The Centre for Enhancing Learning through Technology (CELT) works to deliver the situated use of technology as a key enabler of the University Learning, Teaching and Assessment Strategy (ULTAS).
The Centre for Enhancing Learning through Technology (CELT) will work with staff and students to transform their learning and teaching experiences through the situated use of technologies. The use of technology is an important catalyst for innovative learning and teaching, and for the development of curricula, where staff and students are co-creators of their educational experiences. The CELT takes a critical approach to the use of technologies, in order to evaluate their socio-cultural and pedagogic implications. As a result the CELT will enable DMU to demonstrate its distinctiveness and quality in research, teaching and innovation, and develop our shared values of resilience, sustainability, diversity and equality delivered in partnership.
• To deliver the University Learning, Teaching and Assessment Strategy vision for ELT, focused upon the production of an innovative learning environment.
• To be sector-leading in enhancing learning through the appropriate pedagogic application of technologies, including the development/delivery of digital resources.
• To be a recognised leader in the development of academic skills and digital literacies in our students and staff.
• To enhance the resilience of DMU’s academic provision through the situated use of technologies.
• To enhance the reputation of DMU as a research space for ELT.
The CELT sits within the Department of Library Services. The Head of the CELT is a member of the Library Services Senior Management Team, in order that the work of the Centre is aligned strategically to that of the Library. The Centre will report to the Director of Library Services for its operational management and to the PVC Learning and Teaching for its strategic work on the ULTAS. Its work will underpin the Library’s KPIs.
The CELT has been created in order to provide a clearer identity and locus (virtual and physical) for ELT developments. It will also provide the opportunity for co-ordination of ELT-focused research to enhance feedback into practice and to develop research initiatives that would promote the University externally as an innovative ELT-institution.
The CELT will facilitate the development of critical mass and capacity in order to provide improved support to faculties. The Centre will aim for consistency of support in different faculties, and to the development, sharing and embedding of expertise. A centrally co-ordinated approach, with clear links into Faculties, will lead to greater sustainability and cross-fertilisation of expertise.
The CELT model (in the thumbnail) below shows the structure for the Centre, including its reporting and liaison responsibilities. The Centre will consist of the following roles:
1. Head of CELT: responsible for the strategic development of the Centre, the delivery of its implementation plan, and the line management of the Centre Team.
2. DMU ELT Project Officer [PO]: responsible for supporting/developing the academic implementation of core DMU technologies.
3. Research ELT PO: responsible for the development of the Virtual Graduate School, and enhancing the experiences of Research Students.
4. Four Faculty ELT POs: responsible for enhancing the engagement of staff and students in a specific Faculty with ELT, in partnership with key faculty group and individuals like Chair of FLTC, Faculty ELT Champions, and Student Advice Centres.
A critical role for each faculty role will be liaison with Faculty ELT Champions and relevant ELT Co-ordinators in Collaborative Colleges, in order that professional development is tailored to Faculty/College needs, and that staff are empowered to make good enough decisions about the use of technologies in their curricula. Each faculty role will also take a lead in the development of a specific ELT area of strategic importance, in which they have developed some expertise. These areas might, for example, include: e-assessment; OERs; multimedia; mobile/locative learning; social media; research; work-based learning. These areas will reflect the University mission and also areas of emerging expertise.
The CELT will work closely with Academic Professional Development Unit and Information Technology and Media Services (ITMS), to develop appropriate approaches to professional development [see our DMU model of professional development for ELT in the thumbnail below]. The Team will also work closely with the Graduate School Office on the Virtual Graduate School, and with ITMS in order to plan the development of an innovative learning environment. Within the Library, the Centre will both support CLaSS and the Academic Services team in the delivery of their pedagogic aims, and will work with colleagues in Technical Services to maximise the alignment of e-resource discovery/delivery and the University’s Learning Teaching and Assessment Strategy.
DMU Model of Professional Development