Ref: F68756
15 June 2015
MEMBERS
Pro Vice-Chancellor (Education Innovation) as Chair (Professor Gilly Salmon)
Dean of Coursework Studies (Professor Grady Venville)
Chair of the Academic Board (Associate Professor Cara MacNish)
Chief Information Officer (Ms Assine George)
Associate Dean (Teaching and Learning/Education) of each Faculty/School, or nominee of the
Dean;
Faculty of Architecture, Landscape and Visual Arts (Ms Sophie Giles)
Faculty of Arts (Associate Professor Helene Jaccomard)
UWA Business School (Professor Philip Hancock)
Faculty of Education (Associate Professor Grace Oakley)
Faculty of Engineering, Computing and Mathematics (Dr Nicole Jones)
Faculty of Law (Ms Meredith Blake)
Faculty of Medicine, Dentistry and Health Sciences (Professor Sandra Carr)
Faculty of Science (Associate Professor Peter Hammond)
School of Indigenous Studies (Mr Grant Revell)
Director, UWA Student Residences (Mr Chris Massey)
Associate Director, Student Support Services (Dr Judy Skene)
University Librarian (Ms Jill Benn)
President of the Guild of Undergraduates (Ms Elizabeth O’Shea)
Nominee of the President of the Postgraduate Students’ Association (Ms Jelena Rakovic) Coopted member (Professor Helen Wildy)
Executive Officer (Ms Sally Jackson)
BY INVITATION
Mr Grant Godfrey Assistant Director, Projects and Performance, Policy and Planning (Business Information
and Technology Services), Project Manager, Project Black Swan - Item 3
Ms Rosalind Howard, Assistant Director, Centre for Education Futures – Items 3 and 4
Ms Lucinda Thomson, Manager, Education Futures Partnerships, Centre for Education Futures – Item 4
Mr Matt Huitson, Project Manager, Syllabus Plus Enterprise Upgrade – Item 8
OBSERVER
Ms Sue Smurthwaite, Director, Academic Policy Services
nd
EDUCATION FUTURES STRATEGY GROUP MEETING – MONDAY 22
JUNE 2015
This is to confirm that the next meeting of the Education Futures Strategy Group will be held on
nd
Monday 22 June, 10am-12pm in the Senate Room.
Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including
bookmarks to provide easier navigation throughout the document. Click here for details.
Ms Sally Jackson
Executive Officer
1
AGENDA
WELCOME
The Chair will welcome all members and invitees to the meeting.
APOLOGIES
The Chair will record any apologies. Members are reminded that apologies should be forwarded to the
Executive Officer prior to the meeting. Members representing the faculties are reminded that if unable to
attend a meeting, an alternative attendee from the Faculty Teaching and Learning Committee or by
nomination of the Dean should be organised prior to the meeting.
Members are also reminded that the meetings are usually scheduled for two hours (10-12pm), if
members are unable to attend for the whole meeting would they please advise the Executive Officer prior as
this may have an impact on the Group proceeding inquorate.
DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST
The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if
applicable, with regard to items on the agenda.
1. MINUTES – REF: F68756
The Chair recommends confirmation of the minutes of the Education Futures Strategy Group meetings held on
rd
th
23 February and 27 April 2015.
Minutes are available from the Group’s web page: http://www.teachingandlearning.uwa.edu.au/2667450
PART 1 – ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC
2. PROPOSED REVIEW OF COURSES – REF F71207
The University is committed to a systematic review and evaluation of its academic courses. The development of
a review framework for courses, therefore, is an integral part of its strategic planning and quality assurance.
Attached (ATTACHMENT A) for members’ noting is the proposed framework for the review of courses, which
aims to evaluate the success of NC2012 and to inform future policy and practice with regard to the University’s
curriculum framework.
For noting.
PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC
No items
PART 3 – ITEMS FOR DISCUSSION AND DECISION
3.
PROJECT BLACK SWAN – PROGRESS REPORT - REF: F70456
As part of the reporting requirement and governance of Project Black Swan, a regular report is referred to the
EFSG for its consideration and referral to the Education Committee. The EFSG is asked to consider and
monitor progress of the Project against key milestones and success factors. To this end, please find attached
a report from the Project Manager (PBS), Mr Grant Godfrey, (ATTACHMENT B). The Chair will invite Mr
Godfrey to speak to his report.
For discussion and referral of the report to the Education Committee for its information.
2
4. EDUCATION FUTURES STRATEGIC PRIORITIES FOR 2015, FUTURES OBSERVATORY - REF: F45719
PATHWAYS TO EDUCATION FUTURES: FUTURES OBSERVATORY PLAN – REF: F73393
4.1
At its April meeting, the Education Futures Strategy Group (EFSG) was provided with a concept document
and briefing on the UWA Futures Observatory outlining its future role as an integral component of the Centre
for Education Futures (CEF) and to support and enable the principles and implementation of the Education
Futures initiatives.
At this meeting, members are invited to provide feedback on a further developed plan; Pathways to Education
Futures: Futures Observatory Plan, (ATTACHMENT C). The Chair will invite feedback from the Group and will
encourage members to disseminate the plan widely throughout their networks.
For discussion
4.2
PROPOSAL TO ESTABLISH AN EDUCATION FUTURES FUNDING SELECTION GROUP
(EFFSG) – REF: F73394
During discussion of the Futures Observatory concept plan, the Group noted at its April meeting, the future
requirement to formulate an Education Futures Funding Selection Group (in accordance with the EFSG
Constitution – Delegations). The selection group will consider seed funding and secondment opportunities in
conjunction with the activities of the Futures Observatory and will be responsible for the administration of the
Education Futures Seed Funding and Scholarship Program.
Attached is the Proposal to Establish an Education Futures Funding Selection Group (EFFSG)
(ATTACHMENT D). The proposal includes the selection groups’ position and role within UWA, its terms of
reference, the guidelines for selection and budget allocations.
The EFSG is advised that $150,000 has been allocated from the Education Committee’s budget allocation to
support the initiative.
The EFSG is asked to consider and approve;


the Education Futures Funding Selection Group’s Terms of Reference
the Education Futures Seed Funding and Scholarship Program Guidelines
Upon approval the selection group’s executive officer will convene the group and commence selection
procedures.
5.
PROSPECT UNDERGRADUATE ORIENTATION PROGRAM PILOT – REF: F73396
PROSPECT is an undergraduate orientation experience that aims to ease the first-year transition through
encouraging commencing students to meet peers, become familiar with the physical and virtual campus,
recognise opportunities available, appreciate the different teaching modes practiced and the role they are
expected to play in the learning process at a tertiary institution, and identify their learning preferences. It is
intended that the program will expose students to the principles of the Education Futures Vision, in particular
transformative and innovative learning and teaching.
The PROSPECT pilot project was endorsed as a part of the Education Futures Program in October 2014 and
was implemented in Semester 1 2015 for the Faculty of Science and the Business School. Planning for the next
PROSPECT pilot is currently underway for Semester 2, 2015 and will be rolled out to the Faculty of Engineering,
Computing and Mathematics (in addition to the Faculty of Science and Business School).
The attached report (ATTACHMENT E) summarises the overall rationale of the PROSPECT program, evaluates
initial feedback and recommends that the PROSPECT orientation program be scaled up and rolled out Universitywide for Semester 1, 2016 and will need to be budgeted for accordingly.
3
In order to support this proposal, the Pro Vice-Chancellor (Education Innovation) intends to establish a project
and management group to plan to extend and scale up PROSPECT for all faculties and commencing students
from Semester 1, 2016. The working group will include representatives from the Centre for Education Future;
key stakeholders and faculty representatives and will produce guidelines, resources and suggest supportive
approaches for faculty planning and delivery.
For discussion and feedback to the Pro Vice-Chancellor (Education Innovation) for referral the Deputy ViceChancellor (Education) for approval.
6. GOOD PRACTICE GUIDE FOR THE MANAGEMENT, SUPPORT AND DEVELOPMENT OF SESSIONAL
STAFF – REF: F73395
The concept of a Good Practice Guide for the Management, Support and Development of Sessional Staff
was initially considered by the Teaching and Learning Committee at its November 2014 meeting, for
member’s information, the minute extract is attached (ATTACHMENT F).
The report has now been discussed and widely consulted via the Associate Deans network and their feedback
has been incorporated into a proposed report; “Good Practice Guide for the Management, Support and
Development of Sessional Staff (ATTACHMENT G); rather than a policy. In addition, given the possible human
resources implications, the Director of Human Resources; Ms Sandra Ventre was also invited to provide
feedback. For member’s information, the following minor observations were received:
-
-
“May be helpful to have the document ultimately housed on a page for Teaching Associates with
other helpful links. If the document is not housed on its own page then it could still have links
embedded for ease of use.
Section 2.1 consider adding Job Description and TRIM reference if there is one (including relevant
qualifications)
Section 2.2 add UWA mandatory training (online Health and Safety, Bullying etc.)
I like that you are spelling out the strategies that each level is responsible for and think you could go
further and add the’ Teaching Associate Strategies’ including
o Awareness of legislative requirements (Equality, Code of Conduct, Privacy, Equity and
Diversity etc.)
o Communicating appropriately if you cannot take a class (sick leave, swapping classes etc.)
http://www.med.monash.edu.au/psych/staff/tutors/responsibilities.html
o Knowledge of where to find further information and support (Student Support Services,
Emergency helplines, Counselling)
I note that Monash provides FAQs for its Teaching Associates – this would be worth referencing in
the document if UWA have similar documents, this is an example of Student questions to TA’s
http://www.med.monash.edu.au/psych/staff/tutors/studentfaq.html
It would be helpful if the document better laid out how TA’s performance is evaluated (presumably
this fits with section 2.2?) and also some ideas on how performance could be recognised by a
school (ref 2.3.8)”
A review of the UWA website has also found a number of sites currently in use and of relevance to sessional
staff, for example;
http://www.catl.uwa.edu.au/resources/teaching/sessional http://www.law.uwa.edu.au/staff/sessional-staffinformation http://www.hr.uwa.edu.au/working/new-staff/teaching/sessional
The EFSG is asked to:



consider and endorse the proposed attached Good Practice Guide for the Management, Support and
Development of Sessional Staff;
forward the proposed Good Practice Guide to the Education Committee for approval
request that the Centre for Education Futures create a web page resource for sessional staff to house
the Good Practice Guide, along with any additional relevant information, as indicated by the Director of
Human Resources above.
4
7. CARPE DIEM LEARNING DESIGN WORKSHOPS AT UWA – REF: F67373
Carpe Diem learning design is positioned as an approach to ‘designing learning ‘that successfully enables teams
to quickly and effectively work together to produce an integrated and ecological approach to face-to-face and
online learning.
Carpe Diem is a priority initiative for the CEF during 2015 in order to support the Education Futures
implementation focus. UWA aims to design or redesign 1000 of its units using Carpe Diem learning design in the
next year.
Attached is a report which analyses data from a survey of the first 100 units to be redesigned, (ATTACHMENT
H).
Carpe Diem workshops are ongoing and run by the CEF and from July 2015 a new Carpe Diem studio will be
completed in Hackett Hall. This will enable the workshops to be scheduled more frequently and become more
flexible. This presents an opportunity to scale up participation, plans for which include:
Ensuring ‘follow ups’ to all Carpe Diem plans
Providing more flexible timings and ways of engagement
Reaching out to colleagues who have not yet ventured into blended learning (about 60%)
Researching a selection of units that have been designed this way to determine improvements in
students’ learning and/or satisfaction
5. Ongoing Blackboard development opportunities to engage staff in utilising the tools and functions
1.
2.
3.
4.
The Chair will invite the EFSG to comment on the report and discuss ways of scaling up the impact and
increasing participation
For discussion
8. SYLLABUS PLUS ENTERPRISE UPGRADE – REF: F33283
The Syllabus Plus Enterprise Upgrade project seeks to undertake a long overdue upgrade to the University’s
timetabling software, Syllabus Plus. In moving from the current Syllabus Plus Classic installation to Syllabus
Plus Enterprise v3.12, the University will benefit from improved data collection, workflows and scheduling
features and will be better placed to deliver an efficient and equitable timetable for all students and teaching staff
with the ultimate aim to improve the student experience.
Please find the project brief attached, (ATTACHMENT I) prepared by the project manager, Mr Matt Huitson. The
Chair will invite the Dean of Coursework Studies; Professor Grady Venville to brief the EFSG on developments
to date and future objectives.
For discussion
9. SOCRATES TEACHING AND LEARNING INDEX – REF: F18052
Socrates is a tool be used at UWA to indicate academic staff research performance. The tool provides
information on individual staff member’s research performance over a six year period aligned with the Excellence
in Research in Australia (ERA) including grants, publications and citations and quantifies these indicators as a
Socratic Index. The Deputy Vice-Chancellor (Education) recently initiated a project as part of Education Futures
to further develop Socrates to include a teaching index for academic staff teaching performance. The purpose of
the teaching index will be to drive desirable teaching behaviours and to explicitly value academic staff members’
teaching performance alongside their research performance. A prototype Teaching Socrates has been
developed, the Dean of Coursework Studies; Professor Grady Venville will brief members about its development
to date.
For discussion
5
10.
NEXT MEETING
th
The next meeting of the Education Futures Strategy Group will be held on Monday 17 August at 10am in
the Senate Room. The cut-off date for submission of items for the Committee’s agenda is midday on
rd
Monday 3 August. Please refer issues for discussion to the Executive Officer, Ms Sally Jackson
(sally.jackson@uwa.edu.au).
6
Proposed Review of Courses
TRIM FILE REFERENCE: F71207
DOCUMENT STATUS
Draft
 Final
Ready for Review
DOCUMENT MODIFICATION HISTORY
Version
Number
Primary Author(s)
(name and position)
Description of
Version
Date
Completed
th
0.1
Sue Smurthwaite,
Director, Academic
Policy Services
Initial proposal
19 February
2015
0.2
Sue Smurthwaite,
Director, Academic
Policy Services
Amended proposals
26 February –
th
9 March 2015
0.3
Sue Smurthwaite,
Director, Academic
Policy Services
Amended proposal
12 March 2015
1.0
Sue Smurthwaite,
Director, Academic
Policy Services
Final proposal
17 March 2015
1.0
Sue Smurthwaite,
Director, Academic
Policy Services
Proposal
27 March 2015
th
th
th
Provided
To
Grady Venville, Dean of
Coursework Studies,
Kabilan Krishnasamy,
Academic Secretary, Jan
Cardy, Manager,
Curriculum Management
Grady Venville, Dean of
Coursework Studies,
Kabilan Krishnasamy,
Academic Secretary, Jan
Cardy, Manager,
Curriculum Management
Grady Venville, Dean of
Coursework Studies,
Kabilan Krishnasamy,
Academic Secretary, Jan
Cardy, Manager,
Curriculum Management,
Jon Stubbs, Director,
Student Services
Grady Venville, Dean of
Coursework Studies,
Alec Cameron, Deputy
Vice-Chancellor
(Education).
Paul Johnson, ViceChancellor, Dawn
Freshwater, Senior
Deputy Vice-Chancellor,
Cara MacNish, Chair of
the Academic Board
DOCUMENT APPROVAL
Approved By
Professor Alec Cameron
Title
Deputy Vice-Chancellor (Education)
Date
th
18 March 2015
1
A1
Background
In 2012, the University of Western Australia implemented a new course structure for all undergraduate
and postgraduate courses (NC2012). In 2014 the majority of the first cohort of students to experience the
new courses completed their Cycle 1 degree and it is timely to conduct a comprehensive review of the
undergraduate component.
Purpose
The University is committed to the systematic review and evaluation of its activities and a review
framework for courses is an integral part of its strategic planning and quality assurance.
The purpose of the review is to evaluate the success of NC2012 and provide feedback to the University
Executive, Academic Board and ultimately the Senate, and to inform future policy and practice with regard
to the University’s curriculum framework.
Context
With the implementation of its new courses in 2012, the University held in abeyance its cyclical review of
courses (occurring every seven years), in anticipation of graduating the first cohort of Cycle 1 students in
2014. Review of courses by way of professional accreditation has however continued as normal practice.
It is proposed that, commencing in 2015, the University conducts a comprehensive review of its new
courses over a three year period from 2015-2017 with a view to reintroducing a cyclical review framework.
The Audit Team will consider and formulate appropriate policy, procedures and timelines for future
reviews, for example, undergraduate (Cycle 1) courses might be reviewed on a five to seven year cycle,
whereas postgraduate coursework courses (Cycle 2) might be reviewed annually / biennially by faculties.
It is further suggested that the University review both transition plans for pre-2012 students and courses
being taught out to ensure appropriate educational opportunities for all UWA students.
Review Framework
2015
2016
Cycle 1 Courses
(AQF Level 7):
 Bachelor of Arts
 Bachelor of Science
 Bachelor of Design
 Bachelor of Commerce
2017
Cycle 1 Courses
(AQF Levels 5 - 8):
 Bachelor of Philosophy (AQF 8)
 End-on Honours (AQF 8)
 Graduate entry diplomas (AQF 5)
 Advanced diplomas (AQF 6)
 Undergraduate transition plans
and courses being taught out.
2022
Review Cycle 1 Courses
Cycle 2 Courses
(AQF Levels 8 - 9)
 Postgraduate coursework
courses (approx. 200), including
professional practice doctorates
(eg MD, JD)
 Transition to postgraduate
courses (including assured entry
pathways)
Annually/Biennially
Review Cycle 2 Coursework Courses
Aim
Determine the degree to which the original objectives of UWA’s new courses have been achieved or
subsequently varied, (within the context of Education for Tomorrow’s World: Courses of Action
(September 2008)), and in the light of changes in the education sector since that time.
In particular the visionary objectives of NC2012:

