Learning and Teaching BoardAway day 2006

Strategy

Strategy makes a difference Allocate resources Guides schools and support units Supports diversity

2003: Key themes2004: School and support unit strategies2005: Growth, Students, Retention, Employability2006: Academic year, Research, Internationalisation

University objectivesStudent feedbackInternal review

Externaldrivers

Reviewset targets

Enhanced Learning & Teaching

Guidelines Codes of Practice

Resources

Spontaneousinnovation

Projects

Evaluation

Dissemination

Approach to enhancinglearning and teaching

Timetable

Morning Restructuring the academic year - modules Restructuring the academic year – courses

Afternoon Research in teaching and learning International strategy

• Modules 150 or 200 SEH

• Plan for 2008 start

• Benefits are enhanced learning and improved efficiency

• Restructuring will facilitate change

Restructuring the Academic Year - AGREED

• How big is the module (150 or 200 SEH)

• What should be in the module

• How do modules provide transition to University

• How do modules build a course

Restructuring the Academic Year

Model 1100

or

Model 1 : Go large100

Well suited for 150 SEH

or

Model 2100

or

Model 2 : Happy meal100

Well suited for 200 SEH

Module content

tutor contact (40) Own study (50) Assessment (10)

tutor contact (60) Own study (80) Assessment (10)

tutor contact (80) Own study (110) Assessment (10)

100

150

200

module

Face-to-face contact

Personal study

Formative Assessment

Preparation for employment Fun

Module

Revision

Discipline knowledge

Summative Assessment

Course structure

How does the course • Provide transition to University• Maintain coherence with flexibility• Develop assessment• Balance generic and subject knowledge• Develop employability• Develop research based learning

Year 1 Year 3Year 2 Year 4

Discussion groups

What should be in a module? Are modules: Go Large or Happy Meals? Should be module be 150 or 200 SEH? Does the preferred structure address the

constraints of the present system?

Choice should not be based on ease of transition

1st year transition

Pre-registration pack

Fresher’s week

Christmas

Social event to make friends

Academic evaluation and feedback

Module assessment

Information on services

More

Teaching block 1 2

Course structure

How does a course achieve coherence

• Multiple entry• Flexible modes of study

Year 1 Year 3Year 2 Year 4

Flexible delivery

Course structure

Does assessment develop

• Peer assessment• Self assessment• Group assessment• Skill assessment

Year 1 Year 3Year 2 Year 4

Assessment strategy

• Course work• Project work• Exams

Course structure

How does the balance of subject and generic knowledge and skills develop

Year 1 Year 3Year 2 Year 4

Employability strategy?

Course structureHow do employability skills develop

Yr 1 Basic skillsYr 2 Specialist skillsYr 3 Integrated skills and knowledgeYr 4 Complex problem solvingM Professionally advanced

Year 1 Year 3Year 2 Year 4

Employability strategy

Discussion groups

What are the generic guidelines that will help Schools develop coherent courses that have a Heriot-Watt “look and feel”

Select as few or as many topics as you wish

Report back on a single sheet of key points

Link between Research and Teaching

• Greater use of existing infrastructure leads to efficiency

• Research is an efficient way to learn

• Research and scholarship are transferable skills that increase employability

Why

• HWU believes that intellectual curiosity and independent learning adds value to the University and its graduates

Precept

All Universities provide

• A curriculum which at all levels is informed by current research

• Opportunities for students to demonstrate an ability in research through advanced projects (all levels)

• Opportunities to study research methods as a topic

Baseline: to be a University

Research

Research led: Curriculum aligned to research specialisms of staff. Structured around content

Research-orientated: Curriculum emphasises method of production of knowledge not the knowledge

Research-based: Learning through personal enquiry building on staff expertise

Research-informed: Teaching builds on the study of teaching as a discipline

HWU will provide

• Structured learning from year 1 based on personal scholarship and enquiry

This requires

• Research to inform teachingUnderstanding influence of style of teaching on style of

learning

Processes for monitoring student achievement

Methods for assessing students and groups

Managing risk associated with change

Extra value at HWU

• Do we want research-based learning?

• Do we have this already ? (If yes : Where? Is it documented?)

• How do we get it?

• Is it worth it?

Discuss

International strategy

Existing parts of international strategy

Business plan Marketing plan Growth strategy International partners International students Facilities and services for international

students

Question?

Are we a Scottish exporter of Scottish education

OR

An international University providing an international culture and education

Is Riccarton a little part of Scotland or a window on the world

What do we not have

If we want to be international we need to

learn from our students learn from partners engage actively in exchange (staff and

student)

Discuss

What is the vision for the University’s International Strategy

Discussion

Do we want Research-based learning?

OR

What is the vision for the International strategy