarising, linking to prior learning and using visuals, I have supported students in transforming their approach to learning. This really has been transformative; I have seen many students radically change how they approach note creation.
Of course, my support for using technology goes beyond just note-taking. Reflecting on my personal appointments with students, technology is an aspect of nearly every single one. In helping students to navigate their studies, apps, programs, laptops, tablets, and mobile devices are part of those everyday study activities. Without support, however, students often take a technology-first approach. This is at odds with my own pedagogy/learning-first approach. Yet – I don’t blame students. I don’t get frustrated. We often have to think about apps/programs and devices when using technology. Somewhere in that, our aims/objectives/goals get lost. Reflecting on my appointments – I think this is the crux of the issue for many students struggling with learning blocks. They’re led by an app or program – not what is best for their learning. I think my own approach to technology is what enabled me to support them. However, how we develop this kind of support beyond appointments is problematic. Certainly not easy! Definitely something on my to-do list.
Part B: Supporting academic practices: Understanding the constraints and benefits of technology in support of learning and research
Description
As an educator, I create new content for students regularly. This includes authoring in multiple mediums – copywriting, interactive content, video, diagrams, and more. Not only do I need to create this content, but I constantly need to weigh the benefits of different media formats, platforms, and technologies to deliver it. This includes considerations for the end-user experience and the time required to author the content. For example, a Videoscribe animation can be an effective form of communication – but it takes many times more than a recorded PowerPoint to develop. There is also a need to consider the best platforms to deliver content – the website, Canvas (VLE), social media (e.g. the blog) or other sources. I actively engage in the use of learning technology and frequently support colleagues in my team and across the University.
Evidence
Example: Reflective writing SkillsGuide
The Reflective writing SkillsGuide is an excellent example of using different technologies to facilitate learning. The first version of this guide was originally manually written in HTML/CSS using the Bootstrap Framework. For future iterations, the content was hosted in Springshare LibGuides to facilitate public access and integration with the VLE through LTI. The content combines text, visualization, video, and quizzes.
To produce this content, I had to weigh the benefits of different mediums for delivering content – and software solutions to meet these needs. A significant part of this involves the platform used:
In my portfolio section for the deployment of learning technologies, I discuss managing the rollout of a new content management system for self-help from the Skills Team. As part of this deployment, I evaluated the benefits and constraints of the Contensis CMS and the LibApps LibGuides CMS. Evidence of this analysis is available in the linked report (see right).
My evaluation of technology to replace the VLE-driven content is excellent evidence of evaluating technology and recognising the constraints and benefits. In this case, the analysis proved LibApps LibGuides CMS to be the most effective solution. Taking the example of just one of the guides hosted in this system, they are having a profound impact on students and staff:
How did the Reflective Writing SkillsGuide impact student and staff?
This SkillsGuide has received over 700,000 views over the last three years and has been well received by academic colleagues. This is well evidenced in how the guide has been embedded by lecturers in the Canvas VLE, with the LTI calls showing it is embedded in 78 modules and has received over 12,000 student visits.
Reflection
An essential part of my role is ensuring the suitability of technology in practice (Microsoft 2017; Musgrove, & Thirlaway, 2012). Technology should only be engaged when there are pedagogic reasons for its use. It should also be considered within the broader context of programmes to ensure students are equipped with the digital skills required before they are required to apply them in practice or assessment. Where needed, I have supported academic colleagues in putting together sessions to help students develop these required digital skills, for example, supporting colleagues to run a session to support students in the use of the Canvas ‘wiki’ as part of a module’s assessment. Sessions like these are designed to help learners integrate technology into their learning, allowing them to value how it can support their learning and remove barriers – not create them. Wherever possible, the focus is on assisting academic colleagues in developing these skills and knowledge to continue to run such sessions themselves. Equipping colleagues to support students in developing digital literacy is a core part of that. This includes encouraging academics to assess these skills as part of the curriculum.
Part C: Using learning technology for staff appraisal
Description
The University Library always used learning technology to facilitate staff appraisal – but this was not always a success. Staff appraisal used to be run through PebblePad, but it was universally hated, so it quickly reverted to Microsoft Word. There was a culture of mistrust in relying on another technology to do this. However, I also realised Microsoft Word was not the best tool for appraisal. Microsoft Word did not allow staff to easily include multiple resources and documents into one file – challenging when evidencing their development. The files were also inevitably lost, with no version control due to constant emails backwards and forwards between staff and their line managers. To solve these problems, I wrote a business case to move appraisal to OneNote ClassNotebook. I realised this structure would better support appraisal as a collaborative, longitudinal process between line managers and their staff. It would also provide access via a Microsoft interface, but more familiar than PebblePad had been. I also led the Trade Union consultation for the move. The business case was successful, and I was tasked alongside my colleague Maggie to move appraisal to OneNote ClassNotebook. To achieve this, we had to build a template – and I had to deliver a training package to line managers to facilitate the process.
