If your institution is introducing - or expanding its use of technology right now, it is likely that your number one priority is ensuring you can continue to deliver high quality teaching, whether or not you can bring your students together face-to-face. 

The transition to digital can appear overwhelming. Given the tight timelines and looming deadlines, it may be helpful to learn from institutions who have already taken that path.  The following lessons are drawn from a VitalSource case study from 2018.

The University College of Estate Management (UCEM) began its transition to digital well before COVID-19 disrupted higher education. As a traditional distance learning provider, transitioning to digital education was an opportunity as well as a necessity. However, there is much that can be learned from their journey: their challenges, their leadership approach, and the digital pedagogies they adopted. 

Ashley Wheaton, UCEM Principal says, “The evidence is plain to see. We have more than twice the number of students at UCEM than we did just four years ago.”

Consistency is key

For Principal Ashley Wheaton, adherence to a consistent approach across the learning environment is key to success. Consistency allows students to focus on their subject, rather than having to repeatedly adjust to a new learning environment each time they begin a new module.It allows you to say to students “once you have learned the format, you don’t have to learn it again.” Despite the fact that online learning is not new, making the transition requires a pioneering approach and a team that is dedicated and enthusiastic. 

Building skill sets

This approach should support rather than hinder lecturers from personalising their teaching. Ben McCammick Copley, implemented the initiative at UCEM. He argues that providing information alone is not enough to drive and cement the necessary cultural change. Teaching staff need to be supported as they build skill sets and confidence with the technology.  At UCEM this meant offering strong communications including mentoring, and allowing staff to play with the technology. This is easy to neglect when delivering technology across an institution against tight timelines.

Instructional designers worked alongside lecturers to deliver engaging learning experiences. This helped develop a shared understanding of how technologies can benefit students, as well as making it easier to overcome challenges and resistance.

Flexibility

Across the UK, technology has changed the possibilities within teaching and learning across the board, not only within purely online courses. Teachers and students now have access to a digital toolbox that can offer benefits to all students, including engaging devices and digital textbooks. Lecturers at UCEM found that technologies, when used well, can reduce the distance between staff and students and help build those relationships that make learning meaningful. Meaning a better learning environment for students who are off campus

Review your resourcing

“We really weren’t prepared to take on this mammoth task”

Adequate resourcing, and a leader with the right kind of ideas and understanding of the importance of digital was key for UCEM. They recognised the need to have dedicated staff to manage the project. In addition they hire freelance instructional designers, others specialists and SMEs to cover all key skills and fill in any gaps in expertise. “Think about the scale’ said Lynne Downey, Vice Principal of Online Education  – you have to invest a lot of time and effort in developing the resources online and the learning journey”. If you want to do this right, invest time, money, and resources, and hire the best people you can.

During this time, it’s important to look to other institutions who have succeeded in their transition to digital, and pull inspiration from them. Which resources did they use? Who did they partner with? What speed bumps did they encounter along the way? Even if their institution type is in no way similar to your own, the desire for effective teaching and learning, increased staff and student satisfaction, and a robust infrastructure, will undoubtedly mirror the needs at your university.

Discover more about the transformation at UCEM and how it was delivered in a series of short videos, or read the case study.

This piece is part of our Perspectives series. Higher Education is changing fast, moving beyond emergency online teaching to provide a robust and satisfying student experience. As your institution plans to manage the challenges of this uncertain environment, stay aware of how others are responding. Each week we’ll share insights and discussion including student views, research, and interviews with academic leaders. Sign up for the series using the form to the right.