“To meet the future education needs of students, and therefore the needs of the wider community at
the highest possible standard;

To position the University well for the future by reinforcing its international reputation for a
commitment to excellence;

To achieve greater efficiency and effectiveness in teaching and related administrative arrangements,
1
for the benefit of staff and students”
1
Each objective is elaborated in the Education for Tomorrow’s World document pp 3-4
2
A2
Scope
With a focus on the 2015 review, the following context and components are suggested:
Context
Components
 Relevant UWA Rules and Policies
 Structure of the major (2+2+4 / 2+3+3)
 Educational principles and learning outcomes
 Complementary units
 Broadening units
 Quality assurance processes, including the
student ‘life-cycle’ approach informed by
 Electives
historic, current and predictive data
 Study Abroad
 Perceptions of peers - nationally and
 Service Learning
2
internationally
 Embedded communication / CARS
 Graduate destinations
 Embedded research / CARS
3
 TEQSA/Higher Education Standards
 Embedded Indigenous studies / ISE
4
Framework requirements
 Academic Conduct Essentials (ACE)
Process - 2015
It is proposed that the review be undertaken as a two stage approach:
Stage One:
A review Audit Team is established to prepare a submission, as would be the case with a Faculty, School
or Division review. In 2015, the Audit Team would review the four Cycle 1 degree courses, request and
review data, undertake appropriate stakeholder input and prepare documentation for consideration by a
Review Panel. In addition, the Audit Team would consider and propose appropriate policy, procedure and
timelines for cyclical reviews of courses beyond the 2015-2017 review. The Audit Team would comprise
internal-to-UWA representation with expertise in the four degrees.
5
Membership – Audit-Team
Professor Grady Venville, Dean of Coursework Studies - Convener
Professor Alan Dench, Dean, Graduate Research and Postdoctoral Training
Professor Brendan Waddell, Deputy Dean, Faculty of Science
Professor Mark Israel, Deputy Chair, Academic Board
Mr Jon Stubbs, Director, Student Services
Dr Kabilan Krishnasamy, Academic Secretary, Academic Policy Services
Emeritus Professor Izan H.Y Izan
Professor Elizabeth Geelhoed, Faculty of Medicine, Dentistry and Health Sciences
Dr Kate Hislop, Faculty of Architecture, Landscape and Visual Arts
Dr Nicholas Letch, UWA Business School
Mr Grant Revell, School of Indigenous Studies
Mr Tom Beyer, Guild Education Council President
Ms Kathrin Stroud, Academic Policy Services – Executive Officer
Stage Two:
A Review Panel is established to undertake a three day review, with membership that can provide
impartiality/objectivity, expertise in the area concerned, ability to comment from a national and
international perspective, awareness of policy and policy-making, awareness of UWA Futures and
Leadership in Education.
Proposed Membership – Review Panel
Dean of Coursework Studies – Convener
External Consultant with relevant expertise
Nominee of the Senior Deputy Vice-Chancellor
Nominee of the Chair of the Academic Board
Academic Secretary
Guild President
Co-options – as required
Executive Officer
The Executive Officer to the Audit Team and Review Panel will be supported by an APS course review
team, established to provide support, guidance and expertise in the area of curriculum management.
2
CARS – Communication and Research Skills online unit - http://www.student.uwa.edu.au/learning/resources/cars
ISE Indigenous Studies Essentials online unit - http://www.student.uwa.edu.au/learning/resources/ise
4
ACE – Academic Conduct Essentials online module - http://www.student.uwa.edu.au/learning/resources/ace
5
Membership finalised in May 2015
3
3
A3
Resources – 2015 Process
Item
The Audit Team will be drawn from within the University and Guild.
The Review Panel will be drawn, in the majority, from within the University. There
will be costs associated with the External Consultant – honoraria, travel and
accommodation. Approximately:
Approximate
Cost
Within existing
resources
$ 5,000
An Executive Officer will need to be appointed / seconded for nine months as an
additional resource, to support both the Audit Team and the Review Panel.
0.4 FTE at Level 8; or
0.4 FTE at Level 9
$37,000, or
$42,500
Infrastructure – office, computer, consumables, etc. for Executive Officer.
$ 5,000
Academic Policy Services will provide guidance to the Executive Officer, with the
formulation of an APS Course Review Team, to manage, guide and support the
Executive Officer. The team will comprise – Director, APS, Academic Secretary,
Manager – Curriculum Management and Senior Project Officer (Technical).
Within existing
resources
There will be costs associated with the three day review, including a pre-review
dinner for the panel, meeting room, refreshments, etc during the three day review.
An approximate cost is provided.
$ 2,500
Approximate Total
$55,000
Funds for 2015 have been allocated from the Education Committee’s annual budget. It is anticipated that
approximately $55,000 will be required in 2016 and 2017 to undertake the three year review cycle.
Preparation and First Steps
1.
2.
3.
4.
Confirm available resources
Appoint an Executive Officer
Finalise Terms of Reference and membership for the Audit Team
The first meeting of the Audit Team would identify:

Document preparation requirements;

Parameters for the submission and establish who would write what components;

A list of data requirements – both existing data and customised data;

Relevant stakeholders for interviews/invite submissions;

Survey data both existing/pre-existing and new survey(s);

Benchmarking – local, national, international;

Key changes since Education for Tomorrows World – 2008;

Key changes within the sector since 2008.
The Executive Officer, working with the APS Course Review Team, would then set in motion the data
requirements, any surveys, consultations or focus group meetings.
4
A4
Timing
Stage One – 3 months
Audit Team and Preparation of Submission;
Dissemination of Submission
July - September inclusive
Early October
Stage Two – 6 months
Review Panel:
Preparation by Panel
Three day review
Report preparation, including policy development
Submission of Report to Executive:
Submission of Report to Academic Board/Senate:
October
Early November
November
December
February/March 2016
2016 Preparation
During the nine month period, preparations will also take place for appropriate data collection, surveys etc
for the 2016 program of reviews and early consideration of the parameters for that review. In addition, the
Audit Team will provide input and guidance to the formulation of a University Policy on Course Reviews,
including process and timelines, which will be drafted by the APS Course Review Team and the Executive
Officer. The proposed policy will be referred to and approved by Academic Council.
5
A5
Black Swan Highlight Report
TRIM FILE REFERENCE: F70456
DOCUMENT STATUS
Draft
Ready for Review
x Final
DOCUMENT MODIFICATION HISTORY
Version
Number
0.1
Primary Author(s)
(name and position)
Mr Grant Godfrey
Description of Version
Progress Report for the Education
Futures Strategy Group
Date
Completed
th
5 June
2015
Provided
To
Education
Futures Strategy
Group
DOCUMENT APPROVAL
Approved By
(name/position of approver)
Gilly Salmon
Signature
Date
5 June 2015
Pro Vice-Chancellor (EI)
Page 1 of 1
B1
Black Swan
Highlight Report
12/5/2015 –
5/6/2015
Project
Summary:
Project Exec:
Key
Stakeholder(s):
BA:
Go Live Date:
UWA to move to a new Blackboard LMS platform by July
2015 (Phase 1)
Alec Cameron
Core Project
Team,
Educational
Specialist Deans
Nicola Robinson
Senior User(s):
Project Manager:
Senior
Supplier(s):
Gilly Salmon
Status
Summary
Period
Scope
G
Budget
G
Schedule
A
Resourcing
A
Overall
G
Grant Godfrey
Peter Leong (BB)
Assine George
20th July 2015 Phase 1
Commentary
Units released to teaching staff now stands at 789.
Continuing battle to identify correct Unit co-ordinators for semester 2, and highlighting some oddities in the
way that units have been named (e.g. ECON units being run completely by Agriculture School).
In the last fortnight, a few milestones have been achieved

“Early Start” June Units have been moved into production

Target date set for all Business Shool Units to move to Production (8 June)

