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Dutch visit - Directions and priorities at Northampton
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Study Tour UK 10 October 2014
@alejandroa
www.northampton.ac.uk/ilt
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Aims
To outline Northampton’s directions and priorities in learning and teaching
To spark new ideas and stimulate discussion on the items on your agenda!
Image by Bluekdesign on Flickr
Your focus
Why do students fail?
Examples of innovative practices in curriculum structures & formats, assessment methods & policy, promotion of student success
Successful examples of online and blended learning
Standards & QE vs lecturers’ workload
Validation
Change management strategies for curriculum change or renewal
Bars we have been raising
Delivering excellence and innovation in 21st Century learning, teaching and assessment.
Enabling transformational learning experiences through inspirational teaching.
Embracing and fostering inclusive open practices.
Exceeding the needs and expectations of all students, regardless of mode of study.
Staff CPD and recognition for innovation and positive change
… and many more
A possible USP
Enabling ___________ learning experiences
for __________ and lasting social change, through ___________, research-informed teaching
_____________ the expectations of all students in every mode of study.
A possible USP
Enabling transformational learning experiences for positive and lasting social change, through inspirational, research-informed teaching exceeding the expectations of all students in every mode of study.
10500
1500
500
2000
1000
500
Face-to-face students
Dual-mode students
Online students
Students taught byflying faculty
Work & practice-basedstudents
Other
2014
Implications for the future of Northampton
Less physical space at the new campus
+ global competition for diverse and demanding students
+ innovation
= critical need to change the way we go about our business
2020: a possible scenario for Northampton
6000
6000
6000
500
1000 500
Face-to-face students
Dual-mode students
Online students
Students taught byflying faculty
Work & practice-basedstudents
Other
Year 1 Year 2 Year 3
Face to Face
Online
Work-based learning
Year 1 Year 2 Year 3
Three disruptive waves
a. Competition for students
b. Competition from cheaper alternatives
c. Competition from on- line delivery The Economist, 28 June 2014
A new model needed to add value to the on-campus experience with support for personalised
learning.
Need
To maximise the affordances of the learning spaces of the new campus (physical and virtual), to provide exciting, innovative, sustainable and effective experiences for 21st Century learners
Principles
Transformational learning experiences through inspirational teaching
The six Changemaker values
Low cost, high value for our students and colleagues
Knowledge and learning and open, mobile, connected and scalable
Modes of study overlap:
‘blended’ = ‘campus & mobile’
Approach Implication Courses affected
Lecture-free zone No lectures delivered in f2f mode. All
Northampton Online: single malt
Complete redesign of courses for ‘pure’ online learning (including several ‘priority programmes’).
Selected PG & PT, a few UG
The Northampton Blend: campus and mobile
Redesign of courses for blended learning: (a) relevant material packaged as video
lectures and other digital content (b) some seminars moved online as
asynchronous discussions based on e-tivities
(c) a re-think of how we make productive use of f2f time
(d) A major conceptual shift by all staff.
All
The Northampton Blend: campus and mobile (1)
Pre-session cognitive exposure
– multimedia resources
Pre-session activation of schemata –
asynchronous online tasks
F2F seminar: discussion,
consolidation, reflection & goal
setting
Pre-session cognitive exposure – multimedia
resources
TBL F2F session:
iRA tRA facilitated discussion consolidation + next steps
The Northampton Blend: campus and mobile (2)
Pre-session cognitive
exposure – multimedia resources
Pre-session activation of schemata –
asynchronous online tasks
F2F seminar: discussion,
consolidation, reflection & goal setting
Pre-session cognitive
exposure – multimedia resources
TBL F2F session:
iRA tRA facilitated discussion consolidation + next steps
@alejandroa 25
CAIeRO = Carpe Diem @ Northampton
Creating Aligned Interactive educational Resource Opportunities
NILE (our LMS)
CLEO (another workshop)
…
@alejandroa 26
Who: size & participants
@alejandroa 27
When
Pre-CAIeRO meeting (1 hour)
Day 1
Validation, review or change of approval
Day 2
Follow-up (1/2 day or 1 day)
Ongoing support thru to delivery
@alejandroa 28
Why (1): to design a great course, fast
@alejandroa 29
Start End
Assessment
Learning Outcomes
Student-generated content resulting from the e-tivities
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Action plan
Why (2): to model practice
@alejandroa 35
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What new: assessment
@alejandroa 38
How scaled up (2): mass CAIeROs?
@alejandroa 39
How rolled out: a CPD framework for staff
Changemaking @ Northampton – Development Opportunities
C@N-DO: a framework for enabling positive
change
@alejandroa 40
Intr
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Minimum 12 months
Assessment for Associate
Fellowship D1
Minimum 2 years
Assessment for
Fellowship D2
FULL CAIeRO
Collaborative Learning Experiences Online
Assessment - a tool for Learning
Supporting Student Achievement
Peer Observation for Development
Reading Circles: exploring L&T Literature
HE Survival+
Peer Observation for Development
+ 1 from below A
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Assessment for PGCAP
Minimum 1 year post-fellowship
Professional recognition & scholarship (part-APL-able with D2 via C@N-DO)
Research and enterprise into academic practice
Minimum 3 years Impact & Influence
Assessment for Senior Fellowship
D3
+ selection from below based on needs
Becoming a C@N-DO mentor
Becoming a C@N-DO assessor
Becoming a C@N-DO facilitator
Ap
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Ext
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Interview: Needs analysis for CPD planning
Further recognition route
Qualification route
Becoming a subject or programme leader
@alejandroa 41
THANK YOU Professor Alejandro Armellini Director, Institute of Learning and Teaching in Higher Education www.northampton.ac.uk/ilt [email protected] @alejandroa 10 October, 2014
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