Centre for the Enhancement of Learning & Teaching
Embedding Networked Learning
The focus of Susan's National Teaching Fellowship was around supporting staff in their embedding of networked learning into teaching and learning. Her project began in earnest in January 2002, when she enrolled on the Networked Learning module of the MSc in Advanced Learning Technology in the department of Educational Research at Lancaster University. This was followed by a short study tour to Australia and New Zealand that included attendance at the ASCILITE 2002 conference: 'an opportunity that I would never have had without NTFS funding'.
At this conference, two main ideas for taking the work of the project forward crystallized. These were: The importance of short case studies of practice with learning technology, preferably using local examples, to encourage take-up by other staff and using some of the NTFS funding to host a workshop series for a small number of learning technologists.
This focus has led to several outputs from the project:
- a Lancaster University website containing short case studies;
- contributions to the Learning Environments and Pedagogy (LEAP) case studies hosted on the Higher Education Academy website;
- co-authoring the learning technologists guide as part of the LTSN Generic Centre E-Learning series;
- hosting 3 workshops for a group of 9 learning technology practitioners, known as the "Sandpiper Group". This activity resulted in the group leading a symposium at the Networked Learning 2004 conference;
- writing an article for the Spring 2004 Exchange magazine which focused on e-learning;
- a project website.
Two members of the Sandpiper group have since received NTFS awards, Martin Jenkins in 2004 and Barbara Newland in 2005. Martin Jenkins is using some of his project funding to continue the work of the Sandpiper group.
Susan writes: 'previously I had been working as a learning technologist within the Learning Teaching Group. As a result of the project, I realised that a move into the Teaching Development section of Centre for the Enhancement of Learning & Teaching would help me support postgraduates who teach and academic staff in thinking about learning technologies as an integral part of course design and learning support, rather than an optional extra. And to bring more 'e' to our own programme delivery'.
Susan also continues to support staff across the University in innovative use of learning technologies and supported a number of Lancaster NTFS nominations.