A growing number of “empty” Blackboard shells have been requested where new content is being
proposed for units that previously had none.
There is a small backlog of quizzes needing to be re-built before units are released. It has proven difficult to
estimate the time to resolve quizzes, meaning that many of the last units to be released will be ones with
reasonably complex quizzes. Additional technical consulting resources (still within budget) have been
directed to assist with completing these quizzes. As previously indicated we are running about 1 week late
on 100% unit release , hence schedule indicator set to Amber. Phase 1 operational target of 20 July is still
achievable.
Project focus for the next fortnight is to complete the release of the last units for Semester 2 and to convert
the balance of the June and July early start units across to production ( in particular much of the FMDHS
unit load commences in early and mid July). We will continue to fine tune the communications with
Faculties and Schools.
Grant Godfrey
Project Title - 4. PBS Report
This
Page 1 of 3
B2
This Reporting Period: 12 May 2015 – 5 June 2015
• Communications
• Carpe Diem Workshops continue
• 9 Subscription Newsletters have now been issued.
• 789 Units released and in hands of Unit Co-ordinators @ 5 June (verus initial target of 850)
• Continuing dialogue with Teaching & Learning Deans in each Faculty.
• Common FAQs posted to website.
• Attendance at each Faculty “Teaching and Learning” Forums has been limited to date
• Communication Forum for Faculty IT and Support staff held
th
• Blackboard User Forum for Unit coordinators planned for 26 June
• Late flow of information on units no longer required or not being taught in sem 2
• Reassuring staff on student access to Moodle material for Deferred and Supplementary examination periods.
• Technical Stream
• Semester 2 content checking and release at approx. 80% of target, Quiz resolution bottleneck being
addressed.
• June Early adopter units being transferred to Production
• Integrations:
•
Lecture Capture System (LCS) working in production,
•
Turnitin working in production,
•
Pearson/ McGraw Hill & other content providers still some work to do.
•
OLCR integration currently in Staging for testing
• Conference & Learning Stream
• June Faculty days and Conference completed
• Feedback becoming more specific
• Growing number of new shells being requested for staff to copy their Carpe Diem work into and to build their
units from scratch.
• Faculty and Student Support
• Full complement of Learning technologists now in place
• 1 New Technical Help Desk staff commenced 4 June
• Student Help Tab on Blackboard Learn operational.
• Student notifications of Change appearing on Moodle production site – changing fortnightly.
• Online Conversion support / Self Help materials completed.
• y “Drop in” support sessions have commenced
• FAQ document posted on Ed Futures website.
• Student Council “hands on” sessions completed – main student concern is staff adoption.
• Training delivered at Albany
• Meetings arranged to meet with Unit Coordinators who has a “specials” unit
• Training for Faculty Advocates ongoing, focusing on Groupd and Grade Centre
• Project Management
• Conversion Processes being documented to improve the Sem 1 2016 conversion.
• Lessons learned also being documented for the future.
• Bottlenecks being resolved as identified
• Daily team stand ups working well
• Trust building up within team
B3
Next Reporting Period: 8 June 2015 – 22 June 2015
•
•
Project Collaboration & Communication
• Carpe Diems continue
• Newsletters continue
• Prepare “all Student” email and material for Library website, CEF webpages, and UWA News
• Prepare Student Promotional leaflets
• Update Orientation guides / websites
Technical Stream
• Roll out of Collaborate to all Central and Faculty managed PCs
• Release of final Sem 2 Units for review.
• Complete remaining integrations .
• Plan for transfer of Units progressively to Production site.
• Continue to investigate Helpdesk overflow arrangements with Blackboard for Late June / July.
•
•
Conference & Learning
• Review of Conference and Faculty Day process for next conversion period.
Faculty and Student Support
• Attend UWA Student Guild Education Council
• Plan and imlement Library “drop in” Support Centre for Unit Co-Ordinators.
• Initiate communications strategy with Student body in lead up to Sem 2 start
• Learning Technologists/ Learning Design team fully engaged in Faculty support
•
Project Management
• Commence Service Design Package
• Revision of unconverted unit listings
• Continue Faculty Liaison
• Finalise Moodle Decommissioning and Archive Process for Post July 2015
• Issue resolution
B4
Key Risks
Risk #
Description
Rating
Medium
Mitigation
A full transition program
throughout 2015 is
planned, code named
‘Black Swan’. In addition
to the technical transition
it includes streams of
project work that
together make an
integrated whole
including
communications,
learning design,
students, faculties,
conferences and
resources.
Current Status/Actions
A lead individual has
been identified from
across UWA for each
stream, working under
the sponsorship and lead
of PVC EI. Feedback
from initial “Hands-on”
Faculty day attendees
has been most positive.
Requests for early
access to units coming in
as well as requests for
blank shells to develop
new units.
01
Lack of adoption by staff such
that 100% course target takes
longer to achieve than target.
02
Lack of adoption by students
Medium
Black Swan includes an
extensive student support
program.
Students initial “Handson” experience very
positive. Library front
house staff all trained on
BlackBoard.
03
Transition Project misses target
launch dates.
Medium
Blackboard project team is
highly experienced in
completion of Moodle
conversions. Their
knowledge of
Moodle is outstanding as
the underlying Netspot
business continues to host
many continuing Moodle
installations so they have
access to skilled Moodle
support if needed in the
transition.
Internal UWA
project team has been
selected for their
knowledge of UWA
required interfaces and
their time is being
100% devoted to these
project streams.
Incremental resources
being made available.
04
Insufficient resources to
manage project in a timely
fashion
Medium
Key technical expertise
currently located in CATL
will be devoted to this
transition. We have access
to the experienced
Blackboard project
management team.
Additional resources
have been approved and
Moodle / BlackBoard
have provided extra
technical and other
support.
05
Key Resources are lost mid
project.
High
We are partnering with the
leading LMS vendor in the
market which places us in a
strong position to
replace lost internal staff
with appropriately skilled
staff from our vendor
partner who understand
both Moodle and
Blackboard.
Project staff have
changed, strong support
provided by Stakeholder
Group to replace lost
staff.
B5
06
BITS staff has conflicting
priorities and are unable to
provide sufficient support
Low
Ensure that any resource
clashed identified are
resolved with reference to
the SITIMC prioritization of
major University projects.
CIO has identified this
project as priority.
A devoted project
manager assigned on
07
Resources are over-utilised
due to project Timeline
Medium
Timeline has always been
challenging, early adoption
units have added to the fun!
Resource monitoring and
support Executive Team
in place and meeting
fortnightly.
08
Some Unit Content (certain
quizzes) will not automatically
migrate to BlackBoard
High
Education Futures
Technical team will replicate
quizzes that do not transfer,
Learning technology team
will work with Faculty to
resolve other issues.
Specialist advice being
arranged to support
Anatomy issue.
Additional resources
assigned to Quiz
resolutions.
the UWA side to co‐
ordinate BITs
deliverables. BITs Phase
1 work is nearing
completion.
Requests For Change
Change #
Title
Change #1 Additional
Support
Staffing
Details
Status
Additional funding requested for Conversion
Consultant and Learning Technology System
Support Officers
Approved DVCE
Project Milestones
Milestone
%
Complete
Baseline
Start
Baseline
Finish
Actual /
Forecast
Start
Actual
Finish
Business Case
100
Nov 2015
Nov 2015 Nov 2015
Nov 2015
Contract Signed
100
Dec 2015
Dec 2015 Dec 2015
Dec 2015
Project Team Assigned
100
Dec 2015
Dec 2015 Dec 2015
Dec 2015
Project Kick off Completed
100
Jan 2015
Jan 2015
Jan 2015
Jan 2015
Project Plan Approved
100
Jan 2015
Feb 2015
April 2015
April 2015
B6
Forecast
Finish
Project Milestones
Milestone
%
Complete
Baseline
Start
Baseline
Finish
Actual /
Forecast
Start
Actual
Finish
Conference 2
100
Apr 2015
Apr 2015
April 2015
April 2015
Conference 3
100
Jun 2015
Jun 2015
June 2015
June 2015
April Faculty Day 1 - 4
100
Apr 2015
Apr 2015
April 2015
April 2015
June Faculty Days
100
Jun 2015
Jun 2015
June 2015
June 2015
Carpe Diem
45
Dec 2014
Dec 2015 Continuing
Collaborate Standalone Rollout
100
Feb 2015
Mar 2015
Mar 2015
Technical Readiness
98
Dec 2014
Apr 2015
June 2015
Raw Content Migration
100
Jan 2015
Apr 2015
April 2015
Progressive Release of Sem2 Units
90
Online MBA Go Live
100
Feb 2015
May 2015 May 2015
Learn Go Live
0
Jan 2015
July 2015 July 2015
Moodle Decommissioning
0
Process
to be
Analytics Readiness
0
July 2015
2016
Outcomes Readiness
0
July 2015
2016
Mar 2015
April 2015
May 2015 June 2015
May 2015
reconsidered
B7
Forecast
Finish
Pathways to Education Futures: Futures Observatory Plan
TRIM FILE REFERENCE: F73393
DOCUMENT STATUS
Draft
Ready for Review
x Final
DOCUMENT MODIFICATION HISTORY
Version
Number
0.1
Primary Author(s)
(name and position)
Ms Lucinda
Thomson
Professor Gilly
Salmon
Description of Version
Report for referral to the Education
Futures Strategy Group for
discussion
Date
Completed
th
5 June
2015
Provided
To
Education
Futures Strategy
Group
DOCUMENT APPROVAL
Approved By
(name/position of approver)
Gilly Salmon
Signature
Date
5 June 2015
Pro Vice-Chancellor (EI)
Page 1 of 1
C1
Pathways to
Education Futures:
Futures Observatory Plan
Page 1 of 22
Futures Observatory – Communication Plan v1.0
C2
P r o j e c t Plan
1.
Summary
th
At its April 27 meeting, the Education Futures Strategy Group received, with some enthusiasm, the
concept document for the Futures Observatory (FO) to be developed by the Centre for Education
Futures (CEF). The Strategy Group asked for more detailed planning to further understand the
approach and activities of this initiative.
To summarise: The aim of adding the Futures Observatory to the Centre for Education innovation mix
is not a disruption of the intent of UWA, but instead a promoting transformations to achieve leadership
in an uncertain futures. Including the FO activities in the Education Futures implementation enables a
more radical view towards further horizons and directs some staff and some resources to supporting
longer term innovation
Our proposal is that the FO starts to raise the profile of more radical thinking about education at UWA
through intelligence gathering, cross disciplinary and role collaboration, the injection of deliberation
through activities with external partners, and small scale scholarship funding opportunities.
2.
Purpose
UWA is filled with very smart, knowledgeable, creative and committed people – with very little time to
spare for something else or new. The FO intends to tap into these – whether it’s a minute or a day or
their time in the pursuit of one of UWA’s big aspirations - Education Innovation and Leadership.
The FO will support and enable the principles and implementation of the Education Futures initiatives
to enable UWA to develop and expand as an innovator in learning and teaching and directly impact on
students’ satisfaction and experiences. The FO will be part of the Centre for Education Futures to
provide an engaging physical space and build global digital presence. The FO will collaborate with all
relevant facets of the university community including Faculties, BITS, Information Resources &
Libraries and Student Support Services.
The FO will enable UWA to:





Expand on its reputation as an innovator by acting as an observatory and a beacon for the
future of higher education
Examine and consider the impact of emerging technologies and disruptive trends in higher
education
Identify and contribute practical systemic actions and impact within and outside the university
Contribute to developing new strategies, projects and implementations to maintain momentum
as well as scaling up for the Education Futures vision, principles and projects.
Extend impact by integrating with innovations in the wider university such as the EZone
developments in the Faculty of Engineering, Computing and Mathematics and the IQ
(Innovation Quarter).
The FO will provide to the whole UWA community:




A focus on stimulating, fun and interesting ‘future-first thinking’ events
Partnerships with selected technology and industry organisations to promote windows on
possible education futures for higher education and students’ learning
Ability for academics, teaching staff and post graduate students, to be exposed to, to try out
and consider the newer devices and technologies for use in their practice
Opportunities for researchers to share new ideas, develop scholarship and research with
others around more radical education innovation
Futures Observatory – Communication Plan v1.0
Page 2 of 22
C3
P r o j e c t Plan



3.
Alerts, reports and future orientated ‘White Papers’ to promote discussions, explorations and
experiments
Education Futures Scholarship and Seed Funding program providing opportunities for more
staff involvement in scholarship projects and evidence building for learning transformation
Create an innovation ‘pipeline’ from the FO to inform Carpe Diem learning design
Background
UWA intends to become a leader in education innovation. Through the implementations arising from
the Education Futures projects and the increased deployment of educational technologies, UWA will
achieve enhanced student satisfaction and learning. The Education Futures Project has been a two
year strategic development initiative (www.education-futures.uwa.edu.au), initiated by the ViceChancellor, which involved consultation with the UWA community and stakeholders of all kinds. Seven
principles were developed and agreed: transformative teaching, evidence-based teaching, experiential
learning, integrated research experiences, optimised learning resources, vibrant campus and digital
environments, global citizenship and leadership for students. In short, the discussions and
consultations laid the foundation for a contextualised values and principles driven program of
education innovation for UWA.
In 2014, a group of emerging leaders from UWA identified the first projects for Education Futures.
They encouraged commitment from across UWA for the adoption of ambitious forward-looking
teaching practices and the reform of learning environments (physical and digital). The leaders wished
to stimulate a wide variety of approaches to enable UWA to feature as leading in global education
innovation and providing UWA students with an exceptional future-proofed, world-class educational
experience.
The University’s 2020 Strategic Plan reinforced and extended the reach of the Education Futures
principles and provided appropriate measures of success. The plan throws out a challenge to the
whole organisation to be known as a ‘global leader in educational innovation’ and engage in the
changes that would bring that reputation about. This implies not only internal achievements to enable
the whole university community to succeed in achieving appropriate successful development of its
teaching but also positioning UWA in such a way that it’s recognised on the world map for its
educational innovation achievements.
4.
Rationale and Scope
To implement the Education Futures vision requires large scale, visible and highly supportive actions
to engage all members of the UWA community to capture the moment of transformation and create
sustainable momentum. Innovation provides organisations a competitive edge, which makes
embedding innovation at UWA at the moment when the external world is changing so fast a key issue
for development. Three critical areas are needed when implementing innovation - to ensure that
enabling practical processes are in place together with the removal of barriers, to create the conditions
that support an enabling climate, and to build capability so that staff acquire the appropriate skills and
behaviours.
The university has adopted some ambitious targets for 2015 – a new digital environment (LMS) by
July 2015 and the redesign of 1000 of UWA teaching units. Central to the achievement of the 2015
targets is the bringing together of previous disparate staff into one central space on campus in the
redeveloped Hackett Hall, in order to promote cultures of collaboration and achievement from the
enablers outwards, and to send a clear message to the UWA community that through alliance and
focus the targets can be met.
Futures Observatory – Communication Plan v1.0
Page 3 of 22
C4
P r o j e c t Plan
UWA is addressing challenges to traditional methods of teaching by deploying a design based
approach to incremental innovation. However, it is also important to look further into the future to
consider more radical possibilities and explore them with different ways of thinking and acting, many of
them enabled and driven through new digital opportunities. Most universities tend to be best at
incremental or adaptive innovation. One example that UWA is facing at the moment…to update our
digital and physical spaces – is a powerful example of slower, incremental, adaptive innovation. So
the key question for UWA, is - is that it? Will that lead us to transforming our role and position in the
world as ‘leaders’ in education? We need as well to be seeking some breakthroughs – something that
moves us beyond our more comfortable spaces and mindsets.
The intention of the FO is to realise the ‘leading’ part of education futures and provide an innovation
‘laboratory’ to enable the UWA community to engage with more deep and radical opportunities. It will
‘observe’ and surface existing innovations from across the institution as well as bring new educational
ideas from across the world. The FO will also view ‘over the horizon’ technologies that can be
prototyped, adapted and adopted for pedagogical purposes and provide a dissemination approach for
in-house empirical educational research.
One of the biggest challenges innovators face is to understand potential opportunities before creating
a strategy. Since we cannot ‘see’ the future, real insight needs to be gained from people who are
emerged in foresight and can make sense of possible scenarios. Even if innovations are disruptive
and the future is discontinuous, all we really can know for sure is the data we have today. So it is
through diligent inquiry and sense making that we do get some insight into what might happen next.
Hence the ‘observatory’ nature of the FO
In universities it’s all too easy - we get stuck in strategic planning where understanding where we are
often postpones development. UWA needs to do something more than this to create its leading
position. Even if we come up with the new ‘product’ we do need to engage with the more
conservative, the financial and organisational implications.
More radical innovation is about experimentation – trying many things at once, managing risk by small
scale prototyping and seeing what works through feedback from the context. In this way the FO can
look around; and discover trends and patterns that will help UWA reach and demonstrate our target to
adopt and educational leadership role. Prototyping can include push (typically new digital
technologies or those adapted from other sectors), pull – merging demands from our clients and
students and clash – rising and existing competitors (often surprises in here). It’s complicated and
won’t happen unless UWA is willing and prepared to spend a little time being ‘disruptive’ to our
thinking and then checking it out. UWA does need to tackle this too.
Innovation is about bringing together individuals with diverse strengths, interests and experiences who
might create new insights and build something together – constructive conflict or positive tension (not
total consensus). The FO will provide a safe place and haven for this to happen.
We can distinguish between a moderate change strategy and a more radical approach. For example,
an incremental approach involves enhancing existing practice through introducing well-rehearsed and
easy-to-use learning technologies. A further dimension of a strategic framework for UWA is to
distinguish between core technologies and peripheral learning activities. The core forms the basis of
current activities that must be maintained, and since effort and investment have been put into them,
they do not present a high risk. We could consider the use of university provided LMS and the eresources provided by a university library, to be core technologies. Nearly all universities have
adapted to using an LMS. These core capabilities are no longer truly innovative – but have become
expected and ‘business as usual’.
At the same time, a research and development agenda that brings forward weaker signals from the
university and society’s external, suggests a more challenging approach to changes in creating
innovations that are more risky but potentially more leading or transformational. UWA now needs to
Futures Observatory – Communication Plan v1.0
Page 4 of 22
C5
P r o j e c t Plan
find a way that the two approaches are not mutually exclusive, and can be turned into practical
actions. Evidence from other sectors suggests that pursuing radical, individualistic innovation leads to
more novel solutions and more extensive new market opportunities.
5.
FO Initiative Objectives
The FO objectives are to:




