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Proposal for a Scottish Universities and Colleges Consortium for the eEnhancement of Students’ Skills (SUCCESS) Lead site 1. Contact details for project leader. Dr Gordon Walkden Director of Teaching & Learning College of Physical Sciences University of Aberdeen 2. Details of other members of the project team. Dr Sara Preston, Academic Learning & Study Unit Patricia Spence, Manager, Learning Technology Unit Julie McAndrews, Manager, Centre for Lifelong Learning Marlis Barraclough / Kirsty McKnight, Assistant College Registrars (Teaching & Learning), College of Physical Sciences 3. Summary of the relevant skills and experience these staff will bring to the project. (CVs may be appended to the proposal.) Dr Gordon Walkden Gordon Walkden is a senior manager in charge of Teaching and Learning in one of the three constituent Colleges of Aberdeen University. He is an active teacher and researcher; chairs the College Communication and Information Technology Committee; has much experience of quality review in HE and is demonstrably committed to the Skills agenda. He is an experienced chairperson and has a good track record of high value financial control and delivery of innovative projects. An abbreviated CV is appended. Dr Sara Preston Sara Preston is an Academic Skills Adviser in the Academic Learning & Study Unit. The Unit provides advice to the University regarding issues of retention and progression, and supports students’ learning through the provision of: workshops, advice sessions and online resources on study skills. The Unit also works with staff on in-course skills development. She previously worked as a Teaching/Research Fellow in the School of Biological Sciences where she was involved in the coordination and management of various research projects and was the Course Coordinator and main Lecturer in undergraduate and postgraduate courses in experimental design, analysis and presentation of scientific information. Patricia Spence Patricia Spence has been the Manager of the Learning Technology Unit at the University of Aberdeen for 4 years, and has been involved in the development and implementation of learning technology for over 7 years. The Unit supports academic staff through collaborative project work and the delivery of staff development. Before joining the academic community, Patricia worked for a commercial multimedia company, designing, developing and marketing eLearning materials for the Oil and Gas Industry, and in project management and marketing roles within the Financial Services sector. Julie McAndrews (To be completed) Marlis Barraclough / Kirsty McKnight Kirsty McKnight and Marlis Barraclough are experienced administrators in higher education. Kirsty studied law at the University of Aberdeen, and has previously worked as Assistant Faculty Officer in the then Faculty of Science and Engineering and as Faculty Officer in the Faculty of Education. Marlis read Russian at the University of Edinburgh, and joined the University after working as a policy officer at the then Scottish Office. She initially worked as a senior policy officer directly with the Principal, then within the Court Office. Together, they are responsible for supporting teaching and learning within the College of Physical Sciences. Collaboration 4. Contact details for each partner higher/further education institution. Institution Contact Details (Main contact is in bold) University of Dundee Dr Ken Peebles, [email protected] 1

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Page 1: Proposal for a Scottish Universities and Colleges ... · Proposal for a Scottish Universities and Colleges Consortium for the eEnhancement of Students’ Skills (SUCCESS) Lead site

Proposal for a Scottish Universities and Colleges Consortium for the eEnhancement of Students’ Skills (SUCCESS)

Lead site

1. Contact details for project leader.

Dr Gordon Walkden Director of Teaching & Learning College of Physical Sciences University of Aberdeen 2. Details of other members of the project team. Dr Sara Preston, Academic Learning & Study Unit Patricia Spence, Manager, Learning Technology Unit Julie McAndrews, Manager, Centre for Lifelong Learning Marlis Barraclough / Kirsty McKnight, Assistant College Registrars (Teaching & Learning), College of Physical Sciences 3. Summary of the relevant skills and experience these staff will bring to the project. (CVs may be appended to the proposal.)

Dr Gordon Walkden Gordon Walkden is a senior manager in charge of Teaching and Learning in one of the three constituent Colleges of Aberdeen University. He is an active teacher and researcher; chairs the College Communication and Information Technology Committee; has much experience of quality review in HE and is demonstrably committed to the Skills agenda. He is an experienced chairperson and has a good track record of high value financial control and delivery of innovative projects. An abbreviated CV is appended. Dr Sara Preston Sara Preston is an Academic Skills Adviser in the Academic Learning & Study Unit. The Unit provides advice to the University regarding issues of retention and progression, and supports students’ learning through the provision of: workshops, advice sessions and online resources on study skills. The Unit also works with staff on in-course skills development. She previously worked as a Teaching/Research Fellow in the School of Biological Sciences where she was involved in the coordination and management of various research projects and was the Course Coordinator and main Lecturer in undergraduate and postgraduate courses in experimental design, analysis and presentation of scientific information. Patricia Spence Patricia Spence has been the Manager of the Learning Technology Unit at the University of Aberdeen for 4 years, and has been involved in the development and implementation of learning technology for over 7 years. The Unit supports academic staff through collaborative project work and the delivery of staff development. Before joining the academic community, Patricia worked for a commercial multimedia company, designing, developing and marketing eLearning materials for the Oil and Gas Industry, and in project management and marketing roles within the Financial Services sector. Julie McAndrews (To be completed) Marlis Barraclough / Kirsty McKnight Kirsty McKnight and Marlis Barraclough are experienced administrators in higher education. Kirsty studied law at the University of Aberdeen, and has previously worked as Assistant Faculty Officer in the then Faculty of Science and Engineering and as Faculty Officer in the Faculty of Education. Marlis read Russian at the University of Edinburgh, and joined the University after working as a policy officer at the then Scottish Office. She initially worked as a senior policy officer directly with the Principal, then within the Court Office. Together, they are responsible for supporting teaching and learning within the College of Physical Sciences.

Collaboration

4. Contact details for each partner higher/further education institution.

Institution Contact Details (Main contact is in bold)

University of Dundee Dr Ken Peebles, [email protected]

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Division of Civil Engineering

Faculty of Science & Engineering The University of Edinburgh Jeff Haywood, [email protected]

Director, Media & Learning Technology Service University of Glasgow Allan Martin, [email protected]

Director, I.T. Education Unit Heriot-Watt University Professor Bob Reuben, [email protected]

Director of Teaching and Learning, School of Engineering and Physical Sciences

Dr Keith Brown, [email protected]

School of Engineering & Physical Sciences University of Paisley Dr Des Nicholl, [email protected]

Assistant Dean, Teaching & Learning

School of Engineering & Science The Robert Gordon University

Dr Norrie Edward, [email protected]

School of Engineering

Judith Smith, [email protected]

Director, Department of eLearning University of St. Andrews Dr Colin Mason, [email protected]

Director of Teaching & Learning Development

SALTIRE (St Andrews Learning Teaching Innovation Review Enhancement) University of Stirling Peter Kemp, [email protected]

Director, Information Services Simon Booth, [email protected], Centre for eLearning Development Ruth Watkins, [email protected], Student Learning Services

University of Strathclyde Professor Neal Juster, [email protected]

Dean of Engineering Clackmannan College Gavin Drain, [email protected]

Team Leader, Engineering Studies Moray College John Ellwood, [email protected]

Assistant Principal, Curriculum Stevenson College Edinburgh

Veronica Ferguson, [email protected]

Partnership Development Manager

Kirstine Drysdale Head of Educational Development

Contact details for institutions that have noted interest in this proposal: David Morley Head of Online Learning & Information Services Aberdeen College

5. Details of their role in the partnership.

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5.1. SUCCESS 5.1.1. The Scottish Universities & Colleges Consortium for the eEnhancement of Students’ Skills (SUCCESS) has arisen out of the common need to enhance students’ core skills, particularly at entry level. All partner institutions have indicated:

• Difficulties in teaching at entry levels across all disciplines because of widely differing core skills and prior knowledge levels

• Disproportionate efforts by teaching staff to meet the educational needs at entry level of a diverse cohort of students

• Disparate approaches to enhance students’ core skills at entry level within and between institutions • Adverse effects on retention and progression, employability

5.1.2. The aims and objectives of the consortium are to:

• Collaborate in the definition/benchmarking of core skills in the FE/HE sector • Share teaching materials and methods, good practice • Explore potential for and enable collaboration in teaching along discipline lines, across FE/HE • Establish a network for exchanging, sharing and disseminating material and expertise on core skills

5.2 Organisational Structure of Project/Role of Lead and Partner Institutions 5.2.1. Within the context of the SHEFC/FEFC e-learning initiative, the consortium proposes to deliver an e-learning framework to enhance students’ core skills and create the Tertiary Education Core Skills Network (for details on aims and objectives of the project, see question 8 below).

