The drop-in approach to TEL support: Exploring ways to meet demands with limited resources

The use of the Virtual Learning Environment (VLE) is often viewed as an additional workload by academic staff in Higher Education. Furthermore, engaging successfully with the VLE is often seen as dependant on timely technical... [ view full abstract ]

The use of the Virtual Learning Environment (VLE) is often viewed as an additional workload by academic staff in Higher Education. Furthermore, engaging successfully with the VLE is often seen as dependant on timely technical support which is sometimes seen as inadequate (National Forum for Teaching and Learning, 2014). At DCU several structures are in place to support staff engagement with the VLE, Loop (powered by Moodle). The Teaching Enhancement Unit (TEU) at DCU offers support for the VLE as part of its broader remit around teaching and learning and academic development. Structured workshops, online resources and help desk support are provided by the unit to staff across the university, addressing both technical and pedagogical considerations. TEU staff are also available for consultation with programme teams to support the development of online and blended programmes including the use of Loop. In recent years, engagement with Loop has increased substantially resulting in increased demand for support. To address this increased demand, the Loop ‘drop-in’ session was introduced at the St. Patrick’s College campus as an additional support, and continues today post incorporation with DCU. Previously, queries around Loop were mainly dealt with via email, but the increased level of queries meant that a timely response was not always possible. The drop-in service offers staff regular time-slots during the week to connect with support staff. While the sessions were developed to deal with technical queries, the focus has since evolved to include broader pedagogical issues and opportunities to share practice has also This paper will outline the origins and structure of the Loop drop in sessions, and will present data collected from service users on the St. Patrick’s College Campus at DCU. Feedback from users supports the use of such a model as a means to address the ‘supercomplexity’ of professional development needs in the context of increasing demands in a timely and efficient manner with limited resources.

References:
National Forum for Teaching and Learning (2014) National Survey on the use of Technology to Enhance Teaching and Learning in Higher Education Accessed online April 2017 @ http://www.teachingandlearning...