Abstract:

Can excellence in the use of technology be a proven characteristic? If so how should we define it to make it specific, measurable, achievable and reliable - and how can this be tracked or understood cross-institutionally? The concepts of ‘excellence’ like ‘enhancement’ present a difficult problem for colleagues utilising technology to deliver and develop learning with students. More recently in the UK the TEF (Teaching Excellence Framework) has focused institutions efforts on a mixed-method of narrative and statistical evidencing of ‘excellence’. However, what has not been directly considered is how the implementers and users of technology might achieve excellence in the use of technology. Much like the concept of enhancement there is likely significant variance in academic discussion and debate conceptions of excellence, but less so as it relates to technology. Moreover, with the recent COVID crisis and the switch to online learning, colleagues have an opportunity to experience highly focused uses of technology. However, there has not been a great deal of reflection over what might constitute excellence in a post-COVID world. There are also opportunities to decide which practice to maintain when normality returns, to reflect upon practice which is no longer viable, and to determine which practice can be highlighted as excellent. This paper provides the outcome of a research project conducted at the University of Bedfordshire, drawing on data from academic colleagues' perceptions and conceptions of excellence as it relates to the implementation and pedagogic use of technology. Our method for determining what may form the basis of excellence in technology is drawn from existing work exploring excellence in teaching. We consider there to be significant crossover between the two areas, but there is a need for a more focussed investigation as we describe.

With changes in the way UK students' learning experiences are evaluated and the release of the UK's Office for Students (OFS) report into digital learning, understanding how practitioners and teaching staff can provide excellent online learning will be a vital USP (Unique Selling Point) for institutions. How digital learning is delivered by institutions may also become like APP (Access and Participation Plans) with institutions guaranteeing an induction to qualification experience for students. Institutions will likely be asked (as they are for the APP) how they will set out their plans, and judge their own progress. Therefore an understanding of exactly what would constitute an evaluation of technology excellence will become more vital as the sector develops.

The presentation will be useful for the developers, managers and evaluators of technology. It will also demonstrate the difference in conception and perception before and after the COVID crisis. Working on this basis colleagues in other universities and abroad can explore and examine a quality-focused approach to delivery, which is being adopted in the UK.

Keywords:

TEF excellence technology framework implementation.