5.2.2. Overall strategic responsibility and financial management will rest with the Stakeholder Management Group, chaired by Dr Gordon Walkden, Director of Teaching & Learning, College of Physical Sciences of the University of Aberdeen. This group will be appointed by the partner institutions and will act both as a management board to the project and be delegated with responsibility for the interests of the management of their respective institutions. Institutions will not receive funds to participate in this group. 5.2.3. Operational responsibility will rest with the Project Manager. He/she will lead a small team of learning technologists and a repository manager to assess learning materials, put together e-learning materials and assist in adapting materials for the repository. This small team will work closely with the discipline teams. It will implement the strategy set out by the Management Stakeholder Group. This team will be funded through the e-learning initiative. 5.2.4. Pedagogical input and advice will be provided by the Design, Content and Pedagogy Advisory Group. It will work closely with the project team, have editorial control over the material placed in the repository and advise on any questions of pedagogy that may arise. This group will lead the process of defining agreed benchmarks for core skills for HE at entry level. Members will be drawn from partner institutions. Institutions will receive funds to participate in this group. 5.2.5. Detailed assessment of materials available across the FE/HE sector, their contextualisation and adaptation for use within the e-learning framework will be undertaken by discipline groups, headed by partner institutions. We envisage six discipline groups (although in practice these may be sub-divided): Life Sciences, Physical Sciences, Engineering, Business, Arts, Social Sciences. 5.2.6. Each discipline group will have at their disposal funds to enable contextualisation and adaptation of material for placing in the common repository. Groups will have to bid for appropriate funds to facilitate this work. The amount of funding available to each discipline group will be agreed by the Stakeholder Management Group, in line with a detailed work plan and in accordance with the terms and conditions of the grant awarded by SHEFC/FEFC. This will be funded through the e-learning initiative. 5.2.7 The project involves the setting up of an evaluation group, to be financed by SHEFC/FEFC funds. The main functions of this group are:

• Quality control within discipline groups • Advising on efficiency of processes and procedures • Piloting or overseeing the eventual piloting/trials of the new framework

This will be undertaken by representatives of one or more partner institutions who will be invited to bid for funds for this function. This group will be funded through the e-learning initiative. 5.2.8. The lead institution will accommodate the project team and repository during the funding period and for at least three years beyond the funded period. Its main role will be a co-ordinating one. All funds will be distributed by the lead institution to participating partner institutions following the agreement by the

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Stakeholder Management Group and in accordance with terms and conditions of the grant. 5.2.9. In order to embed a project of this magnitude firmly into the institutional structure of the University of Aberdeen it is proposed that the project is overseen by Professor Albert Rodger, Vice Principal and Head of the College of Physical Sciences, who has responsibility for the University’s Communication & Information Technology (C & IT) strategy. He will advise in close consultation with Dr Graeme Roberts, the Vice Principal for Teaching & Learning, and Professor Chris Gane, the Vice Principal for Library and Information Services. 5.2.10. It is further proposed that administrative support for the Management Stakeholder Group and for Professor Rodger be made available from the University of Aberdeen’s Court & Planning Office. This will ensure that the project will remain under strict scrutiny of senior management of the lead institution. 5.2.11 A chart setting out the organisational structure is attached in appendix 5. Institution Role in partnership

University of Dundee

Dundee envisages taking a fully participative role in the Project from the Stakeholder Management Group through to preferred involvement in areas of diagnostic testing, tracking and progress of students.

University of Edinburgh

Edinburgh would like to engage at all stages of the project process particularly given prior experience of Learning Object Repositories. Project areas might include core mathematical skills in science and skills for postgraduate students.

University of Glasgow

Glasgow would participate at every level, particularly in concept and framework development and PDP development. Institution-based projects might include integration of eLiteracy and Core Skills, and Core Skills in Maths.

Heriot-Watt University

Heriot-Watt would be a member of the management & steering groups and has a particular interest in PDP, quantitative skills at level 1 and practical/experimental skills in engineering and physical sciences.

University of Paisley

Paisley University has indicated particular interest in the evaluative aspects of the project including piloting and student evaluations of the outcomes especially from the life sciences projects.

Robert Gordon University

RGU would be involved across the whole project from the management team to providing input into projects involving core/generic skills, diagnostic testing, laboratory skills and creativity.

University of St. Andrews

As well as management responsibilities, St Andrews would be a co-partner for development and evaluation as well as user of e-resources designed to assist students to develop core skills including, study, key and PDP skills; chemistry is a potential area for one of the contextualisation projects. St Andrews would be in a position to provide materials (both paper- and web-based) to support the development of the final resource. Previous experience of SHEFC-funded projects would enable St Andrews to lead in the ongoing evaluation of the project.

University of Stirling

Stirling has two centres of expertise that ideally could be involved in the project as well as University participation in the stakeholder management group. The most pertinent is the Student Learning Service (SLS). The SLS is a university-wide service, which provides guidance to all students on effective study skills for degree-level study. Clearly the expertise in SLS could be exploited in the “design, content and pedagogy” group or with the partnership agreements contextualising materials in Arts, Social Sciences, Business or Life Sciences depending on levels of funding and areas agreed in the outworking of the project plan.

University of Strathclyde

Strathclyde has particular expertise in providing core skills for undergraduate engineers and it is anticipated that a lead role could be taken in expanding and developing this area within scope of the project. Participation in the Tracking, Mapping & Bridging project might also usefully feed into the tracking mechanisms envisaged.

Clackmannan College

Clackmannan would particularly welcome participation in contextualising of identified materials particularly within the Engineering and Business Studies groups of the project. Content Design and Pedagogy is also an area of interest and the College would participate

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in the management structure.

Moray College Production of discipline-based work packages

Stevenson College

Stevenson College Edinburgh envisages involvement at a number of levels within the project. The first level is involvement with the “Design, Content and Pedagogy Advisory Group”. The College is also interested in developing a number of work-based packages to support the delivery of Core Skills via eLearning particularly in Social and Business Studies. The College has particular interest in developing packages of eLearning in Intellectual skills, application of numbers, Communication, Information Technology and group working. We would also be keen to peer review/evaluate/trial areas of mathematics.

6. Contact details of other partners (e.g. private sector firms and/or other publicly funded bodies).

Contact details of partners: Lawrence Hamburg Higher Education Academy The Network Centre Innovation Close York Science Park Heslington York, YO10 5ZF Contact details of potential partners (these will be contacted if the project is funded) SFEU Learning & Teaching Scotland ScottishExecutive SQA 7. Details of their role in the partnership.

