Embedding Work-With-IT to enhance flexibility: outcomes from a partnership project.

Peter Hartley, University of BradfordJo Smedley, University of Wales, Newport

This session

• Context and background• Main project outcomes and developments• Implications and further development

Context and Background

• Background– Work-with-IT initiative

(see slides 4-6 from Strathclyde)– Call for pilots– Discussion with HEA– Discussion with University of Wales, Newport

• Agreed Focus– Flexible and mobile working– Resources

Work-with-IT Aims:

• The JISC-funded Work-with-IT project - Changing Staff Roles, Relationships and Associated Skills Programme

• Examining the effect of technology on working practices and staff attitudes and the resulting impact on staff roles and responsibilities

• Focus on Staff and Technology (Phase I)

• PESTLE factors (political, economic, social, legal and environmental) (Phase II)

• Web 2.0 technologies (Phase III)

www.work-with-it.org.uk

www.work-with-it.org.uk

Framework for embedding technology-enhanced working practices

Embedding Work-with-IT Pilots

• 5-8 pilots engaged in significant implementation of a new technology-enhanced working practice, Mar-Oct 2010

• Aims:– To help pilot institutions better apply effective technology-

enhanced working practices through embedding the findings of Work-with-IT;

– To test and refine the Work-with-IT Framework and Toolkit in a diverse range of ‘real world’ contexts which require staff to engage in new uses of technology;

– To partner with a range of sector professional associations to embed the Work-with IT findings in the guidelines and advice they provide to their constituent staff groups;

– To further raise awareness of the Work-with-IT findings, Framework and Toolkit within the sector.

www.work-with-it.org.uk

Why Bradford needed to do this?

• Issues we have to confront– New context and structure for the Academic

Development Unit (ADU) reporting directly to DVC.– New office environment for TQEG (now the Centre for

Educational Development) and LDU (Learner Development Unit).

– IT becoming more pervasive (e.g. mobile strategy & new structure for Information Systems Committee and Sub-Committees).

– Don’t we need to be ‘role models’ in our dealings with the rest of the university?

Why did Newport get involved?

• New City Campus– Continues University’s

contribution to regional regeneration

– Continues opportunity to link with small local businesses

– Encourages staff to reflect on their teaching, learning and assessment practices in a new environment

What will be involved?

• New working environment for Newport Business School– Importance and use of IT taking

a higher profile– Promoting examples of good

practice– Increasing emphasis on

employability and enterprise within the learning curriculum

Progress needed

• Engagement– e-assessment practices – Flexible working approaches

• Software/techniques for:-– E-submission/e-marking/e-feedback– Flexible day-to-day interactions

Common objectives and issues

• Opportunities– Opportunity to learn from experience elsewhere.– Potential for future development/partnerships

(HEA; Newport; Strathclyde).

• Shared focus– Flexible and mobile working– Resources

What do we need to decide?

• Which systems/software/techniques do:– All of us have to become expert in?– Some of us have to become expert in?– All of us have to become familiar with?

• How should we change our approaches and habits to take advantage of new tech?

Methods and approaches

• Initial workshop supported by Elluminate• Ongoing working groups and updating.• Audit of current practice.• Concept mapping of issues and relationships.

Working example 1:LDU and TQEG commonalities?

Working Example 2:Issues: Bradford starter for ten …

Working example 3:Reflections on ‘fuzzy change’

Working example 4: issues re resources

Issues for the project

• Further organisational change.• Ongoing technological change.• Timing.• Limited ‘off-the-shelf’ tools.

Outcomes #1• Improved understanding of the different sub-unit

foci and agendas, and their implications for use of IT.

• Baseline technology landscape. • Investigation & pilot implementation of some new

tools and techniques, e.g. – online newsletter (Bradford).– resource tools such as GloMaker (Bradford).– Moodle e-assessment practices (Newport).

• Links to other projects and initiatives, e.g. – ORIC OER project (Bradford)

Outcomes #2

• Identification of key issues which need to be resolved to enable and enhance long-term development.

• Policy recommendations and support for developing strategies, e.g. – Elluminate (Bradford)– Enhanced understanding of the needs of different

user groups in developing skills levels (Newport).– VLE development (note LERSIG from Bradford).

• Commitment to future collaboration.

What we’d do different …

• Revise the timescale.• More ‘modest’ focus in the light of other

change?• Consider the additional tools now available.• Develop more detailed remit with

professional associations.• Use some of the ideas and techniques from

programmes like JISC CDD.