Provide an open yet purposeful environment where staff can experiment with different frames
of reference and be encouraged to look at new horizons in technology and innovation
Enable staff to easily explore and experiment with the latest technology for learning and
teaching. Encourage greater and better deployment of digital technologies and inspire
academic teachers to think beyond the classroom, across all faculties
Provide staff with new, supportive and inspiring pathways to contribute to the development of
learning and teaching scholarship ideas and developments, and ultimately, research
proposals, studies and dissemination of evidence
Broker and enable mutually beneficial relationships with technology and industry partners to
promote and enable ‘future first’ thinking
Futures Observatory – Communication Plan v1.0
Page 5 of 22
C6
P r o j e c t Plan
6.
FO Activity Plan
2015
Deliverable
Measure
Activity
Commencement
Date
1
‘Futures First’ white
papers’ on options and
approaches
500 staff & stakeholders
engaged in discussion &
consultation
Intelligence collections & collating initiatives from around the world from similar and
different universities.
July 2015
2
Partnerships
5 founding Technology Partners
and 1 Industry Partner
Attracting Partners:
July 2015




3
FO open for ‘business’
At least 20 interesting activities
and technologies showcased
Identify complimentary and innovative organisations that can add value and
enhance the FO brand
Liaise with BITS on existing technology partnerships or those mutually identified
Promotion of Partnerships though the FO website and social media
Identify and assist with mutually beneficial opportunities
Showcase the latest:


August 2015
Digital technology and its application for academics to future Teaching and
Learning trends and practices as UWA promote students to “Pursue
Impossible”.
Education technology developments such as virtual reality, gamification,
application workflow, collaboration, virtual assistants, learning analytics, flipped
classroom, adaptive learning, personalised learning, wearable technology,
robotics, open educational resources (OERs) of authentic learning opportunities
through a variety of future focused, thought provoking technology events.
Enable academics, staff and Post Graduate Students to explore new technologies in a fun
and purposeful environment that can be also be trialled for teaching and learning
scholarship opportunities.
Page 6 of 22
Futures Observatory – Communication Plan v1.0
C7
P r o j e c t Plan
4
Commencement of
‘Future Followers’
network at UWA
100 individuals or groups in
network by end of year
Create futuring events and activities based on hindsight, insight and foresight events.
These events would be based on the following research:


August 2015
Gartner’s Top 10 Business Trends Impacting Education - Published: 26
November 2014
The NMC Horizon Report: 2015 Higher Education and Australian Editions
Raise awareness and
opportunity for
engagement across UWA
in innovation for learning
and teaching
15 Education Futures seed
funding projects
Launch Education Futures Scholarship Program:
Establish UWA as a
leader in education
5 Promotional opportunities
Promote the FO and its impact throughout the world using social media and
presentational opportunities
September 2015
Engagement and
communications
Engagement and
Communications plan is
currently in progress
Ensure that relevant, accurate and consistent information is provided to the FO
Stakeholders, Advisory Group, Academics, Staff, Post Graduate Students and other
appropriate audiences.
September 2015
8
Raising of awareness of
UWA educational
leadership
Publications, keynotes,
conference presentations and
media articles
Seek external opportunities to present work and achievements of UWA in education
innovation.
September 2015
9
Inspirational exemplars of
achievements
20 exemplars well presented
Constantly present and build upon examples of innovative practice across UWA.
September 2015
5
6








Shark Tank events
Seed Funding and Secondment, application support
Small project management
Evidence gathering and researching teaching innovation
Dissemination
Presentation
Publications
Preparation for Faculty and external awards including OLT
August 2015
(One round)
Horizon gazing in
Australia
7
Futures Observatory – Communication Plan v1.0
.
Identify and present exemplar UWA units that have been transformed through the Carpe
Diem process
Page 7 of 22
C8
P r o j e c t Plan
10
‘Deep Dive’ events
1 per week
Engage with internal and external partners to provide events on topical and futuristic
trends in learning and educational technologies
October 2015
11
Collaborate with other
Universities
Identify 2 Universities and
discuss relevant activities and
events we would like to
participate
Reach out to other universities to identify collaborative activities that will reinforce the
FO’s purpose and objectives as well as be mutually beneficial to both organisations.
October 2015
2016
Deliverable
Measure
Activity
Commencement
Date
12
Raise awareness of up
and coming technologies
Number of FO website hits on
key pages where videos of the
these events are to be found for
viewing after the events
Use the FO digital presence to continue to provide access to new and previous events by
providing video links and associated materials
January 2016
13
Increase the reputation
of UWA as an innovator
in Teaching and Learning
The number of attendees
participating in these events
Identify suitable technology launches with partners that will take place in the FO and
create newsworthy publications that can be used externally
February 2016
2 Press Coverage and news
worthy items achieved
14
Attract industry Partner
1 Industry Partners
Identify another industry partner and present relevant activities in the FO
February 2016
15
Partnerships
Attract an additional 4 new
Technology Partners
Identify complimentary and innovative partner organisations that can add value and
enhance the FO brand
February 2016
16
Future Student Events
Participation in future student
activities at UWA
Incorporate future student technology expectations and requirements into the FO events,
partner and academic presentations as UWA promotes students to “Pursue Impossible”
February 2016
17
Showcase Academics
research proposals
5 Research Proposals
Disseminate scholarship research project results through appropriate FO events
March 2016
Futures Observatory – Communication Plan v1.0
Page 8 of 22
C9
P r o j e c t Plan
7.
Engagement and Communication Plan
An Engagement and Communication Plan will be incorporated into the Centre for Education Futures
communications and ensure the FO provides relevant, accurate and consistent information to
stakeholders and audiences. Through effective engagement and communication of the events,
activities, accomplishments, scholarship outcomes and white paper dissemination, the FO will achieve
ongoing recognition of its work with the support and cooperation, with the ultimate aim to place UWA
as leading in education innovation.
8.
Advisory Group
The FO is an integral part of the Centre of Education Futures providing a physical and digital space
and concept to enable CEF’s strategies and goals. The FO Advisory Group will be formed to provide
direction to the ongoing use of the Futures Observatory and the collaboration across UWA. . The
group will meet on a frequently basis with each meeting providing an update on the FO’s activities,
seek strategic advice on upcoming events, raise new and outstanding issues, and discuss the future
direction of the program. . A proposal to form the FO advisory working group will be presented to the
next EFSG meeting.
9.
Partnerships
The partnership selection will be based on clear criteria including market leadership in their industry,
reputation for innovation, interest and focus on the Higher Education sector, alignment of values (e.g.
ethics, innovation, achieving excellence, and community responsibility), willingness to collaborate to
achieve mutual goals, ability and willingness to support the FO initiatives through equipment and/or
services.
FO will discuss each party’s objectives in order to explore synergies and value that each brings to the
relationship, followed by regular assessments of the activities developed and creating opportunities to
collectively showcase achievements and outcomes.
We expect to choose partners to understand the university’s ethical values, to participate in innovation
events to showcase emerging trends in educational technology, to value collaboration with
researchers and innovation thought leaders. Examples of the types of partners that we are considering
are: Intel, Apple, Cisco, Microsoft, Adobe, Samsung, Pearson, IBM, Telstra and Gartner.
For further information please refer to Appendix A.
10. Education Futures Seed Funding and Scholarship Program
2015
The new Education Futures Seed Funding and Scholarship Program will raise the profile of evidencebased learning and teaching at UWA. The process will influence and support scholarship of innovation
and excellence in digital and blended learning, as well as enable academics to achieve external
reputations and profiles in the domain. Opportunities will be provided for academics, either individually
or in teams, and from all faculties and schools to conduct studies into future learning, teaching and
assessment, and the deployment of digital technologies in the service of student engagement. The
program will comprise a variety of inspirational and practical professional development opportunities in
the area of scholarship, publications and grant applications, with clear deliverables and outcomes.
Page 9 of 22
Futures Observatory – Communication Plan v1.0
C10
P r o j e c t Plan
The Education Futures Seed Funding and Scholarship Programs will provide internal funding as well
as secondment opportunities to support staff in further examination of future learning and
dissemination of findings across the university. The Education Futures Seed Funding and Scholarship
Program aims to enhance the skills and successes of staff across all faculties at UWA. Refer to
Appendix B for an overview of the proposed program
An Education Futures Funding Selection Group is being established to select and administer the
funding.
Futures Observatory – Communication Plan v1.0
Page 10 of 22
C11
P r o j e c t Plan
Appendix A
Partnerships
Purpose
The purpose of this document is to identify the strategy for appointing partners to support the
objectives of the Futures Observatory (FO). It outlines the criteria for their selection, appointment and
the measurement of the success of the relationships. This document will evolve in accordance with the
annual objectives of the Centre for Education Futures.
Advice and monitoring for partnerships will be included in the proposal for the Futures Observatory
Advisory Group (reporting in to the Education Futures Strategy Group).
Partner Selection Criteria
1.
Alignment of values

Ethical operations

Innovation

Achieving excellence

Community responsibility
2.
Market Leader in their industry and or disruptive technology
3.
Reputation for innovation
4.
Interest and focus on the Higher Education sector
5.
Willingness to collaborate to achieve mutual goals
6. Ability to support the FO initiative through equipment, services, access to R&D and
futuristic ideas and views
UWA will offer


A physical and digital space within the Centre for Education Futures at the UWA campus to

showcase the partners technologies innovations

share futuristic ideas and views

involvement in a wide variety of ‘Future First’ events and networks
Ability for the partners to participate in the regular events in the FO events to showcase the
emerging trends in educational technology and future-proofing in teaching and learning

Opportunities for involvement in educational scholarship projects

Exposure to other areas of interest and academics in UWA

User Stories and exemplars

Potential to provide purchasing initiatives or services to UWA staff & students
Futures Observatory – Communication Plan v1.0
Page 11 of 22
C12
P r o j e c t Plan
Developing a trusting relationship with the FO Partners
FO will focus on Developing develop a trusting relationship with sponsors:

Meet and discusses each party’s objectives in order to find the synergies and the value that
each bring to the relationship.

Ensure that together a mutually beneficial long term relationship is formed

Ensure that the right level of seniority of both parties are aligned

Invite to quarterly Partner Advisory Committee Group meetings

Develop an annual assessment process for both parties to participate to ensure that it
continues to be a mutually beneficial situation

Showcase collectively achievements that are a product of the FO initiatives
Identifying potential FO Technology and Industry Partners
Initially the FO will explore the current UWA technology partners who currently align and meet our
partnership criteria. These include but are not exclusive to HP, IBM, Intel, Apple, Blackboard, Adobe,
Microsoft and Cisco etc. who have varying levels of engagement with the University. Other companies
such as Samsung may be considered as a partner if they meet the criteria, are leaders in the mobile
device market and are interested in expanding their presence in the Higher Education. Another
company of interest to FO is Google as they are the leaders in collaboration and innovation.
Futures Observatory – Communication Plan v1.0
Page 12 of 22
C13
P r o j e c t Plan
An example of Partner Value to the FO
Sponsor
Value




Futures Observatory – Communication Plan v1.0
Market leader in Collaboration software
Their mission is to organise the world’s information and make it
universally accessible and useful
Increasing presence in Education
Highly innovative and large R&D spend providing access to future
thinking



Market leaders in design & publishing
Widely used within the university and very focus on Education
Adobe advocate who can present on leading and innovative
solutions






Market dominance in office based software programs and
gamification (Xbox)
Thought leaders and influencers
Major presence in Higher Education
Access to the Microsoft Academy
Large R&D spend and access to future thinking
Philanthropic agenda




Market leader in Learning Management Solutions
Major presence in Higher Education
Gaining a strong presence in UWA
Highly supportive he of the Carpe Diem workshops, the FO






Market leader in Communication Technology
Leaders in innovation
Major presence in Higher Education
Provision of Equipment/New technology
Strong network of partners
Access to the Cisco Academy








Market leader in Microchip Technology
Leaders in innovation
Emerging presence in the Higher Education market
Strong network of partners
Provision of Equipment/New technology
Large R&D spend providing access to future thinking
Access to futurists in emerging technologies
Innovative Education programs






Market leaders in the consumer electronics market
Emerging presence in Education
Leaders in wearable, mobile and virtual reality technology
Provision of equipment/new technologies
Leaders in innovation
Large R&D spend providing access to future thinking
Page 13 of 22
C14
P r o j e c t Plan
Measuring partnerships
No.
Activity
Description
1
3 events showcasing
technology, innovation
services R&D and explore and
share futuristic ideas and
views
Showcase technology to academic staff through Deep Dive events
and participation in CEF conferences, also demonstrating the
collaborative nature of the relationship between Education and
Industry and enhancing the profile of the FO through association
2
2 additional training and
product events for academics,
support staff and students
Further professional development opportunities to staff and
students through the provision of their training academies
3
2 collaboration projects with
CEF research
Availability to collaborate and assist with CEF research projects
4
Participation at the Advisory
Committee Group and ongoing
meeting throughout the year
Ability to participate in discussion regarding the direction of the FO,
through the sharing of the strategic direction of both parties in order
to identify mutually beneficial initiatives
5
Access to innovators and
thought leaders in the
university
Greater exposure of the FO both across UWA and outside of UWA
New Sponsor Selection
As the FO matures, there will be a need to identify new sponsors to compliment the group of sponsors
already in place and provide complimentary technologies and innovation. The CEF’s vision, Horizon
and Gartner reports, and scholarship projects will continue to provide new focus and objectives.
Futures Observatory – Communication Plan v1.0
Page 14 of 22
C15
P r o j e c t Plan
Appendix B
The following provides an overview of the proposed Education Futures Seed Funding and Scholarship Program for 2016
UWA Shark Tank Events
The series of UWA Shark Tank events will provide academic staff with the opportunity to pitch their promising concepts – research and development ideas or funding proposals – to a panel of
experienced university staff. The pitch would include a specific amount of funds required, and the planned outcomes of the project in terms of external funding applications and impact.
Academics will work against the clock to verbally present and pitch their concept within a five minute period. It does not require a prepared detailed written business plan. The panellists will
provide feedback, recommendations and advise on appropriate external funding opportunities to guide the individual/s prior to the development of the written bid.
The university, through the Education Futures Seed Funding, will invite promising proposal/s to apply for funding of up to $10,000 to lead to project outputs and increase the likelihood of
obtaining external funding, or alternatively apply for an Education Futures Secondment which will offer buyout funds to enable faculty and professional staff to work for a short or longer term
placement in the FO for research and development of their concept.
Details
Objectives



To provide staff with the opportunity to test run
proposals and receive high-level feedback prior to
initiating the written bid.
To ensure that concepts are ‘university endorsed’
early in the development process, thereby
reducing the number of applications which are
internally rejected prior to external submission.
To provide feedback on pitches, and recommend
potential funding opportunities.