Advice and support to develop the teaching and learning materials, tools and other resources associated with the project Description of the project

8. State the aims or objectives of the project.

The aim of the project is to enhance students’ core skills through the development and implementation of an eLearning framework and the creation of a Tertiary Education Core Skills Network. The objectives of the project are to:

• Benchmark core skills across the Scottish tertiary education sector with the development of agreed protocols

• Build a framework that enables: o Core Skills resources to link to Personal Development Planning o A seamless and structured approach to core skills development o The implementation of a campus-definable structure, needs-definable content, user-

definable flexibility and a student-centred approach to learning o Compliance with accessibility legislation o Implementation of a robust and efficient system of assessment which provides rapid

feedback to students, identifies their areas of weakness and directs them to appropriate supplementary resources

o Efficient identification of and access to materials and tools stored in the central repository • Identify and further develop, if necessary, appropriate core skills resources by drawing upon best

practice amongst partners, thereby capitalising on existing materials and investment in resources • Contextualise core skills materials and use a problem-based learning approach to create

intellectually stimulating and motivational e-learning resources • Use pedagogical innovation to change the method and delivery of teaching in order to reduce the

time currently spent by academic staff in repetitive / supplementary teaching • Identify and further develop, if necessary, appropriate diagnostic and self-evaluation tests, tracking

mechanisms and assessment tools (including self and peer-assessment tools). • Create interoperable learning objects which will be stored in a central repository • Implement and evaluate the eLearning framework and associated resources • Report and disseminate the outcomes of the project

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• Create a Tertiary Education Core Skills Network to monitor impact, enhance and maintain the framework and associated resources beyond the funding period

The core skills referred to are:

• Intellectual skills (critical, analytical and creative thinking, and problem solving) • Application of number • Communication • Information technology • Improving own learning and performance • Group working • Practical and Experimental Skills

The core skills include key skills, transferable skills, generic skills and study skills. The importance of these core skills has long been recognised in HE, although approaches to their development have varied considerably, and their delivery has met with mixed success. At present, there are no agreed benchmarks and protocols in relation to core skills across the Tertiary Education sector. At a national level, a re-evaluation of the delivery of students’ core skills training is timely in view of the forthcoming Quality Enhancement Themes of Employability and Flexible Delivery. The project will also reflect the outcomes of the recent Quality Enhancement Themes on Assessment and Responding to Student Needs. Furthermore, a revised approach to skills development could provide a better basis for the introduction of personal development planning (PDP) across the Tertiary Education sector. As participation in Tertiary Education continues to rise, especially through widened access, this framework seems particularly well positioned both to protect and add effectiveness to Scottish investment in Tertiary Education. 9. What problem is the project aiming to solve?

The problems which the project aims to solve are:

• The absence of agreed benchmarks and protocols for core skills in the tertiary education sector, despite the FE/HE sector and potential employers acknowledging the importance of core skills

• Teaching and delivering core skills to students with a wide range of skills and knowledge. Traditional teaching methods are unable to address the wide range of educational needs. As a result, much time is spent in supplementary teaching and support of individuals and groups of students, whilst the remainder of the student cohort will get little or no core skills support

• The need for a flexible student-centred approach to enhance students’ core skills as many students are in part-time employment, or have family or other commitments

• The need for e-literate students Benefits for the lead institution and its learners, and for the partner institutions and its learners

10. State how aspects of learning and teaching will be conducted in a new way. The following is a summary of the aspects of learning and teaching which will be conducted in a new way in the institutions:

• Students’ core skills will be developed along agreed benchmarks and protocols • Students will undergo diagnostic testing (initial needs analysis) at the start of their studies • Core skills materials appropriate to the level of the individual will be provided • Assessment will be formative and will involve the student in the process (e.g. self –assessment and

peer assessment • Students ‘at risk’ will be identified at an early stage thus enabling support to be targeted

Institution-specific responses are attached in appendix 10. 11. Describe how these new processes will yield measurable benefits to the institutions (lead and partners) and its learners.

Central to the organisational structure of the project and the consortium is the evaluation of the effectiveness of the framework against current, institution-based initiatives. The project partners commit to measuring and monitoring the following: 11.1. Effectiveness of Product

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• Diagnostic testing at specific stages – measure student core skills capabilities against agreed benchmarks and against performance.

• Monitor retention and progression rates at participating institutions • Monitor effectiveness of material through focus groups and student/staff feedback

These activities will be undertaken by the Evaluation Team and reported to the Stakeholder Management Group. 11.2. Efficiency of Process

• Managing collating/assessing/editing/adapting of existing material • Managing sub-contracts to partner institutions of discipline groups • Co-ordination of institutional contributions; effective management of project and outcomes

These activities will be undertaken by the Project Manager who will work closely with the Evaluation Team and report to the Stakeholder Management Group.

Benefits for the sector(s)

12. Describe the way in which the project will benefit the Scottish further and/or higher education sector(s), including your plans for dissemination of the project outcomes.

• Agreed core skills definitions and benchmarks with the development of agreed protocols • The creation of a Tertiary Education Core Skills Network to monitor the impact of the e-learning

framework, to maintain and sustain it beyond funding period • Improved retention and progression • Reduced number of hours spent on face to face repetitive / supplementary teaching • Wide dissemination of the project outcomes 13. Set out separately the potential benefits for partner institutions directly involved in the project and other institutions and bodies not directly involved in the project

13.1. Partner institutions directly involved in the project • Cross-institutional collaboration in e-learning development focused on specific deliverables and

interoperability • Efficiency gains in the substitution of e-learning for conventional delivery of content, whilst enhancing

strategic and effective support • Wider access to innovative local in-house developments and the expertise associated with these • The development of new and pooled contextualised core skills materials, structured according to

agreed benchmarks and protocols • Pedagogical innovation including development and wider use of simulations and other motivational

virtual tools that enhance students’ visualisation and understanding • Further development of technological infrastructure to facilitate diagnostic assessment and tracking

of student progress including the recognition of “at risk” categories • The creation of intellectually stimulating and motivational e-learning resources that are level

definable and responsive to need, providing diagnosis and remediation (including targeted support) where required.

• An early and effective focus on learning skills, personal development and employability in a supported and structured environment

• The creation of a common framework for enhancing the learning experience of students and for introducing:

o Self & peer-assessment o Group learning o Problem-based learning

• Site definable support mechanisms such as workshops, tutorials, discussion boards, chat-rooms, peer-assisted learning

13.2. Other institutions and bodies not involved in the project All Scottish FE and HE Institutions will have access to:

• An E-learning framework to enhance the early development of students’ core skills featuring a campus-definable structure, with a needs-definable content and user-definable flexibility

• A central repository of contextualised core skills materials and diagnostic, tracking and assessment tools

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Evidence of demand/feasibility

14. Give details of any research conducted to establish the feasibility of the new approach. (This might be a market analysis of the existing student base (in order to identify groups of students for whom re-engineering might be most appropriate). It could also involve an analysis of the business processes associated with educational programmes (in order to identify processes likely to yield achievable, cost-effective benefits through re-engineering). If the project will adopt a new model of learning, to what extent is this based on educational research?)

The level of interest in this project (10 Scottish HEIs, 4 Scottish FE Colleges) reflects the fact that this is an area of great importance to the sector. Evidence of demand • Skills levels among students vary greatly, and a traditional teaching approach is unable to meet each

student at his or her own level • Much time and effort is spent in supplementary teaching – all consortium partners have developed their

own approach of support for weaker students and students with significant gaps in skills and knowledge. A shared approach, which pools content developed at partner institutions, and shares best practice would provide economies of scale, and provide a network within which disciplines across the partner institutions can share contextualised materials. Along with diagnostic tools, this will enable institutions to provide teaching material specific to each student’s skills level – supporting the more advanced students as well as those with significant skills gaps.

• Many institutions already run remedial courses/core skills courses partly or on an e-learning basis. With funding input from SHEFC/SFEFC, these separate approaches could be brought together to replace purely supplementary teaching with tailor-made support for all students and, eventually, to provide a standard of core skills for all higher education students in Scotland. This would ease transition from secondary and further education into higher education and respond to the skills needs of an increasingly varied student population.

STEM project Research from STAR Project Views from Industry (Employers as Stakeholders) Evidence of feasibility It is surprising that core skills training appears not to have been delivered widely through e-learning before. One reason may be that the delivery tools available in the past have not been sufficiently robust (e.g. this appears to be the reason for the lack of success of the Key to Key Skills TLTP3 project which involved 14 mainly English institutions in 2000-01 – see www.shu.ac.uk/keytokey/index.htm). For this reason we will provide our materials through robust delivery platforms, providing versions for at least the common VLEs in use in Scottish HEIs and FECs i.e. WebCT and Blackboard.

Evidence of commitment

15. Describe the extent to which the institutions are committed to engaging in this transformational process as part of their strategic development.

