may 09 -cable curriculum delivery 2009 v1
TRANSCRIPT
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