To encourage novel, timely, innovative and original
pitches.
To encourage pitches involving a mix of disciplines
(e.g. cross-faculty proposals), with a strong
alignment with UWA’s 2020 Plan.
To identify promising proposals for Education
Futures Seed Funding, or an Education Futures
Secondment.
To support successful pitches with the provision of
a mentor.
Frequency:
Monthly
Duration:
1 hour
Format:
4 pitches per session (15
minutes each)
Panel:
4 - 5 Researchers in Tertiary
Education
Open to:
Individuals and teams
Page 15 of 22
Futures Observatory – Communication Plan v1.0
C16
P r o j e c t Plan
Education Futures Seed Funding
The Education Futures Seed Funding will provide internal funding to academics to raise the profile of evidence-based innovative learning and teaching, and support further examination of
future learning. Individual academics, or small collaborative teams, can apply to investigate, develop and implement innovations in learning and teaching, and build on evidence-based learning
and teaching research, through initial research, piloting and prototyping of a concept, or small-scale projects. Seed Funding will particularly focus on innovation, future learning, digital and
mobile learning and the use of technologies, and lead to a higher likelihood of obtaining external funding, such as the Office for Learning and Teaching (OLT) grants.
Details
Objectives


To enable academics to undertake initial
investigations, developments and implement
innovations in learning and teaching, future learning
and exploration of technologies in learning and
teaching.
Funding
Amounts:
Up to $10,000
Funding
Duration:
12 months
To support academics to conduct initial research,
piloting and prototyping of a concept in the area of
learning and teaching.
Assessment
Committee:
TBC
Futures Observatory – Communication Plan v1.0
Page 16 of 22
C17
P r o j e c t Plan
Education Futures Secondment
Education Futures Secondments will provide academics with the opportunity to further their evidence-based learning and teaching research and development. It will enable and support
innovation in teaching and learning futures, in addition to digital, mobile and blended learning and the exploration of technologies within learning and teaching. Secondments will be based within
the FO for initial research or piloting and prototyping of a concept.
Details
Objectives



To enable academics to investigate, develop and
implement innovations in teaching and future
learning and the exploration of technologies.
To support academics to conduct initial research or
piloting and prototyping of a concept in the area of
future learning.
To provide academics with an environment to
undertake research and development projects.
Futures Observatory – Communication Plan v1.0



To increase UWA’s knowledge of evidence-based
learning, teaching, assessment and digital
technologies research.
To encourage and support innovation and
excellence in learning and teaching, in particular for
digital and mobile learning.
To provide academics with opportunities to develop
and participate in new technological innovations,
and disseminate findings within UWA.
Secondment:
Up to three months
Duration:
2 x per annum
Selection
Committee:
in progress
Page 17 of 22
C18
P r o j e c t Plan
Deep Dive Events
Monthly events to assist all staff in understanding and embracing innovation and forward-thinking in learning, teaching, assessment and digital futures.
Objectives



To encourage academics to introduce innovation
and forwarding thinking within their learning and
teaching practices.
To encourage future thinking and radically
innovative use of technologies.
To showcase exemplars and encourage good
practice.
Futures Observatory – Communication Plan v1.0
Details
Presenters:
Internal & External Parties
Frequency:
Frequent
Duration:
1 hour
Timing:
Lunchtime
Page 18 of 22
C19
P r o j e c t Plan
Funding and Achieving Education Futures Initiatives
Workshops for academics and researchers to provide training, mentoring and support for external and internal funding, and scholarship opportunities, including budgets, applications,
submission, research recognition and dissemination.
Details
Objectives


To support and encourage academics to apply for
external funding opportunities, including (but not
limited to) grants, citations, fellowships, teaching
awards and project funding offered by the Office for
Learning and Teaching (OLT) or its successors
To support and encourage academics to apply for
internal funding including Faculty awards and of the
Education Futures Seed Funding and
Secondments.
Futures Observatory – Communication Plan v1.0

To increase the knowledge and skills of academics
in relation to internal and external funding
opportunities (guidelines, criteria, evidence and
formatting requirements, budgets).
Frequency:
As required (OLT sessions to be
aligned to OLT deadlines)
Facilitator:
TBC
Page 19 of 22
C20
P r o j e c t Plan
Futures Followers Community
The Futures Followers will provide staff with a supportive network to increase their knowledge, and enhance their learning and teaching research and practices, through the exchange and
exploration of ideas and innovations in a collaborative environment. Futures Fellows would be encouraged to spend a ‘sabbatical’ based in the FO possibly combined with a trip to another
institution to bring back ideas.
Details
Objectives


To facilitate staff in establishing supportive
relationships with others around Education Futures.
To provide staff with a forum to share ideas and
learn collaboratively.
Futures Observatory – Communication Plan v1.0

To develop collaboration between academics
across UWA for teaching and learning.
Format:
Face-to-face and online
Page 20 of 22
C21
P r o j e c t Plan
Education Futures Seed Funding
Education Futures Seed Funding offers support to academics to enable initial investigation into innovative approaches to learning, teaching and assessment at UWA. Funding of up to $10,000 is available
to enable a pilot or prototype project.
It is recommended that applicants attend an Education Futures Scholarship Program workshop prior to submitting their application. View the Centre of Education Futures website for workshop dates.
Priority Areas for 2015 – to be agreed by selection group
Selection Criteria
Applications will be awarded based on the following criteria:





the capacity to contribute to UWA’s Education Futures Vision and principles
the feasibility of the proposal, including a realistic timeline, budget, dissemination plan within UWA and capability of the individual/s
the potential benefit to improving student learning and/or experience
the potential for sharing and scaling findings across other departments and faculties
the potential for the project to lead to external funding and publications
Preference will be given to proposals which fit within the Priority Areas for 2015, and have not previously received funding from the Office for Learning and Teaching (OLT), one of its predecessor
organisations, or internal UWA funding.
Eligibility
1.
Open to academic staff in ongoing or contract positions (0.5 FTE or greater) in Higher Education who are currently engaged in teaching, or who are providing professional support or development
focused on improving the student learning experience.
2.
Professional staff, or students, who may be involved in projects with an academic lead.
3.
Individuals or teams are eligible to apply.
4.
Applicants are required to seek approval from their Head of School prior to submitting their application.
Futures Observatory – Communication Plan v1.0
Page 21 of 22
C22
P r o j e c t Plan
Futures Secondments
UWA (UWA) academics can apply for an Education Futures Secondment to conduct research or piloting and prototyping of innovative approaches to learning, teaching and assessment at UWA.
Secondments will enable academics to be released on a full or part-time basis from normal duties for up to three months, or one semester, and will cover the cost of sessional staff time to replace their
position.
Secondments are based at the Centre for Education Futures and will provide access to staff and resources within the Centre, including technologies available in the FO, to assist them in conducting their
investigations. It is recommended that applicants attend an Education Futures Scholarship Program workshop prior to submitting their application.
Priority Areas for 2015 … to be discussed with working party
Selection Criteria
Applications will be awarded based on the following criteria:





the capacity to contribute to UWA’s Education Futures Vision
the feasibility of the proposal, including a realistic timeline, budget, dissemination plan within UWA and capability of the individual/s
the potential benefit to improve student learning and/or experience
the potential for sharing and scaling findings across other schools and/or and faculties
the potential for the project to lead to external funding and publications
Preference will be given to proposals which fit within the Priority Areas for 2015, and have not previously received funding from the Office for Learning and Teaching (OLT), one of its predecessor
organisations, internal UWA funding, or other external funding.
Futures Observatory – Communication Plan v1.0
Page 22 of 22
C23
Proposal to Establish an Education Futures Funding Selection
Group
TRIM FILE REFERENCE: F73394
DOCUMENT STATUS
Draft
Ready for Review
x Final
DOCUMENT MODIFICATION HISTORY
Version
Number
0.1
Primary Author(s)
(name and position)
Shirlene Allen
Executive Officer
Description of Version
Final version for approval by the
Education Futures Strategy Group
Date
Completed
th
5 June
2015
Provided
To
Education
Futures Strategy
Group
DOCUMENT APPROVAL
Approved By
(name/position of approver)
Gilly Salmon
Signature
Date
5 June 2015
Pro Vice-Chancellor (EI)
Page 1 of 1
D1
Proposal to Establish an Education Futures
Funding Selection Group
STRATEGIC POSITIONING
The Centre for Education Futures (CEF) has an overall aim of enabling UWA to develop recognition as a global
leader in education innovation. The Centre was established in January 2015 to focus on three main streams of
work and achievement: capability and capacity building for staff, the creation of enabling physical and digital
learning environments and scholarship and innovation for learning and teaching. This proposal should be read
as underpinning the governance and achievement of the Futures Observatory plan, and leading directly to
achieving the measures of success in UWA’s 2020 plan:
1. Implementation of innovations arising from Education Futures projects – Centre for Education Futures &
PVC (EI)
2. Increase in the utilisation of educational technologies – Centre for Education Futures & PVC (EI)
3. Increase in student satisfaction ratings DVC(E) – contribution from Centre for Education Futures & PVC
(EI)
PURPOSE
An Education Futures Funding Selection Group will be established to administer the Education Futures Seed
Funding and Scholarship Program:
As part of the CEF strategy, a new Education Futures Seed Funding and Scholarship Program will be
established to raise the profile of evidence-based learning and teaching at UWA. The process will influence and
support scholarship of innovation and excellence in digital and blended learning, as well as enable academics to
achieve external reputations and profiles in the domain. Opportunities will be provided to academics, either
individually or in teams, and from all faculties and schools to conduct studies into future learning, teaching and
assessment, and the deployment of digital technologies in the service of student engagement.
Outcomes from the program will:





increase the use of educational technologies and/or underpin and support one of the Education Futures
projects
enhance the skills and successes of staff across all faculties at UWA.
enhance educational initiatives across UWA by providing exemplars and evidence
contribute to achieving increased success with securing partnerships and external grants,
offer opportunities for more UWA staff to undertake presentations and publications in the domain of
education futures.
The program will comprise of a variety of inspirational and practical professional development opportunities in the
area of research, publications and grant applications, with clear deliverables and outcomes.
The Education Futures Seed Funding and Scholarship Program will provide internal funding as well as
secondment opportunities to support staff in examination of future learning and dissemination of findings across
the university. An Education Futures Funding Selection Group will be established to administer the Education
Futures Seed Funding and Scholarship Program:
EFFSG Proposal
P a g e |1
D2
Education Futures Seed Funding:
Education Futures Seed Funding offers support to academics to enable initial investigation into innovative
approaches to learning, teaching and assessment at UWA. Funding of up to $10,000 per successful individual or
team to enable a pilot or prototype project.
Education Futures Secondments:
UWA academics can apply for an Education Futures Secondment to conduct research or piloting and prototyping
of innovative approaches to learning, teaching and assessment at UWA. Secondments will enable academics to
be released on a full or part-time basis from normal duties for up to three months, or one semester, and will cover
the cost of casual staff time to replace their position. Secondments may also include up to $5,000 in additional
funds to support the project. Secondments are based at the Centre for Education Futures and will provide access
to staff and resources within the Centre, including carpe diem learning design and technologies available in the
Futures Observatory, to assist them in conducting their investigations.
POSITION AND ROLE OF THE EDUCATION FUTURES FUNDING SELECTION GROUP
WITHIN UWA
The Education Futures Funding Selection Group is a sub group of the University’s Education Futures Strategy
Group and has delegated authority to make and action decisions that are within the parameters of established
guidelines.
The Selection Group will provide direction to the Education Futures Seed Funding and Scholarship Program to
support its implementation and future development, and its uptake by faculty and professional staff.
TERMS OF REFERENCE
1. RESPONSIBILITIES
The Selection Group will provide guidance and advice on issues relating to:








the strategic direction and development of the Education Futures Seed Funding and Scholarship
Program;
the identification of resources, networks and partnerships;
the identification of promising seed funding and secondment applications;
the evaluation of usage, deliverables, outcomes and impact;
the provision of encouragement and support of engagement and uptake within the faculties;
the support of collaborations between different faculties and sections of UWA
the promotion of communication evidence-based learning and teaching at UWA
the encouragement of external grant applications and publications where appropriate
EFFSG Proposal
P a g e |2
D3
2. MEMBERSHIP
The members of the Selection Group are as below:
Type of Appointment
Position
Chair
An Associate Dean Teaching and Learning
Member
Selected from the Education Futures Strategy Group
Membership
Member
Selected from the Education Futures Strategy Group
Membership
Member
Pro Vice Chancellor (Education Innovation)
Co-opted Member
Up to three co-opted members if required for balance or
specific expertise
Executive Officer
Executive Officer, Centre for Education Futures
3. GUIDELINES FOR SELECTION
Seed Funding Selection Criteria
Funds will be awarded based on the following criteria:




the feasibility of the proposal, including a realistic timeline, budget, dissemination plan within UWA and
capability of the individual/s
the potential benefit to improving student learning and/or experience
the potential for sharing and scaling findings across other schools and faculties
the potential for the project to lead to external funding and publications
Preference will be given to proposals that have not previously received funding from the Office for Learning and
Teaching (OLT), one of its predecessor organisations, or internal UWA funding.
Seed Funding Eligibility and Conditions
Eligibility
1.
2.
3.
4.
Open to academic staff employed at UWA in ongoing or contract positions (0.5 FTE or greater) in Higher
Education who are currently engaged in teaching, or who are providing professional support or
development focused on improving the student learning experience.
Professional staff, or students, may be involved in projects with an academic lead.
Individuals or teams are eligible to apply.
Applicants are required to seek approval from their Head of School prior to submitting their application.
Conditions
1.
2.
Applications will be considered for amounts of up to $10,000. A total of $150K is available across both
programs for deployment in the first round in 2015.
Applications are to contain a detailed budget indicating how resources will be used, e.g. technical and
expert support, research and evaluation activities; or travel associated with the project’s conduct
and/or dissemination.
EFFSG Proposal
P a g e |3
D4
3.
Applications should not include the following expenses within their budget:
a. Salaries and on-costs of UWA staff;
b. Teaching relief/relief from normal duties;
c. Standard personal computers, tablets, smartphone or IT related equipment; and
d. Travel which is not directly related to achieving the outcomes of the project, e.g. conference
travel.
Seed funding must not duplicate funding provided from elsewhere.
Applicants must consult Education Futures staff prior to submitting their application if their expertise is
required to support the project.
Funded projects must be completed, and funding expended, within 12 months of the project start date.
Extensions may be granted under exceptional circumstances.
The Applicant is responsible for ensuring the expenditure of the funds is in accord with the budget
presented in the application, and that any variation is approved by the Education Futures Scholarship
Selection Group.
Any costs in excess of the allocated funds will not be borne by the Education Futures Scholarship
Program.
Upon completion of the project, any unspent funds are to be returned to the Education Futures
Scholarship Program.
Projects will be expected to have a blog and social media presence, open to all UWA staff, with
monthly progress blog reports.
A summary report providing an update against specified deliverables is to be submitted to the
Education Futures Funding Selection Group within one month of the project’s completion. The report
is to address the selection criteria, key findings, outcomes achieved, future plans and include a budget
expenditure statement.
Applicants are to identify ways to disseminate findings within the University, and will be required to
present findings at events held by the Education Futures Scholarship Program or Futures
Observatory. Applicants will also be encouraged to submit their findings to an academic journal, or
submit a conference paper.
Seed Funding is not transferable to any other individual or institution in whole or in part.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Secondment Selection Criteria
Applications will be awarded based on the following criteria:




the feasibility of the proposal, including a realistic timeline, budget, dissemination plan within UWA and
capability of the individual/s
the potential benefit to improving student learning and/or experience
the potential for sharing and scaling findings across other schools and faculties
the potential for the project to lead to external funding and publications
Preference will be given to proposals that have not previously received funding from the Office for
Learning and Teaching (OLT), one of its predecessor organisations, or internal UWA funding.
Secondment Eligibility and Conditions
Eligibility
1. Open to academic staff employed at UWA in ongoing or contract positions (0.5 FTE or greater) in Higher
Education who are currently engaged in teaching, or who are providing professional support or
development focused on improving the student learning experience.
2. Secondment applications to fund individual academics will only be considered. Applications requesting
relief from normal duties for multiple staff will not be considered.
EFFSG Proposal
P a g e |4
D5
3.
Applicants are required to seek approval from their Head of School prior to submitting their application.
Conditions
1. Applications will be considered for secondments of up to three months or one semester.
2. Applications are to contain a detailed budget indicating the cost of employing a casual staff member to
replace the individuals’ normal duties. Include details such as which unit/s are to be covered,
estimated hours, pay rate and relevant oncosts. Casual staff will not be funded to replace research
responsibilities. Budgets can include additional expenses within the scope of the proposal (a
maximum of $5,000 will be considered), e.g. research and evaluation activities, or travel associated
with the project’s conduct and/or dissemination.
3. The following budget expenses will not be considered:
e. Salaries and on-costs of UWA staff;
f. Casual relief from research responsibilities;
g. Standard personal computers, tablets, smartphone or IT related equipment; and
h. Travel which is not directly related to achieving project outcomes, e.g. conference travel.
4. Secondment funding must not duplicate funding provided from elsewhere.
5. Applicants must consult Education Futures staff prior to submitting their application if their expertise is
required to support the project.
6. Projects undertaken while on secondment must be completed, and additional expenses exhausted,
within six months of the project’s start date.
7. The Applicant is responsible for ensuring the activities undertaken while on secondment are in
accordance with the original proposal, and that any variation is approved by the Education Futures
Scholarship Selection Group.
8. Any costs in excess of the allocated funds will not be borne by the Education Futures Scholarship
Program.
9. Upon completion of the project, any unspent funds are to be returned to the Education Futures
Scholarship Program.
10. Projects will be expected to have a blog and social media presence, open to all UWA staff, with
monthly progress blog reports.
11. A summary report providing an update against specified deliverables is to be submitted to the
Education Futures Funding Selection Group within one month of the project’s completion. The report
is to address the selection criteria, key findings, outcomes achieved, future plans and include a budget
expenditure statement.
12. Applicants are to identify ways to disseminate findings within the University, and will be required to
present findings at events held by the Education Futures Scholarship Program or Futures
Observatory. Applicants will also be encouraged to submit their findings to an academic journal, or
submit a conference paper.
13. Secondments are not transferable to another individual, and shall be terminated should the individual
cease working at UWA.
4. MEETINGS
Meetings for the Education Futures Funding Selection Group will be held up to six times per annum or more as
required.
Each meeting will provide an update on the program’s activities, seek strategic advice on upcoming events, raise
new and outstanding issues, and discuss the future direction of the program.
EFFSG Proposal
P a g e |5
D6
5. QUOROUM
The quorum for the Education Education Futures Funding Selection Group is half the current membership plus
one.
6. REPORTING
The Education Futures Funding Selection Group will provide regular reports to the Education Futures Strategy
Group.
EFFSG Proposal
P a g e |6
D7
PROSPECT Pilot 1
Report and Future Plans
TRIM FILE REFERENCE: F73396
FILE PATH ON SERVER:
DOCUMENT STATUS
Draft
Ready for Review
x Final
DOCUMENT MODIFICATION HISTORY
Version
Number
0.1
Primary Author(s)
(name and position)
Shirlene Allen
Executive Officer
Description of Version
Final version for referral to the
Education Futures Strategy Group
Date
Completed
8 June
2015
Provided
To
Education
Futures Strategy
Group
DOCUMENT APPROVAL
Approved By
(name/position of approver)
Gilly Salmon
Signature
Date
8 June 2015
Pro Vice-Chancellor (EI)
Page 1 of 1
E1
PROSPECT Pilot 1
Report and Future Plans
Authors: Summarised and prepared by Shirlene Allen, with support from Gilly Salmon, but based on reports by
Dr Megan Ellyard, Dr Joanne Sneddon, Hannah Wilkinson, Catherine Vogel, Kay Haddrill and Judy
Skene
Summary
PROSPECT is an undergraduate orientation program developed by several key stakeholders across the
university. The prototype for PROSPECT was implemented in Semester 1 2015 (February 18/19). This report
summarises the overall rationale of the PROSPECT program from a university-perspective and the feedback
following its first run
From the feedback collected short term goals include changes to the existing PROSPECT activities as well as
the introduction of new activities, and shortening of all activity lengths to create a fast-paced and more vibrant
on-campus experience. The learning outcomes designed by the committee members will remain the overarching
PROSPECT outcomes but the activities designed to achieve these outcomes will undergo some changes for
Semester 2, 2015.
PROSPECT – Implementing an Education Futures Intent
Semester 1, 2015
The concept for PROSPECT (originally called BLAST) was endorsed as part of the Education Futures Program
in late October 2014. It was run as a pilot project set up with support from the Centre for Education Futures and
considerable staff commitment and sponsorship including from the Dean of Faculty of Education and PVC EI.
Very frequent meetings, discussions and project development occurred from November 2014 to February 2015.
The first Carpe Diem design workshop for PROSPECT was held in early November. As this project evolved, the
design team grew to reflect the complex nature of developing and delivering a successful new orientation
program.
PROSPECT Short and Longer Term Aims
PROSPECT is an undergraduate orientation experience that aims to ease and enhance the first-year transition a
by enabling commencing students to meet peers, become familiar with the physical and digital campus
environments, recognise opportunities and support available, appreciate the different teaching modes practiced
and the role they are expected to play in the learning process at a tertiary institution, and identify their learning
preferences.
The long term goal for PROSPECT is that each student’s learning journey will extend beyond the formal teaching
and learning environments of lectures, laboratories and tutorials, to include the entire campus, workplaces and
interactions with colleagues, friends and families. PROSPECT will play a key role in preparing commencing
students for their learning journey at UWA, especially enhancing their ability to benefit and contribute to their first
Page | 1
E2
year experience. This initiative acts as a springboard for students being exposed to transformative and
innovative learning and teaching – indeed all of the Education futures principles.
PROSPECT Learning Objectives
The objectives were for students to:







Accept responsibility for their learning journey
Identify their personal learning preferences
Identify a range of teaching approaches employed at UWA
Deploy a range of technologies for learning
Solve problems collaboratively
Meet, engage and work with peers and staff
Become familiar with the physical and virtual campus
Design
The PROSPECT prototype was designed as an intensive 2-day program, whereby student teams of 15-20
engaged in a series of task-oriented learning activities located around the UWA campus. Implementation of the
face-to-face and digital aspects of the PROSPECT experience required collaboration between many UWA
partners including Academic Staff, Student Services, Centre for Education Futures, Faculty Student Offices & IT
Teams, Student Associations, Student Volunteers, Student Services, Library, Web Office, The Student Guild,
University Colleges, and DataCom.
Two faculties participated in the PROSPECT prototype in Semester 1 2015; the Faculty of Science and the
Business School. Commencing students from Science and Business were selected for the initial phase of
PROSPECT as they represent considerable numbers for piloting and because the faculties were both keen to
prepare students better for the increasing diversity of learning and teaching modes during the students first year.
Logistics
The Faculty of Science and the Business School both convened teams to engage in the design and development
of PROSPECT for their faculties. These groups developed strategies for student group formation and movement,
organised venues, lunch, advertising and marketing materials, student and staff support, and activity resources.
The schedule for the PROSPECT prototype was designed by a broad range of stakeholders during a Carpe
Diem workshop facilitated by Prof. Gilly Salmon. The schedule was originally designed to include six 45-minutes
interactive activities. A key stakeholder, the UWA Student Services team, expressed strong concern regarding
the plausibility of student movement between activities based on this format. A compromise ultimately was
reached to amend the schedule to instead involve two 90-minute activities.
Faculty of Science students were placed into groups of 15-20 based on their intended science discipline. This
was considered important, given the breadth of science disciplines, to ensure that commencing students would
interact with peers undertaking a similar set of Level 1 units.
Business School students groups were formed by representatives from Student Services counting 15 to 20
students into a group after the ‘Typical First Week’ lecture and allocating a UniMentor. Allocating Business
School students into groups for their Major was not considered necessary as many do not select their Major until
the end of their first year of study. The UniMentors accompanied their group of commencing students
throughout the PROSPECT program.
The PROSPECT program was marketed to commencing undergraduate students via the UniStart website.
Page | 2
E3
Academic Design
The following are brief summaries of the PROSPECT activities.
Learning Strategies and Blooms Taxonomy
The aim of this activity was for students to identify their preferred learning style by learning how to juggle, and
discuss effective study techniques to suit. This activity was facilitated by trained students and staff from the
Business School (thus also enhancing exposure to faculty and student support networks).
Over To You
The aim of this activity was to encourage students to recognise the need to become as independent learners and
decision makers. An academic facilitator drove the ‘MythBusters’ and ‘Speed-dating’ exercises where students
considered and discussed a range of realistic scenarios that addressed falling behind in classes, balancing
study, social, family and work commitments, and the responsibility levels for their support to peers. Due to the
shift to 90-minute activities for Semester 1 2015, this activity was merged with the ‘Learning Technologies’
activity.
Learning Technologies
The aim of this activity was to introduce commencing students to the primary UWA online portals, to expose
them to an external online portal for working collaboratively, and to encourage students to access and navigate
the Learning Management System (LMS). During this activity, a large group of commencing students (everyone
in a lecture theatre) brainstormed in small groups and then contributed words to a Google document (accessible
via the LMS) and generated a visual representation of this brainstorm via Wordle (www.wordle.net). Due to the
shift to 90-minute activities for Semester 1 2015, this activity was merged with the ‘Over to You’ activity.
Faculty Welcome Lunch and associated activity
The lunch held on Day 2 of the PROSPECT program was considered important as this gave students an
opportunity to interact with the faculty community. Academic staff who teach into Level 1 units were encouraged
to attend the lunch to interact with students. Similarly, several business student associations established stalls to
enhance interaction and attract memberships.
All activities delivered face-to-face during PROSPECT were also made available online via the LMS. This is
considered important because it gives students who cannot attend PROSPECT an opportunity to self-orientate.
This was of particular concern for Semester 1 2015 because O-week took place during Chinese New Year and it
was anticipated that a substantial proportion of international students would not attend.
The PROSPECT LMS pages are currently being migrated from Moodle to Blackboard and will remain available
as a resource for students involved in campus activities and those unable to take part for any reason.
Outcomes from the first PROSPECT pilot
945 commencing Faculty of Science students attended PROSPECT on Day 1 and 59% returned for Day 2. 380
commencing Business School students attended Day 1 and 62% returned for Day 2. Immediate verbal feedback
was very positive. Quantitative feedback was subsequently obtained via online surveys distributed to student
participants, UniMentors and activity facilitators.
Participant perception
Feedback was obtained from student participants using Qualtrics online survey software. Questions consisted of
a series of Likert scale and open questions. 196 students participated in the Science Faculty survey (20%
Page | 3
E4
response rate) and 128 students participated in the Business School survey (34% response rate). DataCom
sponsored $10 Guild voucher for students who completed the survey.
Student Survey Statements:
1.
2.
3.
4.
5.
6.
7.
8.
By participating in 'PROSPECT' orientation I felt better prepared to learn at university.
Through 'PROSPECT' orientation, I discovered more about how I learn best.
'PROSPECT' orientation highlighted the benefits of using digital technologies to support my learning.
'PROSPECT' orientation helped me to understand my responsibilities as a university student.
'PROSPECT' orientation introduced me to the benefits of collaborating with others to solve problems.
By attending 'PROSPECT' orientation I developed links with other students in my course.
By attending 'PROSPECT' orientation I developed links with staff in my faculty.
'PROSPECT' orientation helped me to find my way around areas of the UWA campus that will be
relevant to me.
9. I found 'PROSPECT' orientation valuable
10. Do you like the name "PROSPECT" for the orientation program you experienced?
Results:
Overall, student responses suggest that PROSPECT was perceived to be valuable (70% strongly agree or
agree). At least 76% of students agreed with statements related to preparedness for university life, the benefits
of digital technologies, understanding my student responsibilities and physical orientation around campus. Only
30% agreed that PROSPECT helped them to make connection with staff (even though staff attended the
PROSPECT lunch and served as activity facilitators).
Just under half of respondents reported that they had identified their personal learning preferences (44%)
through the ‘Learning Strategies’ activity. An analysis of qualitative comments suggest that this activity took too
long (90 minutes) and that many students had already worked on their personal learning styles at High School or
Page | 4
E5
in other educational programs. These findings suggest that this activity needs to be redesigned to achieve
learning outcomes aimed at learning strategies.
In response to the open-ended question, “What did you like best about 'PROSPECT' orientation?,” the majority
identified the opportunity to meet people (other commencing students, UniMentors and staff) and the opportunity
to make friends before semester begins, as well as finding their way around campus.
In response to the open-ended question, “What would you improve about 'PROSPECT' orientation?” the
following themes emerged:




The need to reduce the length of time spent on and between each activity
The unpreparedness of the UniMentors
The need to reduce group size and provide greater opportunities for interaction between students
Making the activities more fun and enjoyable.
The PROSPECT pilot team believes that these logistical oversights can be readily rectified for future PROSPECT
programs.
Facilitator Perception
In addition, the Faculty of Science obtained feedback from activity facilitators using Survey Monkey online survey
software. Facilitators for the ‘Over to You + Learning Technologies’ activity were academic staff who routinely
teach into Level 1 units. These facilitators were considered the most reliable source of feedback given their
expertise and understanding of the first-year transition. Facilitators for the ‘Learning Strategies’ activity were
trained undergraduate students sourced from student associations. The response rate by academic facilitators
was 30% and the student facilitators was 53%.
Statements:
1.
2.
3.
4.
5.
6.
I was provided with enough guidance and training to facilitate the PROSPECT activity
I was provided enough assistance when delivering the activity
The activity was valuable to commencing students
The activity was engaging
I would like to be involved in the PROSPECT orientation again
Overall, the PROSPECT orientation program was well organised
Results:
Page | 5
E6
UniMentor Perception
The Faculty of Science also surveyed the UniMentors using the Survey Monkey online survey software with the
following statements:
1.
2.
3.
4.
5.
I was provided with enough guidance and instruction as a UniMentor
PROSPECT was valuable to commencing students
The PROSPECT activities were engaging
PROSPECT was well organised
I would like to be involved in PROSPECT again
Results:
Page | 6
E7
Impact of PROSPECT on the Overall Orientation Program
The following information is extracted from the Evaluation Report for Pre-enrolment, Enrolment and Orientation
2015 prepared by Student Services.
The introduction of a major new addition to the orientation program, PROSPECT, an initiative arising from the
University’s Education Futures project, also needed to be accommodated within the one week schedule.
PROSPECT offered an expanded program to students in the Bachelor of Commerce and the Bachelor of
Science (with the exception of students taking a major in Engineering Science) by providing an additional day of
orientation activities based in the faculties. The reduced numbers of commencing domestic students due to the
‘half cohort’ provided an opportunity to trial an expanded program. Students attending the PROSPECT
orientation took part in the core orientation program on Wednesday 18th February and returned to participate in
faculty-based PROSPECT activities on Thursday 19th February, whilst their peers in Arts, Design and
Engineering Science attended the core program.
The changes in the core program and the introduction of PROSPECT activities make it difficult to make direct
comparisons with previous years, but broad trends can be captured. In response to the question, ‘how would you
rate the orientation program?’ 61% of students in 2015 rated the program very well or about right, an
improvement on the 47% of respondents to these ratings for the same question in 2014.
An evaluation survey was sent in Week 2 to 2,986 commencing first year undergraduates and commencing
Study Abroad and Student Exchange students and 517 responses were received, a response rate of 17.3%.
Sixty five international students responded, including Study Abroad and Student Exchange students, which
comprised 12.5% of respondents. Students were studying the Bachelor of Science (209), Bachelor of Commerce
(106), Bachelor of Arts (100), Bachelor of Philosophy (1), with 18 respondents not indicating their degree. No
students indicated that they were studying the Bachelor of Design.
When respondents to the question ‘How would you rate the orientation program 2014 and 2015’ are reviewed by
faculty, those students who attended the core orientation program responded slightly more favourably (Arts,
71%; Engineering 71%) to those who attended the longer program offered by PROSPECT (Commerce 66%;
Science 63%).
However, when responses to the statement, ‘I am better prepared for life as a UWA student because of my
participation in orientation’ are reviewed by faculty, those students who attended the PROSPECT orientation rate
their level of preparedness (strongly agreed or agreed: Commerce 79%; Science 75%) higher than Arts students
(strongly agreed or agreed: 57%). Engineering Science students had the highest level of agreement, with 81%
strongly agreed or agreed. Some Engineering Science respondents may have attended PROSPECT activities,
as anecdotal feedback indicated that some came to the Science Commencement ceremony on Wednesday 18th
and chose to stay with that cohort.
Although not conclusive, students are indicating the benefit of faculty-based orientation activities delivered
through PROSPECT in helping prepare them for their studies. In response to the question, ‘Is there any
information or help that could have improved your experience of the first few weeks at university?’ students
provided feedback showing their appreciation that they met staff and spent time in their faculty precinct but also
noted that activities were sometimes too long; there was a lot of waiting around; and the groups were very large
which limited interaction with the Mentor. Students also requested that campus tours include more information
about their faculty precincts and this will be incorporated into future tours.
The smaller first year cohort eased pressure on seating in the venue for the Commencement Ceremony and
meant that the PROSPECT cohort of Science and Commerce students could be scheduled on the Wednesday,
allowing those students to attend activities again on Thursday. In 2016 when school-leaver numbers rise again, it
will not be possible to combine Science and Commerce at Commencements on the same day. The schedule will
Page | 7
E8
need to place Science and Engineering Science as one cohort, and Commerce, Arts and Design as the second
cohort. This configuration has implications for scheduling PROSPECT activities that will need to be factored into
planning for Semester 1, 2016.
Future Directions
Planning for PROSPECT Pilot 2 is currently underway. As well as the Faculty of Science and the Business
School, the Faculty of Engineering, Computers and Mathematics is also planning to participate.
The program is being designed taking into account the feedback received from Semester 1 participants and
organisers; drawing on established PROSEPCT activities and the introduction of new activities. Proposed
changes to plans for PROSPECT Pilot 2 include:

Both the Faculty of Science and the Business School have designed improved networking activities to
be introduced.

Activities will be a maximum of 45 minutes in length; including the Over to You and Learning
Technologies activities merged for PROSPECT 1 that will now be separate 45 minute activities.

PROSPECT Ambassadors are proposed to replace UniMentors, where student volunteers can elect to
accompany a group of 15-20 students to the various PROSPECT activities. These Ambassadors can
be UniMentors who remain with their group, or they may be sourced independently of the UniMentor
program and will have volunteers hours recorded on their supplementary transcript. The UniStart team
in Student Services can promote, recruit and train the Ambassadors and this will simplify the briefing of
PROSPECT helpers whilst resolving many of the difficulties that mentors reported in PROSPECT 1.

Incentivising student facilitators with volunteering hours. Only 50% of student facilitators indicated they
would like to be involved in PROSPECT again. The incentive aims to increase student interaction and
enhance memberships. For the upcoming semester there will also be an individual incentive for this
role – volunteer hours will be recorded on supplemental transcripts for student facilitators.

A treasure hunt activity for Business to orientate commencing students to the physical environment, key
people and teaching and learning procedures and processes will be undertaken in groups of 10 and
supported by a Business School Ambassador.

The ‘Learning Technologies’ activity sees commencing students accessing the LMS from their mobile
device. The Centre for Education Futures is working closely with the Faculties to ensure the
PROSPECT unit created in Moodle for Semester 1 is successfully migrated to the new LMS –
Blackboard, as well as setting up Faculty specific activities within the unit.
Recommendations and Funding
The original intent as imaged by the Education Futures leaders group was for PROSPECT to be a universitywide program. The successful pilot run in Semester 1, 2015, with the Faculty of Science and the Business
School, identified improvements that can be incorporated into future programs and will be further tested in the
second pilot being run in Semester 2, 2015.
It is therefore recommended that PROSPECT is scaled up and rolled out to the whole of the University for
Semester 1, 2016 and will need to be budgeted for accordingly.
Page | 8
E9
The approximate cost of running PROSPECT is as little as $2.90 per student if lunch is not included on the first
day, or $12.90 per student to include lunch (see estimated budget below). There are a number of options to
consider in regard to where the budget for PROSPECT is allocated:
1. Centrally funded with Faculty contributions continuing in the form of staff time directed to ongoing
development and implementation.
2. Wholly funded by the participating Faculties.
3. 50% centrally funded and 50% Faculty funded.
Estimated Budget for Semester 1, 2016 (based on 1,500 commencing students)
Advertising:
PROSPECT flyers
Faculty specific flyers
450
250
Activities:
Faculty welcome activity
Printing
Incidentals
Prizes
Wristbands
Ambassador T-shirts
200
500
200
300
900
600
Equipment:
Trestle table hire
Balloons
Mobile phone recharge
250
250
50
Venue Hire:
250
Post PROSPECT Debrief & Feedback Sessions:
150
TOTAL (excluding catering):
4350
Catering:
15000
TOTAL
19350
Page | 9
E10
Ref: F12154
The University of Western Australia
EXTRACT FROM THE MINUTES OF A MEETING OF THE TEACHING AND LEARNING COMMITTEE HELD
th
ON WEDNESDAY, 5 NOVEMBER 2014
6.
CENTRE FOR THE ADVANCEMENT OF TEACHING AND LEARNING - UWA SESSIONAL STAFF
REPORT –– FILE REF: F12090
Members had before them a report, referred by CATL, detailing the most recent findings from a 2014 study
into the status of sessional staff at UWA. The report examined the responses of current sessional staff,
school managers and unit coordinators from across the University to questions about employment
processes, support, professional development and recognition. It also benchmarked the University’s
practices with respect to the management of sessional staff across 13 criteria in a national benchmarking
exercise. Based on the data obtained, the report rated the practices of the University as a whole and each
individual faculty separately on a scale from unsustainable – minimum standard – good practice.
In addition, the report had included four recommendations made by the Director of CATL, Winthrop
Professor Denise Chalmers that were relevant at the institutional level and the faculty level.
In the absence of Winthrop Professor Chalmers, Professor Sid Nair spoke to the report outlining the
following key issues identified as being applicable to sessional staff members at UWA;