The following is a summary of the institutions’ descriptions of the extent to which they are committed to engaging in this transformational process as part of their strategic development

• All institutions have Centres/Units etc tasked with enhancing the development of students’ core skills • All institutions have Centres/Units etc tasked with embedding eLearning into core teaching • All institutions have Centres/Units etc tasked with providing a range of flexible options for lifelong

learning and widening access to tertiary education • All institutions are committed to enhancing teaching and learning

Institution-specific responses are attached in appendix 15. 16. Provide evidence that the process of change is consistent with, and embedded in, institutional strategies (i.e. it is not a peripheral process driven solely by the possibility of external funding.)

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The following is a summary of the institutions’ descriptions of the extent to which they are committed to engaging in this transformational process as part of their strategic development evidence

• The initiative maps on to the strategic plans of all institutions • The initiative maps on to the teaching and learning plans of all institutions • The initiative maps on to C & IT / eLearning strategies of all institutions • The initiative maps on to information, employability, and core skills strategies in place at a number of

institutions Institution-specific responses are attached in appendix 16.

17. State what resources the institutions are committing to the project (in terms of funding, staff time and infrastructure).

All institutions (lead and partners) have already committed a significant amount of staff time and resources for the development of this proposal which has involved 4 meetings of the consortium, which have taken place in Stirling, Dundee, Aberdeen and Edinburgh Institutions will commit staff time through the either the ‘Stakeholder Management Group‘ and/or the ‘Design, Content and Pedagogy Advisory Group’ At Aberdeen, the following resources were committed over the last three months 25% FTE of Director of Teaching & Learning 25% Manager of Learning Technology Unit 30% Academic Learning & Study Unit officer 30% Assistant College Registrar We commit the following during the life of the funded project • Provision of accommodation for 6 FTE (Project Manager, 4 Learning Technologists, 1 Administrative

staff), plus ancillary costs (heating, power etc) • Provision of IT and network support • Administrative support (academic-related grade 3) to Management Stakeholder Group • Advice and support by senior management (Vice Principal) 15% of Director of Teaching & Learning (including participation on project management board) 10% of Manager of Learning Technology Unit 10% Academic Learning & Study Unit officer 10% Assistant College Registrar Beyond the funded project (for three years in the first instance): Up to 15% of Director of Teaching & Learning, as required (including participation on project management board) Up to 10% of Manager of Learning Technology Unit, as required Up to 10% Academic Learning & Study Unit officer, as required Up to 10% Assistant College Registrar, as required 0.2 dedicated Learning Technology officer (maintenance of repository) Resource, as required for updating and adding to material in the repository [Discuss further]

18. Describe the strategy to ensure that the intended outcome is sustainable, and will result in long-term change in activities beyond the period of external funding. Describe any structural changes which the institutions will make to fully embed the project outcomes.

The following is a summary of Institutions’ descriptions of their strategy to ensure that the intended outcome is sustainable and will result in long-term change in activities beyond the period of external funding:

• The outcomes of the project will be embedded in and supported by the relevant Centres/Units etc in all institutions

• The establishment of, and contribution to, a Tertiary Education Core Skills Network to enhance and maintain the framework and associated resources beyond the period of external funding

• All institutions are committed to embedding core skills in the curriculum • All institutions are committed to providing open and flexible learning opportunities • All institutions are committed to widening access • All institutions are committed to lifelong learning • All institutions are committed to enhancing teaching and learning

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Institution-specific responses are attached in appendix 18.

Providers of services

19. Where the institution is providing the service(s): have you explored the scope to provide the service more effectively by sub-contracting to specialist outside bodies?

The project proposes the use of existing materials and platforms, and to develop new material only where there are gaps in the provision.

Sub-contracting the Learning Object Repository will be a consideration that will be investigated during the course of the project

20. If subcontracting is involved, state how the contract(s) will be managed.

The project anticipates contractual relations between the lead institution (to which any award would be made) and partner institutions (which would undertake part of the project work). These contracts would be in line with the terms and conditions of grant awarded by the funding councils and the University’s own financial regulations. Day to day operational management would be a matter for the project manager who will report to the Stakeholder Management Group. The contracts and accounts of the project will be subject to the University’s audit procedures. Copyright issues will have to be clarified in discussions with the funding councils and contributing institutions. 21. Where the service involves ‘home-grown’ or open-source solutions: say how this approach will be more reliable and effective than using commercially available products.

Central to this proposal is the benchmarking of core skills and the pooling and adapting of existing material into a shared repository. Both exercises are undertaken by practitioners and learning support staff. The exchange and sharing of materials, processes and teaching practices among participating institutions is one of the anticipated benefits of this project and could not be achieved if this work was undertaken by outside parties. There are no comparable products available on the commercial market. Sustainability

22. Say how the new approach will be embedded and sustained.

The following is a summary of institutions’ descriptions of how the new approach will be embedded and sustained:

• All institutions will use their relevant Centres/Units etc to embed, support and sustain the new approach taken to enhance students’ core skills

• A number of institutions are committed to embedding and sustaining the new approach as part of their implementation of Personal Development Planning (PDP)

• All institutions will use the new approach to re-engineer the provision of credit or non-credit bearing core skills courses/modules and/or to embed the provision of core skills within credit or non-cred bearing discipline-based courses/modules

Institution-specific responses are attached in appendix 22.

23. In what way will the new approach substitute for existing processes or methods of delivery?

The following is a summary of institutions’ descriptions of how the new approach will substitute for existing processes or methods of delivery:

• Traditional teaching methods will be replaced with an e-learning framework • Online diagnostic testing and assessment tools will replace any paper-based formats • Online performance monitoring and tracking will be used to identify students ‘at risk’

Institution-specific responses are attached in appendix 23. 24. How will the new approach be maintained and updated within normal running costs beyond the period of

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central funding?

It is anticipated that the project team and the discipline groups will complete and trial the assessment and adaptation of material, the e-learning framework and the central repository within the funded period. In year 3 of the project, management of the repository, and maintaining and updating the material within it, would fall to the partner institutions within the network.

The Stakeholder Management Group and Design, Content & Pedagogy Group would continue as before to deal with management matters and any pedagogical and content issues which may arise beyond the creation and set-up phase of the project. Partner institutions within the network would report any operational and content issues to the repository manager (funded by the University of Aberdeen), who would then refer them to the Stakeholder Management Group or the Design, Content & Pedagogy Group as appropriate. Costs arising out of major updates and revisions of the central repository will have to be borne by partner institutions within the network, by subscription to raise funds or by making available sufficient staff time to undertake the work. In addition, the Stakeholder Management Group will explore with JISC and other agencies whether they wish to be involved in the running, maintenance and update of this common resource.

Financial information

25. Set out the budget for the project, in terms of: staff costs; infrastructure (equipment, office space, overheads) costs; service costs (where services are to be purchased from an external provider); and software licence costs.

SUCCESS SHEF/SFEFC Funded Phase Staff costs Year 1 Year 2 Total Project Leader (15% Dir of T&L) Clerk to Man Group (10% A/R Grade 3) £ 4,459.00 £ 4,620.60 £ 9,079.60 Manager of LTU (10%) £ 4,532.30 £ 4,914.00 £ 9,446.30 Ac. Learning & Study Officer (10%) £ 4,532.30 £ 4,914.00 £ 9,446.30 Asst College Registrar (10% A/R Grade 3) £ 4,459.00 £ 5,007.40 £ 9,466.40 £ 17,982.60 £ 19,456.00 £ 37,438.60 Project Manager (A/R Grade 3) £ 44,590.00 £ 46,206.00 £ 90,796.00 Repository Co-ordinator (A/R Grade 2) £ 32,290.00 £ 35,030.00 £ 67,320.00 Learning Technologist 1 (A/R Grade 2) £ 28,176.00 £ 30,668.00 £ 58,844.00

Stakeholder Management Group (Strategy & Mnagement)

Design, Content & Pedagogy Advisory Group (Content, Pedagogical Advice)

Central Repository

Maintained by University of Aberdeen Learning Technology Unit for at least 3 years beyond the

funding period

Tertiary Education Core Skills Network (Use of e-learning framework and repository; feedback to Design, Content & Pedagogy Advisory Group and Central

Repository Manager)

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Learning Technologist 2 (A/R Grade 2) £ 28,176.00 £ 30,668.00 £ 58,844.00 Learning Technologist 3 (A/R Grade 2) £ 28,176.00 £ 30,668.00 £ 58,844.00 Core Skills Officer (A/R Grade 2) £ 28,176.00 £ 30,668.00 £ 58,844.00 Admin Support (A/R Grade 1) £ 24,340.00 £ 26,617.00 £ 50,957.00 £213,924.00 £230,525.00 £ 444,449.00 Non-staff costs Advertising/Recruitment costs £2,000 £ - Office consumables £ 21,392.40 £ 23,052.50 £ 44,444.90 C&IT Hardware, Licences £ 20,000.00 £ - £ 20,000.00 Travel £ 20,000.00 £ 20,000.00 £ 40,000.00 Discipline based work packages £200,000.00 £200,000.00 £ 400,000.00 Project Evaluation £ 45,000.00 £ 45,000.00 £ 90,000.00 £308,392 £288,052.50 £ 596,444.90 Funded total £522,316.40 £518,577.50 £1,040,893.90 P roject total £540,299.00 £538,033.50 £1,078,332.50 26. State what level of Council funding is required for the project.

