london inside gvmt 6 july 2016

Professor Alejandro Armellini@alejandroaAle.Armellini@northampton.ac.uk

A Strategic Approach to Enhancing Learning and Teaching and Monitoring Quality Standards

Delivering The Teaching Excellence Framework In Higher Education

Plan

1. Principles2. Quality enhancement3. Pedagogic innovation (or absence of it)4. The C@N-DO CPD framework5. The Northampton Learning & Teaching Plan6. Conclusions

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Principles• Quality of teaching central to the quality of the

student experience

• Transformational learning experiences through inspirational teaching

• Knowledge and learning: open, mobile, connected and scalable

• Blended learning is our new normal3@alejandroa

Quality enhancement

Deliberate steps at provider level to improve the quality of students' learning opportunities.

Quality assurance generates information for quality enhancement to take place. Enhancement is a routine part of the way that higher education is managed.

(QAA, 2014)

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Gathering of robust

information for systematic QA

Systematic analysis at

strategic level

Identification of good practice and areas for improvement

Deployment of enhancement

initiatives

Initiatives result in

actions that impact on the

quality of learning

opportunities

Enhancement process

monitored

5(Adapted from QAA, 2014)

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Innovation

“A new idea or a further development of an existing product, process or method that is applied in a specific context with the intention to create a value added”.

(Kirkland and Sutch, 2009)

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What exactly is pedagogic innovation?

Definitions in the literature are:

– Lacking: people write about innovation without ever stating what it is

– Vague or recursive

– Mistaken. For example, using technologies in learning and teaching activities is not per se a pedagogic innovation

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Task 1

With a friendly neighbour, define “pedagogic innovation”.

Note: avoid using the terms you’re defining in the definition itself.

Pedagogic innovation

“Adapting to characteristics of students and responding to their development is an inherent aspect of pedagogy. […] These adaptations can be considered innovations if are based [sic] on a new idea and when they have the potential to improve student learning, or when they are linked with other outcomes […]”

(Vieluf, Kaplan, Klieeme & Bayer, 2012)

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Pedagogic innovation

“What is an innovation in one education system may be well-established practice in another; what is appreciated as an improvement may be rejected elsewhere.”

(Vieluf et al., 2012)

Old wine in new bottles? Task 2

Old wine

Learners generate content as homework, which is used creatively in the following seminar

Course in a (digital) box

Talk to your classmates

New bottles

Flipped classroom

xMOOC

Social learning

Learners bring their books and pencil cases (among many other technologies)

Loops of personalised assessment for learning & feedback

Study on the bus or train, on campus or at home

Teaching methods

Bring your own device (BYOD)

Dynamic assessment

Mobile learning

Pedagogies

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Blended learning as the new normal

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Level Focus Key features

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VLE design benchmarks

Level Focus Objective

Foundation DeliveryCOMPLIANCE (or REPOSITORY!)

Intermediate Participation ENGAGEMENT

Advanced Collaboration ACTIVE LEARNING

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VLE design benchmarks

Level Focus Objective

Foundation DeliveryCOMPLIANCE (or REPOSITORY!)

Intermediate Participation ENGAGEMENT

Advanced Collaboration ACTIVE LEARNING

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VLE design benchmarks

Blended as the new normal

Content dump vs learning pathway

Trawl through stuff vs use a scaffold

Hidden learning outcomes vs explicit alignment

Push content vs engage

Upload vs design

Resource vs course

Deliver vs teach

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The C@N-DO CPD framework

ChangeMaker @ Northampton: Development Opportunities

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Assessment for Associate Fellowship

D1

Introduction to C@N-DO & the UKPSF

Minimum 12 months

HE Survival+

Peer Observation for Development

+ 1 workshop below

Pra

ctic

e

Writ

ing

Ret

reat

Minimum 2 years

Are

as o

f Act

ivity

A1 Workshops

A2 Workshops

A3 Workshops

A4 Workshops

Peer Observation for Development

Pra

ctic

e

Writ

ing

Ret

reat

Assessment for

Fellowship D2

3 years Impact & Influence

Assessment for Senior Fellowship

D3Further recognition route

D3 courses aligned to the UKPSF P

ract

ice

Writ

ing

Ret

reat

Qualification route Qualific

ation

routePGCAP (60 M-level credits)

Changemaking @ Northampton – Development Opportunities

The Northampton Learning and Teaching Plan

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Intellectual Capital Strategic Alliances

Student Experience Financial Sustainability

Colour coding: Critical success factors

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Retention, progression, completion

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Pedagogic innovation

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Blended learning as the new normal

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Social impact

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Quality Enhancement

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TEF

Pedagogic innovation • is the exception, not the rule• keeps us refreshed, motivated and engaged

with what we do• Plays a key role in QE

However…

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Conclusions: innovation and excellence

Pedagogic innovation is important in excellent teaching, but not a prerequisite for it.

Conclusions: innovation and excellence

Thank youProfessor Alejandro Armellini

University of Northampton

@alejandroa | Ale.Armellini@northampton.ac.uk

Delivering The Teaching Excellence Framework In Higher Education