a lack of preparation to teach and a feeling of being ‘thrown in at the deep end’;
a general lack of awareness of professional development activities;
lack of appreciation and job security;
lack of transparency of employment contracts;
untimely preparation of contracts and payments;
inconsistent experiences across the University.
The Chair opened the item for discussion and the following key points were noted:
 The increasing trend for faculties to employ sessional staff; that sessional staff were an important
resource and should be part of the University’s strategies to improve standards of teaching at UWA.
In particular the strategies identified as part of the Education Futures Program (refer Item 4) should
incorporate sessional staff.
 The increasing reliance upon sessional staff at UWA should not compromise the University’s
teaching; the use of sessional staff was quite legitimate when combined with appropriate support and
assistance.
 It was noted that sessional staff members were often our own Higher Degree by Research students
and that specific strategies to assist in their development should be addressed and highlighted in the
report.
 Two faculties were noted as providing good support to sessional staff, namely the Faculties of
Education and Business, and that the report might include examples of good practice that could be
emulated. For example, it was noted that the Business School provided a teaching award for
sessional staff to indicate that they were valued; workshops were provided for new tutors, plus
appropriate inductions for new lecturers.
 Members noted that there were four recommendations contained within the report, including a
proposal to develop a University policy related to the management, support and development of
sessional staff. It was noted that there were current HR policies that provided barriers to appointing
sessional staff and that these should also be addressed within the context of any policy development.
A member also commented that the recommendations would not, on their own, fix the problem –
more creative and innovative approaches would be needed.
 A member indicated that the report was really interesting, but disappointing for UWA as it clarified the
lack of preparedness for sessional staff. However, this was an opportunity to delve further into the
data that was captured at the faculty level and formulate more specific evidence-based outcomes, this
would however require further work by CATL.
1
F1
On the whole, it was felt that the recommendations included in the report didn’t go far enough to fix the
identified problems concerning sessional staff and that a more forward looking, creative approach would be
necessary, it was
RESOLVED – 14
(i)
to forward the report to the Dean of Coursework Studies for discussion at the next Associate Deans
(Teaching and Learning/Education) network meeting with a view to formulating specific
recommendations based on the evidence in the report together with suggestions for a good practice
guide for consideration at the faculty level;
(ii)
to request the Associate Deans, following the network discussion, to refer the report and additional
information to their faculty teaching and learning committees for discussion and feedback to CATL;
(iii)
to request CATL, following engagement with the faculties regarding any feedback, to formulate a
good practice guide related to the management, support and development of sessional teachers,
including best practice examples from UWA.
In so resolving, it was noted that the formulation of a University policy would be considered by the Education
Committee (refer item 7) upon receipt and consideration of the good practice guide.
2
F2
DOCUMENT TITLE: Good Practice Guide for the Management, Support and
Development of Sessional Staff
TRIM FILE REFERENCE: F12090
DOCUMENT STATUS
X Draft
Ready for Review
Final
DOCUMENT MODIFICATION HISTORY
Version
Number
Primary Author(s)
(name and position)
Description of Version
Date
Completed
0.1
Professor Grady
Venville, Dean,
Coursework Studies
Initial Draft – based on a report
from CATL on Sessional Staff –
refer for feedback
20 March
2015
0.2
Professor Grady
Venville, Dean,
Coursework Studies
Initial Associate Dean’s Network
feedback incorporated– refer for
further feedback.
2 April
2015
0.3
Professor Grady
Venville, Dean,
Coursework Studies
Refer for policy/good practice
guide simplification
15 April
2015
0.4
Professor Grady
Venville, Dean,
Coursework Studies
Professor Grady
Venville, Dean,
Coursework Studies
Refer for review, feedback and
endorsement
1 June
2015
Refer for approval
TBA
0.5
nd
th
st
Provided
To
Associate
Dean’s Network
Director, HR
Acting Senior
Policy Officer,
HR
Academic Policy
Services
Education
Futures Strategy
Group
Education
Committee
DOCUMENT APPROVAL
Approved By
(name/position of approver)
Signature
Date
G1
Good Practice Guide for the
Management, Support and Development of Sessional Staff
Sessional staff are academic staff employed on a casual contract for teaching. They are
key to the quality of teaching, learning and student experience and, hence, highly valued
by the University. Sessional staff should be supported to ensure that they are able to
carry out their duties to standards appropriate for a world class university.
This good practice guide outlines, amongst other things, the employment conditions and
the minimum support strategies provided to sessional staff in contributing to, and
becoming part of, the University community.
1 Employment conditions
Sessional staff should be:
a) paid appropriately and employed under conditions consistent with the intent of the
University Policy on: Casual Employment (Academic) UP07/184;
b) employed for sufficient time to enable them to conduct their teaching duties for the
entire teaching period (including exam marking and board of examiners meetings);
c) paid to participate in regular meetings during the relevant teaching periods for
advice, support and feedback with regard to classroom teaching, marking and
moderation of assessments;
d) paid to participate in learning activities as part of professional development; and
e) treated in an inclusive manner with regard to all University, faculty and school level
academic and social activities/events.
2 Support strategies made available to sessional staff
Every school should have a designated co-ordinator of sessional staff. Where relevant,
school coordinators and/or the Centre for Education Futures should provide the
following support strategies to enable sessional staff to undertake their duties to a high
standard:
2.1 Facilities
School coordinators are responsible for providing the following facilities:
a) a hot desk office space including computer, printing, photocopying and telephone
facilities; and
b) access to appropriate private space for consultation with students.
2.2 Management and support services
School coordinators should maintain communication lines with sessional staff and
provide the following management related support and resources:
a) a minimum of a half day induction to the School on initial employment including
information on administration, safety procedures and academic procedures;
b) all resources needed for their teaching duties. This may include access to LMS,
email, internet, teaching materials, marking guidelines/rubrics, feedback guidelines
and moderation processes; and
c) a formal academic mentor/supervisor responsible for monitoring, evaluating and
providing feedback on their teaching.
2
G2
2.3 Professional development
The Centre for Education Futures is responsible for providing the following professional
training and support:
a) online, interactive induction and training modules;
b) biannual, face-to-face development days;
c) access to networking mediums (e.g. Facebook page) to enable establishment of
academic links within the University;
d) access to all professional learning activities; and
e) University level Teaching Award(s) for sessional staff
3 Retention and recognition of high quality sessional staff
It is important for the University, through the schools, to identify and retain high quality
sessional staff through an equitable recruitment process. To this end, school
coordinators should:
a) maintain a register of sessional staff; and
b) develop strategies to proactively identify the contribution that sessional staff make
to the school, faculty and the University;
c) retain and recognise high quality sessional staff through relevant Teaching Awards
referred to in 2.3 (e).
4 Risk management
School coordinators should undertake a systematic review of the School’s reliance on
sessional staff with a view to mitigating any potential risks to the University.
3
G3
Carpe Diem Workshops at UWA the first 100 units
TRIM FILE REFERENCE: F673373
DOCUMENT STATUS
Draft
Ready for Review
x Final
DOCUMENT MODIFICATION HISTORY
Version
Number
0.1
Primary Author(s)
(name and position)
Profs Sid Nair and
Gilly Salmon
Description of Version
Report for to the Education
Futures Strategy Group
Date
Completed
th
5 June
2015
Provided
To
Education
Futures Strategy
Group
DOCUMENT APPROVAL
Approved By
(name/position of approver)
Gilly Salmon
Signature
Date
5 June 2015
Pro Vice-Chancellor (EI)
Page 1 of 1
H1
Carpe Diem Workshops at UWA
The first 100 units
Profs Sid Nair & Gilly Salmon
Centre for Education Futures
June 2015
CEF, Carpe Diem Report 2015
1
H2
The Education Futures Strategy Group is invited to receive the report on a survey of the
participants in the first 100 units at UWA to be redesigned.
And to comment on ways of scaling up the impact and reaching out to more units to be
redesigned in this manner.
About Carpe Diem Learning Design at UWA
UWA aims to design or redesign 1000 of its units in the next year.
Carpe Diem is one response to the original Education Futures intention of ‘Blast/Explode the
Lecture’.
Carpe Diem learning design is positioned as an approach to ‘designing learning ‘that
successfully enables teams to quickly and effectively work together to produce an integrated
and ecological approach to face-to-face and online learning. The design brief is to ‘start with
the end’ in mind and hence it moves thinking towards exceptional outcomes for students and
emphasises formative and summative assessment and many other opportunities for
feedback to students. Carpe Diem works by facilitating up to 20 unit redesigns (but typically
around 10) within one space over an intensive period.
Carpe Diem aims to maximise every moment of every participants time and to value the 12
hours or so that they work together during the workshop. Well-rehearsed frameworks are
offered to illuminate and support the redesign, but no attempt at teaching theory.
Carpe Diem is a team approach where course and unit co-ordinators, perhaps with one or
two other academic colleagues, collaborate with a librarian and learning technologist in a
small ‘Carpe Diem pod’ to rethink their unit and plan to implement their new ideas. They
creatively develop ideas as well as have the opportunity to give and receive feedback to each
other and across disciplines.
The Carpe Diem learning design process normally consists of a one and half day, face-to-face
workshop with a facilitator, and by the completion of the second day the unit teams have
achieved the review and planned new approaches to their unit. The Carpe Diem process
comprises six stages: Write a Blueprint, Make a Storyboard, Build a Prototype Online, Check
Reality, Review and Adjust, and Planning your Next Steps.
As of the end of May 2015, 134 unit coordinators completed the Carpe Diem workshops.
From March 2015 the new Blackboard LMS has been used for the digital elements of Carpe
Diem. 4 staff members from the Centre for Education Futures are now available to
undertake overall facilitation. 22 librarians and 7 learning technologists from the Centre for
Education Futures have become very experienced ‘Carpe Diem pod’ members.
CEF, Carpe Diem Report 2015
2
H3
At present, one Carpe Diem is offered most weeks, attracting 6- 20 units each time. From July
2015, a new ‘Carpe Diem’ studio will be completed in Hackett Hall, enabling more frequent
offerings and more flexibility in terms of timings. With this scaling up opportunity, plans
include:
1. Ensuring ‘follow ups’ to all Carpe Diem plans
2. Providing more flexible timings and ways of engagement
3. Reaching out to colleagues who have not yet ventured into blended learning (about
60%)
4. Researching a selection of units that have been designed this way to determine
improvements in students’ learning and/or satisfaction
5. Ongoing Blackboard development opportunities to engage staff in utilising the tools
and functions
CEF, Carpe Diem Report 2015
3
H4
Report on first 100 Units re(designed) through Carpe diem
Summary
This report summarises the key findings from a survey carried out from 9-27 April 2015
seeking participant feedback on their experience about the Carpe Diem Workshops. A total
of 144 participants were forwarded the online survey to complete over a 3 week period. A
total of 74 participants (51.3%) responded to the survey. The survey constitutes 10
quantitative items and two open ended items. On mining the qualitative comments,
participants penned a total of 96 comments comprising of 54 comments on the best aspect
of the workshop and 42 comments on areas that needs improvement.
Overall perception
Generally, participant feedback was positive on the effectiveness of the workshop. The three
domains reported in Figure 1, show that just over 85% of the participants were very positive
on the facilitation and support they received in the workshop. Just over 73% of the
participants reported that the activities in the workshop were beneficial in the learning and
teaching for their units. Overall, 73% of participants were positive on the effectiveness of the
workshop. Table 1 reports a detail breakdown of the feedback provided by participants for all
items within each domain measured in the survey.
100
Percentage (%)
90
85.1
80
73.8
73
Activites
Overall
70
60
50
Facilitation & Support
Domains
Figure 1: Perception of Participants on Carpe Diem Workshops in the three Domains
CEF, Carpe Diem Report 2015
4
H5
Table 1: Summary of Feedback by Participants
Items
% Agree
Neutral
(Strong Agree +
Agree)
% Disagree
(Strongly Disagree +
Disagree)
Facilitation & Support
The facilitator explained impart concepts/ideas in ways I could
understand
Staff form the Centre for Education Futures and library staff were
helpful in reviewing the unit
79.7
14.9
5.4
90.6
9.4
-
79.7
64.9
71.6
68.9
8.1
20.2
9.4
21.6
12.2
14.9
19.0
9.5
81.0
77.0
10.8
14.9
8.2
8.1
70.2
17.6
12.2
75.6
12.2
12.2
Activities
I found the Carpe Diem Workshop beneficial in
a) Mapping the unit structure via the storyboard
b) Rethinking of the formative and summative assessments
c) Developing e-activities to support student learning
I was able to understand the connections between the online
activities and the learning outcomes of the unit
I was able to learn from other participants in the workshop
Materials and handouts provided were relevant to the activities in
the workshop
Overall Ratings
Overall, this workshop effectively supported my learning of online
teaching and learning activities
Overall, I would recommend this workshop to others.
The positive perceptions of the workshops were supported by 54 comments. Table 2 outlines
the main categories that participants perceived excellence.
Table 2: Main Themes in the best aspects of the workshop
Categories
No of comments
Discussion and sharing of with
25
colleagues
Helpful and hands on activities
15
Support staff by CEF/librarians
15
Percent (%)
45.4
27.3
27.3
Examples of comments supporting these perceptions are:
“Pragmatic application of concepts. Simple, well represented by relevant roles for
each unit - excellent or even good learning experiences are a result of a Solid team
with shared understanding.”
“Meeting with colleagues from other disciplines who face similar logistics challenges
and constructive sharing of ideas about how to improve unit content delivery.
CEF, Carpe Diem Report 2015
5
H6
Meeting with members of the educational futures unit (ELearning staff) who are
uniformly fabulous.”
“Time for reflection on the key outcomes and how I was achieving those or not.
Listening to other staff go through their units and thinking. Feedback about the etivities I designed. In general the T & L allied staff were very helpful.”
“From the workshop I have been able to: 1. Form interdisciplinary collaborations
which have enhanced my course. 2. Access helpful assistance from the Faculty
Librarians, Education Futures and StudySmart 3. Integrate popplets as a tool in my
course useful in planning and schematically exploring ideas”
“Thinking more broadly about learning outcomes and linking them to assessments.
Streamlining online formative assessments.”
With respect to improvements, there were a total of 41 references related to the needs
improvement category. The key areas that were identified by participants were, more
support to set up the eLearning on the LMS, greater in depth discussion of the benefits of
eLearning and its activities and to shorten the length of the Carpe Diem workshops. Table 3
summarises the main themes in the improvement comments.
Table 3: Main Themes in the Improvements comments of the workshop
Categories
Greater in depth structure
/discussion of eLearning
Length of Workshop
More support
No of comments
15
7
6
Percent (%)
53.6
25.0
21.4
Examples of comments include;
“My group did not have a learning technologist assigned and so we struggled to get
the input needed in a timely fashion It would be great to do this as a discipline
group to come together to think through the way we deliver our program and
major.”
“It is a long commitment during office hours which is difficult to find the time for
especially during semester. Running the workshop over three afternoon evenings
may be another model which allows the same time but interferes less with teaching
commitments.”
Acknowledgement
CEF, Carpe Diem Report 2015
6
H7
1. Data used in this report was generated by the Institutional Research Unit (IRU)
2. Survey used in this report was designed by the Centre for Education Futures
CEF, Carpe Diem Report 2015
7
H8
Syllabus Plus Enterprise
Upgrade
Project Brief
I1
Document Control
Version
0.1
Author/s
Matt Huitson
Date Amended
03/06/2015
Provided to
Jon Stubbs
Project Summary
Project Owner
Name:
Position:
Jon Stubbs
Director, Student Services
Name:
Position:
Matt Huitson
Project Manager
Project Manager
Phone:
Email:
6488 2507
Matt Huitson
Division
DVC[E]
Business Unit
Student Services
Project Name
Syllabus Plus Enterprise Upgrade
Project Timeframe
Proposed Project Start Date: 01/01/2015
Total Funding
Requested
$1,003,000
Funding required
Year 1: $1,003,000
Year 2:
Proposed Project End Date:
30/12/2015
Year 3:
Year 4:
Suggested Funding
Source
(Ie Carry Forwards,
Strategic funds etc)
I2
Document Purpose Statement
1. Project Statement
The current project seeks to undertake a long overdue upgrade to the University’s timetabling
software, Syllabus Plus. In moving from the current Syllabus Plus Classic installation to Syllabus Plus
Enterprise v3.12, the University will benefit from improved data collection, workflows and scheduling
features and will be better placed to deliver an efficient and equitable timetable for all students and
teaching staff.
2. Business Problem/Opportunity
The current process of generating the teaching timetable is widely regarded as unsatisfactory and less
than efficient. Data collected as part of recent Functional Review workshops has reiterated this
message and identified a number of improvement opportunities that could and should be addressed.
At the core of such opportunities is the current reliance on timetabling software that is several versions
out of date and soon to be marked as end-of-life by the software vendor. Around the existing software
functionality has emerged inconsistent data collection activities across Schools/Faculties and an
unnecessary reliance on intensive manual processes in crafting the teaching timetable.
3. Project Goal/Objective
We have the opportunity to dramatically improve the timetabling process, and in turn the student
experience, beginning with an upgrade of the University’s timetabling software. By upgrading to
Syllabus Plus Enterprise, timetabling staff will benefit from an improved interface for entering data and
greater utilisation of the auto-scheduling algorithm. The auto-scheduling capacity of the upgraded
version will enable staff to better manage the increasingly complex student enrolment patterns as well
as simultaneously generate undergraduate, postgraduate and non-standard teaching timetables. The
overarching aim of this project is to deliver a student-centric, clash-free timetable for 2016 and
beyond.
Secondary objectives of the project include the delivery of new reporting capabilities (room utilisation,
teaching availability) and a new online Web Room Booking facility. Both of these toolsets will improve
the transparency of timetabling information and will replace a myriad of locally maintained pseudoapplications that have developed in lieu of an elegant, single-source solution.
Strategy/Driver
Service Excellence,
Student Experience,
Releasing Potential
Project Objectives
Improve timetabling
processes and deliver a
student-centric timetable
Outputs
Implementation of
Syllabus Plus Enterprise
version 3.12
Benefits
A more satisfactory,
clash-free timetable for all
students.
Improved space utilisation
reporting.
I3
4. Financial Impact
Funding approved to date
$1,003,000
Additional Funding being Requested
$0
Total Project Cost
$1,003,000
Total NPV amount (if
known/relevant)
$
5. High Level Scope Statement
The important deliverables of the project are as follows:
In scope




Upgrade the University’s timetabling software from Syllabus Plus Classic to Syllabus Plus
Enterprise v3.12.
Update staging tables for data transfer between existing Staff/Student repositories and
Syllabus Plus Enterprise
Training of central timetabling staff in the use of Syllabus Plus Enterprise
Training of School/Faculty staff in the use of the Web Data Collector and Web Room Booking.
Out of scope

Upgrades to dependent student/staff data systems (e.g. Callista, CAIDi, Alesco, Archibus).
6. Estimated timeline
Installation of S+ Enterprise TEST, DEV, PROD environments completed
11/05/2015
Syllabus Plus Data Adaptor interface completed
12/06/2015
Web Data Collector (WDC) ready for review
16/06/2015
Release WDC live data collection system
22/07/2015
Web Room Booking released
07/09/2015
Reporting website released
21/08/2015
Publish 2016 timetable
02/11/2015
I4
7. Initial Risk Assessment
The main risks identified for the project are:
Risk
Rating
Mitigation
Change management and getting buy-in from
stakeholders in Schools and Faculties
Major
Establish Stakeholder
Reference Group and
Communication Plan
Appropriate UWA BI&TS staff are not available to
work on the project when required
Moderate
Early notification of resourcing
requirements
Extra/alternate resources are
identified to work on the project
Appropriate vendor (Cyon) project team members
are not available to work on project when required.
Moderate
Early notification of resourcing
requirements
Extra/alternate resources are
identified to work on the project
Data in Archibus may not be a reliable source of
truth for rooms data
Moderate
Work closely with Campus
Management
8. Dependencies
None identified
9. Constraints and Assumptions
Budget
The Syllabus Plus Enterprise Upgrade Project has been allocated~$1M in 2015 by the Strategic
Information Technology and Information Management Committee. The amount allocated is 80% of the
budget requested.
Extent of Change
The Syllabus Plus Enterprise Upgrade Project will provide opportunities for dramatic change and
improvement to business processes and customer service. The extent and rate of change will need to
be carefully managed to ensure it accords with the available staff resources and the willingness of the
University community to embrace the change.
It is assumed that appropriately skilled resources are available when required as defined by the
project plan for the project.


Cyon will provide training required for the Timetable Team at an appropriate time
Training of School Timetablers will be provided by Student Services
I5