£1,040,894

27. State which costs will be met by the institution(s).

£37,438 plus provision of accommodation and associated overheads

28. Set out a projected profile of expenditure, based on the project plan.

To be completed

Project plan

29. Please attach a full project plan, setting out key milestones, outcomes and delivery dates. This should be in the form of a Gantt chart, MS project plan or similar.

A detailed outline of the phases of the project including targets and outcomes can be found below along with a Gantt chart mapping key milestones and delivery dates. A detailed indicative work plan is attached in appendix 29.

SUCCESS: Overview of Project Activities

Phase I Initiation, Benchmarking and Review Month 1 – Month 8

Tasks 1. Project Initiation 2. Review and Analysis of Work to Benchmark Core Skills 3. Benchmarking Core Skills

Outputs Document setting out the landscape, drawing together previous and ongoing work, synthesising results, and laying out project actions and products.

Phase II Audit of Existing Resources and Tools Aug 05 – Feb 06

Tasks 4. Identify and evaluate existing resources and tools Outputs Audit report detailing evaluated existing resources and identifying gaps Phase III Building the eLearning Framework Sept 05 – Sept 06

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Tasks

5. Conceptualising the framework 6. Developing the framework 7. Establishing learning object repository

Outputs Core Skills Framework document. Initial Learning Object Repository. Phase IV Selecting and Adapting the Tools Jan 06 – October 06

Tasks 8. Specify range and function of tools to be incorporated 9. Development of Tools

Outputs Specification of tools; draft versions of tools Phase V Tailoring the Learning Content Jan 06 – May 07

Tasks

10. Learning Object Specifications 11. Contextualising Core Skills Materials According to Defined Levels 12. Creation of Learning Objects 13. Development and integration of each partnership agreement into the

framework

Outputs Learning Object parameter specification; learning objects Phase VI Implementation Sept 06 – May 07

Tasks 14. Implementation of Framework Structure 15. Implementation of Campus-definable Frameworks in Pilot Institutions

Outputs Integrated framework with learning objects. Reports of usage of the Framework and Tools.

Phase VII Monitoring, Evaluation & Dissemination June 05 – May 07

Tasks

16. Quality Control and Evaluation 17. Planning Dissemination 18. Project website 19. Dissemination Meetings 20. Publications 21. Project Monitoring and Administration 22. Reporting to SHEFC

Outputs Reports, events, meetings, publications and web activity

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I certify that this proposal has the support of central institutional management

Lead Institution

Signed …………………………………………

Professor C. Duncan Rice, Principal, University of Aberdeen

Partner Institutions

Signed ………………………………………… Professor Sir Alan Langlands, Principal, University of Dundee

………………………………………… Professor Tim O'Shea, Principal, The University of Edinburgh

………………………………………… Sir Muir Russell, Principal, University of Glasgow)

………………………………………… Professor John S. Archer, Principal, Heriot-Watt University

………………………………………… Professor John Macklin, Principal, University of Paisley

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………………………………………… Professor Bill Stevely, Principal, The Robert Gordon University

………………………………………… Dr Brian Lang, Principal, University of St. Andrews

………………………………………… Professor Christine Hallett, Principal, University of Stirling

………………………………………… Professor Andrew Hamnett, Principal, University of Strathclyde)

………………………………………… John M. Taylor, Principal, Clackmannan College

………………………………………… Dr James G. Logan, Principal, Moray College

………………………………………… Susan Bird, Principal, Stevenson College

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Appendix 5. Management and Organisation of the project

Project Evaluation

Structure & content Progress against plan Trialling Output review Deployment and embedding review. Includes student representatives

Management and organi ed) Aberdeen-based posts a

Senior Management (non funded)

Stakeholder Management Group Representatives from all HEIs and FECs. Clerked by the University Court and Planning Office.

University of Aberdeen Senior Management Overview Group VP Head of College Physical Sciences (Chairman), V P Teaching and Learning, VP Library and Information Services

Life Science

Administrative support

Framework Team (Learning

Physical Sciences

Engineering

Design, Content & Pedagogy Team

Social Sciences

Project Manager

sation (fundre in blue

s

Learning Object Repository

Repository Manager

Technologists) E Learning auInteroperabilitFramework aAssessment tDiagnostic testools, Studenmechanisms

support definition, Liaison with other partners (e.g. HE Academy)

Arts

iness Studies

dit, y, ssembly, ools, ting

t tracking

(Includes Educational / Skills Developer and

institutional secondment) Core Skills Benchmarking, Diagnostic testing methods, Tracking methods, Learning skills content, Assessment methods, Pedagogic envelope, Flexibility definition, Tutor

Bus

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Appendix 10. Institutions’ responses to how teaching and learning will be conducted in a new way.

University of Aberdeen

• Re-engineer provision of core skills development and enhancement along agreed benchmarks • Replace current core skills teaching with e-learning modules enabling a flexible and student-centred approach to

the delivery of core skills training • Core skills teaching will include diagnostic testing and formative assessment • Contextualised problems allow students to develop and enhance core skills within their own subject areas, taking

account of prior knowledge and skills • Offer core skills development to students at all levels of skills, according to individual needs

University of Dundee

Dundee would be interested in the benchmarking of core skills across the sector as well as diagnostic testing and tracking progress and early feedback. The outputs would feed into our Learning Enhancement area of activity for which we have an established Unit already in place. Learning and teaching will be conducted in a new way through the use of new multi-media technologies and the internet to structure the delivery and improve the quality. This project will provide material in relation to core skills that will dovetail with the e-Learning strategy being developed at Dundee.

University of Edinburgh

Core skills are an important part of Edinburgh’s Knowledge management strategy with the specific aim of embedding the acquisition of information and ICT skills into the curriculum. E-Learning systems are seen as essential to a robust yet flexible provision with the expectations that attainment will be recorded through the introduction of individual PDPs.

University of Glasgow

This work will benefit Glasgow University directly, in relation to: Specific developments

• Core skills development in Mathematics for Science • Integration of eLiteracy Framework with Core Skills, • Development of PDP schema for core skills;

Quality enhancement goals • student learning enhancement, • student commitment and retention, • employability • e-learning implementation

Heriot-Watt University

The transformational change we are looking for is for the development of a measurable set of core skills for our students. This would form the building blocks for learning in all of our subject domains. With appropriate granularity the requirements for core skills for all of our students would be e-supported.

University of Paisley

In general, the project output would assist us in implementation of our recently set Learning & Teaching Strategy and e-Learning Strategy. The elements we would hope to supplement with any output from the initiative are transition to HE, retention/progression, diagnostics, core skills development, tracking/at risk identification, and enhancement of transferable skills and student-centred learning.

