La Presencia (y ausencia) de Oteiza en la Bienal.

Most participants referred to their new-found interest in elearning and blended learning via the course. This resulted in other opportunities for them to explore aspects of elearning matters and developments, such as representing their departments on the university’s community of practice. More specifically, these participants also commented how they were able to develop their research and interest outside of their core subject discipline. One participant reflected on how the course allowed them to engage in further aspects of educational development, and to pursue other teaching related activities and professional development courses and accreditation schemes such

as being a Certified Member of the Association for Learning Technology (CMALT). In addition, they referred to the change in their own professional development needs post the DBLT course, and having learnt some basic online pedagogies, they were more aware of other gaps in their knowledge and the support they would require to continue to meet their own professional development needs.

Again, nearly half of participants felt that the course helped them to understand and evaluate the differences in design and interaction when they engaged in developing MOOCs for their departments. They also commented on how the difference in the MOOC platform tended to shape or pose limitations to certain activities they designed, for example, creating large amounts of video resources, which was time intensive, or how MOOC participant numbers were a barrier to more interactive collaborations such as facilitated discussions.

Some of the participants also felt they had somehow, implicitly acquired further recognition of their elearning developments and contributions through the course, such as having evidence-based examples to support a teaching award, or through the case studies booklet which was acknowledged in their appraisals or other committees and university elearning groups. This notional recognition also included allocated funding to attend elearning conferences and to participate in other elearning courses.

The course empowered me in a certain way and then different elements, different little tokens, put together, will then impress other people, impress the students, for them to nominate [me] for the awards. [P5]

Through the course, two participants also were nominated and seconded from their departments to the central educational development unit within the university to undertake further elearning development work. The aim of this secondment was to deepen the individual’s knowledge and practice in elearning in order to integrate this practice back in the department after the secondment. Both participants felt that this intensive, focused contribution on elearning allowed them to further develop ideas from the course, and help to contextualise their specific teaching approaches, as well as act as a point of support for their colleagues. However, this was perceived as both a negative and positive outcome. In particular, one participant noted how they responded to technical queries from colleagues who had difficulties with the LMS, and this conflicted with their perception of their own role and responsibilities as an academic teaching staff member. Two other participants, who were new to the university indicated how the DBLT course helped and supported them in their transition to a new environment and become more familiar with university teaching and its context.

So it changed a lot my thinking because I spend a whole year, to be more focused or maybe contribute to more things related to e-learning, so I conducted workshops for other teachers on how to use e-learning for their classes and things like that. So to me the whole year is very interesting it opened my eyes. It is not just about using LMS, the different tools any more. So what I am going to try to say there, taking the course gave me some advantage because it showed people that I am more interested in it… I don’t think I am an expert on e-learning, but someone sees in the school that I am an expert so I have to do a lot of [laughter] answering questions, so some of the -- and emails, "I have troubles to do

that.", "If I am going to do this exercise what tools should I use?" It is okay, I don’t mind giving you the pedagogy idea on how [to] use it. But I do mind being a technician. [P1]

Conversely, one participant felt they were able to better advise and facilitate more technical developments within their department, and helped to deliver contextualised workshops and training for their colleagues. In addition, through the course and their subsequent elearning activities, they also found success in gaining university funding for teaching and learning, which furthered the recognition for their elearning expertise. This correlates with existing models of support and development for teachers in which elearning advocates are seen to provide either localised or contextualise help and support to their peers and colleagues (Bennett, 2014; Wilson & Stacey, 2004).

To train the other teachers. The course gave me the confidence. I learnt and followed what you were to learn as the instructor. I followed your example then did my own workshop for [department’s name]. [P3]

Another participant also felt a responsibility to ‘spread the word’ through their learning on the course, and played an active role in encouraging other colleagues to engage with trying out new blended learning and teaching approaches. They also referred to a sense of empowerment gained through the course and their motivation to share this back in their department.

…actually I think I also have another role to play, [it] is that I'm like a seed, you guys are planting the seeds everywhere in each department and

see if we grow, it grows then it so happened that I tried to tell people that, "I'm doing this, it's fun." I say, "You try also," [P5]

Three participants highlighted their motivation and interest to connect their research areas with educational research or elearning through attendance at relevant conferences and events, as well undertaking further studies such as post doctorate degrees in elearning disciplines.

...the things I learned from the course leads me to the job, and as an e- learning development associate I learn more about e-learning. Because of that, I applied for the PhD in e-research… [P1]