Changing the learning landscape
Student engagement – working in
partnership
•
Developing an institutional strategy
for student engagement (support
from NUS resources)
•
Understanding students
expectations and experiences of
technology – Jisc Digital Student
project
•
Institutional approaches to engaging
students as partners in curriculum
design, developing digital literacies
and assessment and feedback
Changing the learning landscape
Next steps…
Join the Jisc supported Change Agent Network –
http://www.ChangeAgentsNetwork.co.uk and consider attending
the event for staff and students at University of Winchester
on 18-19th February #CAN2014
Explore further guidance:
Jisc guidance - http://bit.ly/1aZunJW
http://www.heacademy.ac.uk/students-as-partners
http://www.nus.org.uk
Changing the learning landscape
Reflection point
• What approaches to student engagement
would work well at UEL?
• What existing practices can be built on?
• Key points for noting for later discussions
Using technology to
enhance curriculum design
“Curriculum design
and approval is one
of the few
institutional
processes in which
almost all faculty
level processes and
central services
have a stake.” –
University of
Strathclyde
Using technology to enhance
curriculum design
Considered use of technology as part of the curriculum design
process can help you to:
• develop new solutions to address organisational, technical and
educational issues
• communicate in new ways with stakeholders to facilitate
discussion and collaboration
• access, record and capture information to inform your curriculum
design
• improve access to guidance for those designing and describing
curricula
• model, test and refine new approaches in curriculum design
Manchester Metropolitan
University – SRC Project
•
Manchester Metropolitan University aimed to develop curricula
that were more responsive to the needs of students and
employers. They developed streamlined documentation and
transparent approval and review processes including an innovative
board game based on curriculum design and approval processes.
Faculty-based approval processes were replaced by a centralised
light-touch review and approval system ensuring a more
consistent student experience across all units of learning. This
work ran alongside another strategic initiative, that of reengineering the entire undergraduate curriculum to provide a
sharper focus on formative assessment.
Changing the learning landscape
Student Academic Partners –
Birmingham City University
•
The Jisc T-SPARC project engaged with students through the
University’s Student Academic Partners (SAP) programme as
part of a review of curriculum design practices and processes.
•
SAP aims to integrate students into the teaching and
pedagogic research community within BCU in order to develop
collaboration between students and staff.
•
The T-SPARC project also produced a wider stakeholder
engagement model which could be used when considering the
development of student engagement activities.
Birmingham City University –
T-Sparc Project
• Birmingham City University has developed a radically new
approach to course approval that facilitates the integration
of authentic, real-world practices into formal approval
processes.
"Our intention has been to move from a
One-off, paper-based validation events are replaced by a
position where curriculum design as a
continuous
of curriculum
development
and
process isprocess
undertaken
primarily
as a prelude
enhancement
captured
via digital
media
to an end-point
approval
event
toand
onesupported
that
through
Microsoft®
SharePoint®.
A rough
guide from
to
embraces
iterative
collaborative
design
curriculum
design takes
course teams through the
which approval
cascades."
innovative approach and digital recording issues are
addressed within the institutional data protection policy.
The Open University –
OULDI project
•
Curriculum design is an inherently collaborative activity. Learning
design tools enable curriculum designers to model a new or
revised curriculum proposal, then share and discuss the outcomes
with stakeholders.
•
The Open University developed a tool providing a compendium of
approaches in learning design and built into the design the ability
to collaborate on design activities at a distance. In addition, they
have developed a set of course mapping and profiling templates
and activities to help designers visualise the consequences of
design decisions on pedagogy, cost and the student experience.
Changing the learning landscape
Technology-enhanced
assessment & feedback
‘The wide range of ways in which
technology can be used to support
assessment and feedback.’
These technologies may be generic (such as VLEs,
wikis, podcasts, e-portfolio systems) or purposebuilt (such as on-screen assessment systems and
tools to support peer review)
Technology to support…
Changing the learning landscape
University of Westminster
“It has helped I
think
because since
then my
marks have shot
up.”
See Reflecting on
Feedback video case
study at
http://www.jisc.ac.uk/digias
sess
Changing the learning landscape
Employability – University of
Exeter
Assessment Management –
University of Huddersfield
• Benefits - Students
‘There is strong evidence to suggest that not only is electronic
assessment management their preference, but that those who came to
appreciate its attendant benefits then begin to see electronic
assessment as their entitlement’
EBEAM final report
•
•
•
•
•
Increased control and agency
Reduced anxiety
Improved privacy and security
Increased efficiency and convenience
Feedback which is clearer and easier to engage
with, understand and store for later use
Manchester Metropolitan
University: Assessment
Lifecycle
MMU: e-Submission
REAP principles of good
assessment and feedback
• Good assessment and feedback should:
• Clarify what good performance is (goals, criteria, standards).
• Facilitate the development of reflection and self-assessment
in learning
• Deliver high quality feedback to students: that enables them
to self-correct
• Encourage peer and student-teacher dialogue around learning
• Encourage positive motivational beliefs & self esteem through
assessment
• Provide opportunities to act on feedback
• Provide information to teachers that can be used to help
shape their teaching (making learning visible)
• Nicol and Macfarlane-Dick (2006)
Principle-led change
Viewpoints
approach http://wiki.ulster.a
c.uk/display/VPR/
Home
“Workshops succeeded,
impressively, in creating
change locally but,
importantly, in seeding
change beyond the
immediate participation
experience." Emeritus Professor David Nicol
Changing the learning landscape
Actions and next
steps