Robert Gordon University

To be completed

University of St. Andrews

This project will support one of our own strategic initiatives by using electronic means of initial needs analysis (diagnostics), study skills support delivered by e-Learning, and electronic tracking and monitoring throughout the first two years of HE programmes to address issues of support and retention, for all students but especially for those that have been attracted to St Andrews through wider access initiatives. Included in the latter are also many (> 15%) international students, especially from North America, who are often in later years of their own courses, but attend modules offered during first or second year of study and who lack familiarity with approaches to academic study in the Scottish HE system.

University of Stirling

This project would provide an open and flexible student centred approach to the acquisition of core-skills. All students would take the online assessments and these would be used to identify any strengths and weaknesses and suggest the appropriate action. Given the possible numbers involved, a high percentage of the materials would need to be available via eLearning. The assessment would be formative assessments could be used regularly against a stated menu of core skills required as the student works through their university career. These assessments could also form part of a student’s PDP where their achievements could be automatically recorded.

University of Strathclyde

Most Science and Engineering courses include core skills – but in an ad-hoc manner. These materials and associated approaches would be adopted more systematically to ensure all students had gained the appropriate skills prior to graduation.

Clackmannan College

On completion of the project, support for learning will be targeted specifically to the needs of individual learners; this is not possible at present on the large scale or across all levels of ability.

Moray College The project is consistent with our own learning and teaching strategy. The commitment to efficient, effective and valid diagnostic assessment will provide a sounder basis for students’ academic development and enhance retention. The approach to learning requires enhanced autonomy for students through the learning process and will enhance their capacity to learn and hence their employability.

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Stevenson College

Stevenson College Edinburgh hopes to benefit from the identification of diagnostic tools identified through the benchmarking audit to supplement the tools already used. In this way it is hoped to more effectively fast track those students who do not require any extra support. For those who do require extra support to improve their core skills, additional interventions will be identified prior to transition to Higher Education. The approach of the College will be to encourage independent learning skills through access to eLearning tools to supplement or replace the provision of support via traditional approaches as appropriate to meet the varying needs of our diverse student population.

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Appendix 15. Institutions’ descriptions of the extent to which they are committed to engaging in this transformational process as part of their strategic development.

University of Aberdeen

The initiative arises out of an ongoing review of our activities and the recent re-structuring process within the University of Aberdeen. The University has critically assessed support to potential students from non-traditional backgrounds through initiatives like Aim4Uni. The University established the Academic Learning & Study Unit to support students’ learning 2 years ago and will be establishing a Unit in 2005 with the responsibility of supporting the transition of students from FE Colleges into the University. The University has already developed an online PDP tool and continues to develop tools to support students’ learning. Ongoing support for students at entry level will take this process a step further to ensure that all students receive appropriate support to obtain their chosen degrees, and that every HE entrant will be given the opportunity to enhance their core skills. Core skills development and enhancement of students’ skills and overall employability is central to this. This initiative is undertaken against the strategies set out below, and against a background of limited resources and competing demands on staff time. Any collaborative approach, which allows the pooling of resources across institutions will allow the University to enhance teaching and learning at reduced cost to the institution.

University of Dundee

Dundee University is fully committed to providing e-Learning and its current position in the Scottish HE sector is strong. Key to this is an understanding of e-Learning as a co-ordinating force which by integrating course documentation, assessment, timetables, student feedback, learning resources, student support and learner-to-learner contact, helps to create a holistic student experience. The project will receive institutional support in line with this strategy.

University of Edinburgh

Edinburgh University is committed to engaging in this transformational process as it is linked to our Knowledge management strategy and our e-Learning strategy.

University of Glasgow

• Commitment to employability strategy, of which core skills development is one aspect • The university is currently investigating the feasibility of an eLiteracy Framework to address student learning

enhancement and employability issues • PDP developmental work under way in some faculties • Key skills working party has identified Key/Core skills as a priority • The university is committed to enhancement of learning through appropriate use of e-learning

Heriot-Watt University

Heriot-Watt is committed to developing all suitable material into e-learning format to: aid access to various points in our courses with non-standard qualifications; improve retention by allowing material to be tailored to individual learners needs; and to improve the skills and knowledge of our graduates. This commitment is being made across the University with appropriate material under development. The Scholar material and the PASSIT Assessment engine are projects which have come out of our commitment to developing a transformation in the learning environment.

University of Paisley

To be completed

Robert Gordon University

To be completed

University of St. Andrews

Widening participation across National and cultural boundaries as well as offering part time and evening degree modes of study are part of our strategic plan for learning and teaching. The University already offers one-to-one as well as group support in face-to-face mode for students seeking to improve their study skills from one member of staff in SALTIRE, a Learning Support Consultant. Some of these students are ‘at risk’ (FE, mature returners, international) and this project would allow a larger number to be supported, notably, by accessing resources electronically, including diagnostic assessments, without having to self-identify themselves as requiring such support. However, more importantly all students, who may simply benefit from improving their skills, will have continuous, open access to resources.

University of Stirling

Strategic commitment to widening access: Although the great majority of Undergraduate students come from Scotland (73% in autumn 2003), the Postgraduate student population is otherwise highly diverse. Compared with the higher education sector as a whole, the University has more undergraduates from low participation neighbourhoods. Around one fifth of new undergraduates and just under one half of new postgraduates register for part-time study. The University is further developing its strategy of widening participation, for example through the LEAPS programme, Ladders of Learning Scheme, the new CAMPUS initiative, articulation agreements with local further education colleges and links with schools within its three local district council areas, and by facilitating mature student entry through Accredited Prior Experiential Learning (APEL). It also runs an Autumn Access programme initially designed to enable school leavers from under-represented groups who have just missed University admission requirements to then gain entry to the University in February. (Learning, Teaching & Quality Enhancement Strategy 2004-06) With our students being drawn from diverse backgrounds the University is committed to managing their transition into HE as smoothly as possible. We would like to be in a position where any student entering the University at any time can be directed to a set of resources that allows the student to assess their own learning needs and, if necessary, support and develop the student to their full potential. The University places a high value on the following hallmarks of its students’ experience: • stimulating and innovative teaching, conducted within a research active context; • a high degree of flexibility in selection of programmes of study, patterns of assessment and movement between

modes of study;

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• focused and targeted library, IT and other forms of support for students and their learning; • outstanding rates of retention and completion; (Learning, Teaching & Quality Enhancement Strategy 2004-06)

University of Strathclyde

The University of Strathclyde is committed to enriching the learning experience of all students regardless of background or point of entry and this is embedded in the mission statement of the University. One example of a practical outworking of this is the GOALS initiative (Greater Opportunity of Access and Learning with Schools), which aims to inspire pupils to be successful. Its Summer Academy offers, each year, 1000 14-year-olds a two-week programme of learning challenges. Progression and articulation agreements exist with a number of local FE colleges and the project will facilitate the transition into higher education by providing tailored study opportunities.

Clackmannan College

To be completed

Moray College The college is committed strategically to innovative approaches to curriculum delivery both because it empowers students and enhances their learning capacity but also because of the need to free up valuable staff time to allow for appropriate professional development within the context of scarce resources.

Stevenson College

Stevenson College Edinburgh is committed to developing new methodologies to meet the changing needs of students ensuring incorporation of blended learning approaches across all curricular areas. The College is committed at all levels: strategically, operationally and in terms of future Strategic Planning. This is especially relevant where student enter or leave the College with various levels of qualifications: examples are during the successful transitions from school to FE and from FE to HE. There is a desire to track the successful retention of students who move from FE into HE, in terms of ensuring that they have the Core Skills to flourish.

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Appendix 16. Provide evidence that the process of change is consistent with, and embedded in, institutional strategies (i.e. it is not a peripheral process driven solely by the possibility of external funding).

