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7. The 3E Framework with illustrative examples

The 3E Framework and associated guidance was originally developed in the context of the TESEP Project as a means for thinking about and introducing technology-enhanced opportunities for increasing student autonomy in the redesign of courses. The Academic Strategy recommends that the TESEP principles should continue to inform teaching and learning in the University, and the 3E Framework itself has been adapted by the University for use in the module approval process.

 

The 3E Framework below provides illustrative examples for a range of common LTA activities. Many of the activity categories match those in the LTA Resource Bank, and work is ongoing to map the LTA Resource Bank case studies to the Framework.

 

Enhance Extend Empower
Adopting technology in simple and effective ways to actively support students and increase their activity and self-responsibility Further use of technology that facilitates key aspects of student's individual and collaborative learning and assessment through increasing their choice and control Developed use of technology that requires higher order individual and collaborative learning that reflects how knowledge is created and used in the professional environment
 

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Essays
Enhance Extend Empower
Create a series of short weekly announcements (e.g. using the VLE pop-up announcement tool) that tell students where you expect them to be in the essay research/writing process by the end of that week Create a short 4 or 5 item self-test quiz on a particular topic that ‘releases’ an example of a good essay on successful completion

Provide online spaces for formative tutor and peer review of drafts
Have students engage critically and directly with the public knowledge base in their area by having them write accurate scholarly pieces for online resources like Wikipedia
Groupwork and groupwork management
Lectures
Tutorials (preparation and participation)
Seminar participation
Making teaching more interactive
Supporting large cohorts
Student evaluation and student-staff liaison
Self-testing
Encouraging timely engagement in key concepts
Supporting engagement with guest experts and in relevant professional communities
Work-based learning
Preparing for and undertaking laboratory and field work
Supporting transition and articulation
Contributing knowledge to the public domain
Peer mentoring
Interdisciplinary learning
Providing globalised learning opportunities
Engaging undergraduates in research-based activity
Support and networking for research students