Evidence
The business case focused on the advantages of the new technology:
Microsoft OneNote allows colleagues to complete the appraisal form by typing or dictating responses. It also facilitates the use of multimedia, including the use of audio or video for any staff wishing to use this. The OneNote version of the appraisal will be safely stored in the cloud, allowing appraisees and appraisers to access it on any device, secured behind their Microsoft 365 login.
Business Case extract
This also recognised Microsoft Word had:
- No versioning due to storage on local drives
- Staff misplacing files between appraisals
- Microsoft word not allowing evidence to be embedded.
Statement of support: Maggie Sarjantson, Collections Manager, University Library, University of Hull
Together Lee and I revised the Library’s Appraisal form because we knew some colleagues found it difficult to complete, both because appraisal can be a daunting process for some and because of the form itself. We translated the form from a Word document with many tables to OneNote. We retained the tables for the Objectives, and Professional development sections and for both introduced an Alternative layout option. Lee created a short video to support colleagues in using the form and/or OneNote for the first time. Feedback about the change has been positive, with people liking the option to use the ‘Dictate’ function in preference to typing text.
Reflection
This example makes me very happy. I loved OneNote ClassNotebooks and had always wanted to use them in practice. Obviously, I would never force a technology agenda over that of need, but when staff revolted over the use of PebblePad for appraisal, I knew there was potential for OneNote ClassNotebook to solve the problem! Despite the bad experience with PebblePad and the retreat to Microsoft Word, I was surprised with the willingness of Library leadership to let me try something new. After consultation with staff, I addressed the Trade Unions with the proposal while Maggie checked compliance with HR. I was surprised at the level of support and the green light. While there were teething troubles with implementation, the use has gone without a hitch. Staff have appreciated how everything works – and it has made appraisal easier. This is a great case study for the was technology can enhance learning. The appraisal form and process is the same – but by switching the tool, I enabled staff to have a more longitudinal engagement with their appraisal. Instead of it being a document they open three times a year before meetings, OneNote ClassNotebook helped to facilitate weekly engagement, as they updated objectives as they progressed. While I am sad to no longer support the Library with this, I take great satisfaction in knowing my work continues and that this is a successful case study for the rest of the University.
References
Flanigan, A. E. & Titsworth, S. (2020) The impact of digital distraction on lecture note taking and student learning. Instructional Science, 48(5), 495-524.
JISC (2019) Jisc digital capabilities framework: The six elements defined. JISC. Available online: http://repository.jisc.ac.uk/7278/1/BDCP-DC-Framework-Individual-6E-110319.pdf [Accessed 25/06/2020].
Lea, M. & Street, B. (1998) Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172.
Lea, M. & Street, B. (2006) The “Academic Literacies” Model: Theory and Applications. Theory into Practice, 45, 368-377.
Microsoft (2017) Microsoft Education Community: 21st Century Learning Design. Available online: https://education.microsoft.com/GetTrained/21CLD-1 [Accessed: 02/10/2018]
Musgrove, A. & Thirlaway, V. (2012) Are we using technology for technology’s sake? An evaluation of a simulated employment exercise at undergraduate level. Law Teacher, 46(1), 65-74.
Stacy, E. M. & Cain, J. (2015) Note-taking and Handouts in The Digital Age. American Journal of Pharmaceutical Education, 79(7), 107.
Revisions for reassessment:
I have re-ordered both examples to foreground which I think is the most important. The first example has been completely re-written to include better focus on one clearer example of how I support students to navigate their use of technology (note taking digitally) – supported with new references. I have also included grey boxes with clearer evidence of my impact in this area which includes a quote from student feedback and additional statements of support from colleagues. There is new – but brief- text around the curriculum integration of technology and the leadership I’ve taken on Jisc Digital Discovery tool. I’ve included evidence of external impact via the hosting of the resource in LearnHigher. For the second example, I have added evidence of analysing benefits/constrains via a matrix analysis of two possible solutions. I’ve also added a grey box with clear evidence of direct impact of one of those guides on staff and students. This should have substantially increased evidence of impact. Numerous spelling and grammar revisions. I have also added an additional example – staff appraisal, supported by testimonial evidence. This shows how learning technology can influence process.