University of Aberdeen

This initiative maps on to strategic objectives indicated in the University’s strategic plan - • To enhance the quality and value of the student learning experience within a research environment • To sustain and enhance collaborative networks within Scotland, the UK, Europe and internationally • To increase opportunity and improve participation in higher education by students from under-represented

groups. (University of Aberdeen Strategic Plan 2004-09, p.23) Development and enhancement of core skills at entry level are already part of portfolio of Directors of Teaching and Learning. A critical review of core skills teaching at that level is underway at the University of Aberdeen, along the lines of the QAA enhancement themes ‘Employability’ (2004/05) and ‘Responding to Student Needs’ (2003/04). The University is already looking to collaborate with other institutions to share best practice, and compare and assess different approaches. Examples of ongoing talks with other institutions are collaboration with the University of St Andrews on the joint delivery of undergraduate chemistry degree and negotiations are underway with the University of Dundee on the collaboration in the delivery of planning degrees. The SHEFC funding initiative allows us to adopt a more ambitious approach in working with partner institutions. The feedback received from the tertiary sector was extremely positive, and all partner institutions have been working on the improvement of core skills provision on an institutional basis.

University of Dundee

The project is in harmony with the aims and objectives of the e-Learning Strategy. The work of the Learning Enhancement Unit in the successful implementation of the VLE ‘Blackboard’ across the Faculties is evidence of the commitment of real resources by Dundee University to further its strategy.

University of Edinburgh

To be completed

University of Glasgow

These developments are central to the University’s o Information strategy; o Employability strategy o Learning and teaching strategy The project will enhance the work already undertaken by the Student Learning Service by providing contextualisation and complementary skills training. It will also provide greater support to those students who come through our Widening Participation Service. Both units are part of the University’s core structure and taken in conjunction with the strategy documents listed, Glasgow is already committed to aims and objectives of the project.

Heriot-Watt University

The ethos of the bid is central to both the learning and teaching strategy and to the computing and IT strategy of the University. There is currently a development project underway for e-learning materials across all of the University that is building on the Scholar work and PASSIT project to improve the availability and access for students and staff.

University of Paisley

To be completed

Robert Gordon University

To be completed

University of St. Andrews

SALTIRE was established by the University as a demonstration of commitment to our underpinning learning and teaching strategy of supporting all students in their ongoing development from entry to postgraduate study (many postgraduates access advice on essay writing, giving presentations etc) in addition to the more obvious ‘at risk’ students such as those arriving via Access schemes, and international students who are also supported in the further development of English language skills via our English Language Teaching (ELT) unit.

University of Stirling

Stirling is committed to the widening participation agenda. Our mission statement says (amongst other things):

The broadening of educational opportunity, opening up higher education in innovative ways to the benefit of society as a whole

and as can be seen in the quote from the Learning, Teaching & Quality Enhancement Strategy 2004-06 in our response to Q15 Striling has been successful in its engagement with this agenda. Stirling was ranked 1st in the UK for widening access to HE, teaching and research standards, and low non-completion rates (THES 2002). (http://www.external.stir.ac.uk/visitor_info/facts/index.php) As part of the widening access agenda the university to committed to making the student experience as positive as possible and to this end sees extensive support arrangements for all students as part of this package.

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The University is committed to the continuing development of a learning environment that:

• maximises flexibility, building on existing curricular structures to deliver increasing opportunities to study in new areas, spanning existing disciplinary boundaries;

• maintains rigorous arrangements for quality assurance; • is responsive to innovation and encourages enhancement; • works to achieve wider patterns of participation, involving closer partnerships with colleges and others to secure

smoother arrangements for transition and articulation across different sectors; • contributes to the improvement of learning, teaching and information delivery facilities at the Highland and

Western Isles campuses; • through continued investment in use of C&IT promotes new learning opportunities, with increasing numbers of

courses available in mixed modes of delivery and the aim of having an online presence for every unit of study; • places increasing emphasis on learning and on students’ development of the capacity for continual development

throughout their lives. (Learning, Teaching & Quality Enhancement Strategy 2004-06)

University of Strathclyde

The University of Strathclyde’s strategic plan has as one of its three key themes – Innovative Learning. Two main threads of this theme are: the provision of a novel interactive learning environment with innovative IT applications and to promote opportunities for students from all backgrounds.

Clackmannan College

As a provider of post school education we recognise the importance of Core skills across specific areas of the curriculum. It is a significant aim of the College to ensure that appropriate provision is made available for all students, this project will ensure that these aims are possible – enhancing the transition stages from Secondary through FE to HE

Moray College The college’s Learning and Teaching strategy involves the aspiration to develop a fully integrated learning environment that provides a high quality learning experience for all students. As a corollary we will seek to develop an e-learning strategy and infrastructure, which will allow networked learning and support to be delivered effectively to a much larger number of students at a wider range of locations. This will enhance provision at, and sustainability of, the network of learning centres. It will also enhance the experience of students accessing their learning through more traditional means and reflects evaluations, which have led to a ‘blended’ approach, which incorporates the benefits and efficiencies available from e-learning.

Stevenson College

Central to: • SCE eLearning Strategy • Core Skills & Learning Strategy • Learning & Teaching Strategy • Strategic Plan 2004 – 2007 • SCE Operational Plan 2004 – 2005 • Educational Development Operational plan 2004 - 2005

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Appendix 18. Institutions’ descriptions of their strategy to ensure that the intended outcome is sustainable and will result in long-term change in activities beyond the period of external funding.

University of Aberdeen

The University is already working towards enhancing key skills of all students and it is intended that the project outcomes will provide essential contextualisation, which will become core to all students curricula. The University will take responsibility for maintaining the Learning Object Repository for at least three years beyond the period of funding and will create and maintain a dedicated website which will both inform existing partners of ongoing developments and encourage other Institutions to opt in to the system. It is anticipated that the work generated by the project will consolidate the activities of the Academic Learning Support Unit and the new Unit for those entering the University from Further Education Colleges. There will be the scope for enhanced articulation and an improved interface between the FE and HE sectors particularly within the North-East. In the long-term it is hoped that the enhanced learning experience enjoyed by our new students (regardless of level of entry) enabled by using e-technology will allow greater academic freedom to teach more effectively.

University of Dundee

The project outcome will be embedded in and supported by the Learning Enhancement Unit at Dundee.

University of Edinburgh

To be completed

University of Glasgow

The proposed project enhances work already in progress, allows it to be given a more generic applicability, and enables it to be harmonised with other HE providers in Scotland, thus offering considerable added value across the institution, and to the Scottish HE sector: i. eLiteracy development can be integrated within a Core Skills Framework and context; ii. Core skills work in chemistry can be shown to be applicable to other disciplines; iii. PDP developments in particular courses can be linked to a core skills PDP which extends across all faculties; iv. Harmonisation with other HE providers will be very important, enabling easier student mobility, and enhancing the worth of a Scottish degree. v. Appropriate employment of e-learning tools and solutions can be demonstrated.

Heriot-Watt University

The establishment of the Scottish Tertiary Education Core Skills Network, which would continue beyond the end of the project would allow the material to maintained and further developed. The materials would be available to all the Scottish HE/FE sector who would be able to run them in the way most suited to their own specific requirements even after the end of the project.

University of Paisley

To be completed

Robert Gordon University

To be completed

University of St. Andrews

St Andrews has already established several systems of support for students including those already mentioned (SALTIRE, ELT) but in addition has comprehensive Student Support Service (SSS) and Continuing Education Unit, all of which are committed to providing both pastoral, personal and academic support. Staff, particularly based in SALTIRE, are committed to supporting student learning and skills development, and are strategically committed to strengthen such support for e-developments, eg SALTIRE support and administer WebCT as the University’s VLE, and provide training and resources for students.

