- Outcomes of the project
- Specific dissemination activities
- Project planning for effective dissemination
The work of the project, as outlined in Section 3a of the original project proposal, will result in production of the following specific deliverables:
- Principles and framework for intervention in curriculum, generalisable across curricula
- Clarification of research capabilities that may be developed through technology-enhanced learning
- Methodology for cost-benefit analysis
- Case study material derived from activity
- Related teaching materials
- 40 consultancy days for phase 2 institutions
- 30 consultancy days for phase 3 institutions
- Nationally-available generic and discipline-based sessions
- Extensive web site, maintained throughout life of project and beyond.
Intellectual property rights for courses and course-based materials will reside with the Universities. All project deliverables funded by TLTP will be disseminated at either no cost or marginal cost to UK directly-funded higher education institutions.
The project must communicate effectively with a number of stakeholder audiences. These include: universities themselves, though their committee structures; discipline-specific networks, professional bodies and learned societies; staff and educational development and learning technology communities; and academic and support staff throughout Higher Education. The project will therefore disseminate widely its activities, recommendations and development strategies for good practice through:
- Direct marketing to promote the information and materials delivered via the project web site to appropriate generic and subject-based groups, e.g. brochures, flyers, email alerts, news items, personal contacts
- A specific project web service, involving information provision, monitored download facilities, demonstrations, evaluation and discussion forums
- The well-established web sites at Warwick of the local Educational Technology Service (ETS) and Association for Learning Technology (ALT), as well as the Academic Staff Development/Educational Development Unit web sites at the partner institutions.
- Collaboration via our excellent contacts with national centres of support for this area, e.g. LTSN, JISC-Assist.
- Committee agendas, particularly Teaching and Learning Strategies/IT and Curriculum and Staff Development Committees in participating universities
- The academic staff development programme, including accredited provision, at Warwick , Oxford, Durham, Southampton and Birmingham universities
- The networks of ALT, UCoSDA, SEDA, the M1/M69 and Eastern Region Forum groups of universities, the Teaching & Learning Technology (TLT) Officers group, and discipline-specific professional bodies.
- Publications in generic and subject-specific journals, newsletters etc.
- Presentations at appropriate generic and subject-specific conferences, workshops and seminars.
The project will produce and distribute materials aimed at increasing awareness of the project work and the educational and technological implementation approaches being developed. The project plan will be adjusted periodically to ensure that activities associated with production and distribution of publicity materials and planning and delivery of events run concurrently to the availability of the project deliverables. This will facilitate the maximum effectiveness of the dissemination activities.
The project will produce and disseminate staff development materials aimed at increasing understanding of the effectiveness of TELRI approaches to support the specific teaching and learning needs outlined in the project's aims and objectives. The project will provide curriculum guidelines aimed at reflection of academic practice and the use of C&IT tools rather than provide a prescriptive approach. Such materials will therefore be used as a focus for discussion in later dissemination activities.
Increasing uptake of TELRI approaches
Direct and web-based distribution will include the collection of information on end-users, along with their intended use of the materials and likely further distribution to colleagues and professional bodies. Evaluation feedback will also be sought. Such tracking mechanisms will allow the project team to follow up on actual uptake of TELRI approaches in courses, and provide insight into any individual, departmental and institutional change the project has effected.
Dissemination through collaboration
Due to the collaborative nature of the project, dissemination will also incur implicitly alongside the specific activities outlined above. Firstly, the project team will be working with a wide range of academic staff enabling cross-fertilisation of approaches between individuals, departments and between disciplines across the consortium institutions. Secondly, the steering group members have been chosen for their potential to enable the project work and the approaches for good practice to embed into existing frameworks for this area within their institutions, to disseminate findings widely across the institution, and thus provide a high level of impact. Furthermore, dissemination of generic and subject-based outcomes is implicit in that ten or more departments will participate in the initial phases of the project at Warwick and Oxford, rapidly expanding as Birmingham, Durham and Southampton become involved. Furthermore, the final phase of consultancy will ensure that good practice is shared across disciplines and across universities.
Staff and educational developers and educational technologists all have their own informal networks and provide excellent vehicles for dissemination. The project makes use of these existing relationships to ensure swift and effective sharing of the project outcomes. Examples of this includethe events and dissemination activities of the national Association for Learning Technology (of which Dr Jay Dempster and Mr Jonathan Darby are members of the Central Executive Committee); and the sharing of information and expertise within established staff development and learning technology networks, of which one or more consortium universities are partners, namely SEDA, ALT, UCoSDA, the M1/M69 Midlands universities' staff development group, the Teaching and Learning Technology (TLT) Officers group.
Since the project involves collaboration with the Learning and Teaching Support Network (LTSN) and relevant discipline-based Centres, the Generic Learning and Teaching Support Centre (GLTC) and the Association for Learning Technology (ALT), the project will benefit from the built-in dissemination activities of these organisations, with respect to both generic and subject-specific needs. The project team will publicise the project and present findings at seminars and workshops, as well as through written articles and news items.
Effective communication is essential for collaboration and dissemination. The effectiveness of communication will be a focus of continual formative evaluation.