london inside gvmt 6 july 2016
TRANSCRIPT
Professor Alejandro [email protected]@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
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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 | [email protected]
Delivering The Teaching Excellence Framework In Higher Education