TEL EDVISORS SIG
In tertiary education, there is a wide range of highly skilled and knowledgeable people that provide advice, support and leadership about all facets of technology enhanced learning (TEL).
We are known as educational designers, developers and consultants, learning technologists, and academic developers, among other things. Collectively, we are TEL edvisors.
We consider TEL to include all aspects of teaching and learning practice because in the 21st century, there is little that isn’t in some way inextricably intertwined with technology (cf. Selwyn 2017).
The TEL edvisors network exists to:
- Raise the profile and understanding of the work and value of TEL edvisors in tertiary education
- Foster communication and collaboration between TEL edvisors across Australia and New Zealand
- Create and share ideas, practices and resources for use in our day to day work
- Identify and implement opportunities to improve TEL practices in tertiary education
- Establish and foster partnerships/relationships with other academic and professional teams that intersect with TEL edvisors
We will do this by:
- Advocate for TEL edvisors in the broader tertiary education sector and promote understanding of the nature and value of these roles
- Holding monthly online webinars addressing key issues and ideas and also showcasing our work
- Providing online spaces for communication and the sharing of digital resources
- Facilitating and promoting local face-to-face meetups of TEL edvisors
- Showcasing the work and achievements of TEL edvisors and creating media to promote understanding of TEL edvisors
- Developing resources, policy proposals and papers that can be used by and at tertiary education institutions to support more effective collaboration with teachers and TEL edvisors
- Supporting research projects and publications by and about TEL edvisors
Ref: Selwyn, N. (2017). Education and technology. London: Bloomsbury.
The TEL edvisors SIG lives on the TEL edvisors MoodleCloud site where we discuss things and share resources. We also hold fortnightly webchats (alternating between SIG updates and themed webinars) on alternate Thursdays at 3pm AEDST on Zoom.
Membership is open to ASCILITE members and non-members and there are no membership fees to join the SIG. Visit the MoodleCloud site here to join the SIG and to obtain further details.
TELedvisors Webinar Recording: "What's in a name? Roles, meaning and the third space"
This webinar was conducted on Thursday 1 June 2017.
Abstract: The 'third space' is the area between (or across) teaching and administration that most TEL edvisors work in. It's not a well defined space and few job titles are used consistently across the education sector, meaning that there can be a lack of clarity about what it is that we know and can do. This confusion can then make effective collaboration with teachers/lecturers/management more complex than it needs to be. Our presenters have been exploring these issues in the search for better ways of working and also advocating for our work as TEL edvisors.
- Dominic McGrath, Team Lead, Learning Designers Higher Education Group, Institute for Teaching and Learning Innovation, University of Queensland – Exploring learning designer roles in a changing higher education sector
- Colin Simpson, CBE Education Innovation Office, Australian National University – Practice, meaning and identity in Third Space TEL roles
A playlist with the recordings of all TELedvisors webinars can be found here.
TELedvisors Webinar: "MOPping up: aligning policy and practice."
This webinar was the first webinar conducted by the TELedvisors SIG on 9 March 2017.
Abstract: A number of tertiary institutions have employed a minimum online presence (MOP) or Blended Learning strategy, however the variety and depth of these can vary. While most will consider blended and online learning in terms of policy (privacy, key information available to students), some have expanded to incorporate quality indicators that consider good practice in blended and online learning and teaching. We will take a tour of some of the recent work happening across institutions and lead an in-depth discussion of the elements involved in these documents and how they compare to what might be exemplary blended and online learning. This discussion is relevant to those who may be interested in developing or supporting good practice guidelines within their institution.
How far should institutions go in providing clear guidelines and recommendations to their faculty/broader staff? Should these form the basis of other quality assurance or subject evaluation measures? How do we ensure institutional policy aligns with good practice? How do we ensure the range of institutional voices (including academics, students and our own) are considered as part of the approach?
- Lynnae Venaruzzo, Western Sydney University: WSU Blended Learning Standards
- Leanne Ngo, Deakin University: Discussing Deakin's Minimum Standards
- Kate Mitchell, La Trobe University: A review of current University standards locally and internationally