may 09 -cable curriculum delivery 2009 v1

CABLE - a process to support and implement

change.

Change

Academy for

Blended

Learning

Enhancement

Mark Russell

Peter Chatterton

How did we get to CABLE?

The Deliverables:

•A sustainable CABLE process

•Sustainable change in blended learning practice

•Collaborative working across Schools

•Impact on UH

•Impact on HE sector

The Participants:

•>16 academic Schools

•20 Students fully involved

•> 100 Academic Staff

•4 HE Institutions

CABLE 1, 2, 3

CABLE Transfer

Achievements:

The Change Academy

“…. helps teams from higher education institutions develop the knowledge, capacity and enthusiasm for achieving complex institutional change. It provides unique opportunities for team-based learning and professional development that focus on the strategic interests and needs of the participating institutions.” http://www.heacademy.ac.uk/changeacademy.htm

The Change Academy

“…. helps teams from higher education institutions develop the knowledge, capacity and enthusiasm for achieving complex School level change. It provides unique opportunities for team-based learning and professional development that focus on the strategic interests and needs of the participating Schools.”

(CABLE version)

Preparing for change

Explore problemrefine

Generate ideas

Evaluate ideas

Action planning

Pre-meetings in individual groups

UnfreezingPreparing for

changeGetting

Commitment

Making the change

RefreezingConsolidating the

action and embedding the

change

The CABLE change model

PARTNERSHIP

EOI → 6 Selected

Team Leaders’ meeting

Individual team meetings

2 Day residential

Final event to share outcomes

Implementations

(X6)

Ongoing BLU support

The CABLE process

Preparation for the Residential event

• Team building– Within team– With BLU

• Divergent thinking and identifying key issues• Professional development

– Belbin– Other

ResidentialITM Meeting(s)/activity

Residential event• Team building

– Within team– With BLU– Between teams

• Professional development– Team working– Managing Change

• Cross fertilisation between groups and BLU– Presenting the projects– Synergies/mutual support– BLU critical friend role

• Finalising action plans• Support for

– Project management– Curriculum Design– Risk management

Exploring the issue, divergent thinking and generating ideas

No ‘buts’ – no evaluation•Reverse brainstorming•Minimise/Maximise•Superheroes•Systems thinking•Collage•Stakeholder analysis•Knowledge Fair

Reframing the issue and achieving focus

• Brain-Writing followed by Snowballing• Anonymous Voting• Alternative Scenarios• 5 W’s and H• Causal mapping• Assumption surfacing

Implementation • Implementation checklists – versions 1 and 2• Forced Fields Analysis• Bullet proofing

CABLE Techniques

Reverse brainstorming

How would you design your curriculum to increase the failure rate?

Systems thinking

What is JISC for?

OR

What is a ‘CAMEL’ meeting for?

OR

What is the curriculum for?

The CABLE Process

workplace learning

elearning in staff inductionmanaging large

groups

using virtualclassroom technology

enhancing lab activity

distance learning

changing practice

in elearning

flexible learning

elearning for C

PD

managing change managing risk

learning technology

skills

Supporting M level Reading in a Blended Learning context

CABLE 1

School of Education,

Faculty of Humanities, Law & Education

Impact & achievements• Blended Learning has a high profile in our business plan

at local and international level• A ‘Professional Lead for Blended Learning’ has been

allocated time to support staff with their blended learning curriculum design

• Post Graduate Certificate in Education programme undergoing considerable BL curriculum redesign for Sep 08 launch

• Resources and approaches from CABLE developed for international projects

• New writing group – 2 conference papers on CABLE• BL buzz

Impact & achievements• CABLE 1 resources now used on BEd MA EdD programmes • Used by staff not in original CABLE team• Module design faster with bank of CABLE resources & approaches• Closer work with LIS consultant and LIS website for UH wide access• Corridor posters with post-it notes increasingly used to elicit

feedback from staff and students eg developing a common Harvard Referencing Guide for the School.

The poster is in a well-used corridor Students and staff add

post-it notesPost-it notes detail the confusion

Aims: To increase Aims: To increase effectiveness of non-contact effectiveness of non-contact

e-learning methods for e-learning methods for campuscampus

based students.based students.

To encourage To encourage more staffmore staff

to useto use e-methods.e-methods.

Hot topics – Lab usage

• Academic View - Highly Motivational• Student View – Improves Employability• Institutional View – Expensive “Use it or lose it”

• Task: Increase the use of AADE Labs without increasing demand on staff time.

• Solution: Use e-learning methods to engage students in lab. activity.

Hot topics – Feedback• Academic View – time consuming• Student View – “Too little, too late” • Institutional View – Must improve (Lowest NSS rating)

• Task: Give students quicker and higher quality feedback without increasing demand on staff time.

• Solution: Use e-learning methods to generate diagnostic feedback and deliver immediate generic feedback. Make students appreciate they have had feedback.

Wider engagement

• Away day

• Technology demonstrations

• Survey of lab usage on modules

• Sharing simple good practice tips!

• Faculty presentations

• BL conference

Evaluation & Sustainability

• Evaluation of impact on students

• BL developments incorporated into SBU plans

• CABLE process continuing – 2009/10 will be 4th round.

• CABLE 4 more strategically focussed

• Follow up benchmarking

More Information

• Details of our CABLE 1 activity can be found in the ‘Resources’ section of the BLU website, at: www.herts.ac.uk/blu

• Cable transfer site: www.cable-transfer.net

• Also refer to: “CABLE an approach to embedding blended learning in the curricula and across the institution’, published in Vol. 4, No. 1, Reflecting Education:

http://reflectingeducation.net