University of Stirling

Stirling is committed to the widening participation agenda. Our mission statement says (amongst other things):

The broadening of educational opportunity, opening up higher education in innovative ways to the benefit of society as a whole

and as can be seen in the quote from the Learning, Teaching & Quality Enhancement Strategy 2004-06 in our response to Q15 Striling has been successful in its engagement with this agenda. Stirling was ranked 1st in the UK for widening access to HE, teaching and research standards, and low non-completion rates (THES 2002). (http://www.external.stir.ac.uk/visitor_info/facts/index.php) As part of the widening access agenda the university to committed to making the student experience as positive as possible and to this end sees extensive support arrangements for all students as part of this package. The University is committed to the continuing development of a learning environment that:

• maximises flexibility, building on existing curricular structures to deliver increasing opportunities to study in new areas, spanning existing disciplinary boundaries;

• maintains rigorous arrangements for quality assurance; • is responsive to innovation and encourages enhancement; • works to achieve wider patterns of participation, involving closer partnerships with colleges and others to secure

smoother arrangements for transition and articulation across different sectors; • contributes to the improvement of learning, teaching and information delivery facilities at the Highland and

Western Isles campuses; • through continued investment in use of C&IT promotes new learning opportunities, with increasing numbers of

courses available in mixed modes of delivery and the aim of having an online presence for every unit of study; • places increasing emphasis on learning and on students’ development of the capacity for continual development

throughout their lives. (Learning, Teaching & Quality Enhancement Strategy 2004-06)

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University of Strathclyde

Strathclyde is committed to embedding key skills in the curriculum. Courses are continually updated. During the lifetime of this project courses will be developed to include the appropriate outputs and it is anticipated that they will be embedded and sustained as a core part of any student programme.

Clackmannan College

To be completed

Moray College To be completed

Stevenson College

The proposal for transformational change fits with the strategic planning underway within Stevenson College Edinburgh to broaden opportunities for a blended learning approach. SCE has established a Virtual campus, designed to allow supported open and flexible learning. The College has set up two study centres on campus to support and develop independent learning. These will be expanded over the course of the Strategic Plan to further develop eLearning as a method of encouraging independent study, building core competences and confidence.

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Appendix 22. Institutions’ descriptions of how the new approach will be embedded and sustained.

University of Aberdeen

Core skills enhancement and improving the student experience is already a central tenet to the teaching and learning strategies of participating institutions. Institutions will be able to use the materials and the e-learning framework flexibly, to suit their individual teaching & learning strategies. Some institutions may provide credit bearing courses, or use modules of blended learning as part of their level 1 teaching. The material could be used as a compulsory part of first year teaching and assessment. Other institutions may wish to use the framework as additional teaching aid, to be used on a voluntary basis by students. The process of embedding the e-learning framework as an integral part of first year teaching will ensure its continued maintenance by institutions. The Tertiary Education Core Skills Network will provide an appropriate forum to ensure maintenance and updating of the framework and material. At the same time, the network will provide an opportunity for institutions to work together more closely on a whole range of teaching related issues. The consortium has already discussed extending the framework to years 2,3 and 4 of study, and extend its use to institutions outwith Scotland. These issues would have to be explored more fully.

University of Dundee

Use of LEU at Dundee as previously described in section 18

University of Edinburgh

To be completed

University of Glasgow

If the project goals are met, the following developments become possible:

i. eLiteracy development will broadened to cover all core skills;

ii. Core skills activity currently localised in Chemistry and Biological Sciences will be applied appropriately across the university;

iii. A PDP scheme for core skills will be implemented across the university.

iv. Potentiality of e-learning within the university can be demonstrated and e-learning development can be more effectively focused.

Heriot-Watt University

The fine granularity proposed by the project will allow it to be embedded at the most appropriate points across all the University’s courses. This will all be supported by the University’s e-learning platform which is central to the learning and teaching strategy. The granular approach will also permit us to have specifically tailored modules to help access issues for those with non-standard qualifications. The diagnostic testing will ensure that the right learning outcomes are achieved by successful students ensuring they meet the right benchmarks for core skills.

University of Paisley

To be completed

Robert Gordon University

To be completed

University of St. Andrews

St Andrews will continue to support the development through deployment of existing staff in SALTIRE, and possibly elsewhere in the University, in addition to new recruits, to provide ongoing face-to-face support for all e-resources created during the project, and will subscribe to any joint fee structure required to maintain hardware/software so that the platform for the resources is maintained. As a partner with copyright to some (or all) of the resources, income generated through any sales or licensing agreements (eg to HEFCE institutions, JISC or others) could be re-invested in the maintenance and sustainability of the project.

University of Stirling

We plan to change our existing procedures to embed the outcomes in the following ways:

All new students would be directed to the assessments produced by this project (this might be compulsory) to allow the student to assess their developmental needs for “core-skills”. After this initial assessment the student would be directed to support materials appropriate to their needs — for some students this may be individual support. For the majority the support would be online materials mounted in our Managed Learning Environment and group workshops.

Review the materials on a regular basis to ensure that they remained relevant and up-to-date.

Student evaluation and feedback. Will inform future development.

Monitor retention rates to check that this approach was improving retention.

Integration with Personal Development Profiles.

Participate in the proposed Core-Skill network as it is clearly important to ensure that the Scottish HE/FE sectors continue to pool their expertise in this area.

University of Strathclyde

To be completed

Clackmannan College

To be completed

Moray College To be completed 9/09/04

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Stevenson College

Stevenson College Edinburgh has a long tradition of developing innovative learning materials and taking innovative approaches to delivery, and this will continue to be the case. There is a strong emphasis on Core skills within the College, and there are members of staff employed to co-ordinate the delivery of core skills at both ends of the transitions spectrum.

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Appendix 23. Institutions’ descriptions of how the new approach will substitute for existing processes or methods of delivery.

University of Aberdeen

See question 22 above. At the lead institution, the new e-learning framework will be used to replace credit bearing first year core skills courses currently delivered by traditional methods. It is anticipated that the framework will centralise and rationalise the disparate approaches to core skills diagnostics and enhancement by Schools and Colleges, avoid duplication of effort and allow for sharing of best teaching practice.

University of Dundee

Central to the new approach is the benchmarking of core skills which will enable them to be delivered in a structured manner, at an appropriate intellectual level, which will enable the graduation of students into the workplace with real and measurable skills which employers are increasingly seeking. The project outcome will adopt the virtual learning environment as its medium for delivery.

University of Edinburgh

To be completed

University of Glasgow

i. A compulsory IT skills programme applying to first year students only can be superseded first by an eLiteracy programme and then by a Core Skills programme, both applicable to students at all stages in their academic career;

ii. Present ad hoc and localised approaches to core skills can be superseded by one based on the understanding of the significance of core skills for the student, well-defined and embedded in discipline work, and assisted in its implementation by tools and materials shared with HE colleagues across Scotland

iii. PDP activity currently localised can be generalised for core skills, and ultimately aid harmonisation of PDP activity across the university;

iv. These actions will be enhanced by application of appropriate e-learning solutions;

v. Positive attitudes to e-learning across the university will be underpinned and adoption of e-learning when appropriate further encouraged.

Heriot-Watt University

The material will form new standalone modules and be embedded in existing modules. The students will have greater flexibility in access to the material than the traditional lecture ad laboratory based classes, together with fast feedback on the assessment of learning outcomes. The individuality created by early diagnostic testing will aid the learners in making optimum progress towards their learning goals.

University of Paisley

To be completed

Robert Gordon University

To be completed

University of St. Andrews

The delivery of diagnostic, formative and summative assessments, in addition to provision of learning resources via electronic means with bring key support to all students, regardless of need, and availability of very limited staff resources. Whilst the University recognises that there may be an initial development cost for staff in developing customised resources for disciplinary-specific purposes, eventually, savings will be made in staff time (recognising that there will continue to be a need for personal face-to-face support) and effort to support a more diverse student population at St Andrews. But more importantly, all students will have greater access to resources to support their learning and skills development in an open, non-threatening and clearly student-centred approach. This could also provide ‘role-model’ solutions for development of similar approaches for subject-based academic study.

University of Stirling

It will enhance them. Presently at Stirling like most other universities there is very little formal formative assessment of the students as they enter the university — it is very much a matter of a students or a member of staff identifying any problems and then seeking some help. We change this so that formative assessments were carried out, possibly compulsorily, to identify any core-skills weaknesses and then provide initial remediation with the materials from this project.

Provide an opportunity for all students to engage with core-skills materials.

University of Strathclyde

To be completed

Clackmannan College

To be completed

Moray College To be completed

Stevenson College

A blended learning approach has at its root the concept of substituting independent directed study with generic support for a traditional classroom based teaching approach. Widening the VLE is within the whole College’s Strategic Plan and challenges how all Faculties deliver their curriculum.

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