managementbreakfast030908
TRANSCRIPT
En
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GCU Management Breakfast: 3 September 2008
Allison LittlejohnAlison Nimmo
Caledonian AcademyGlasgow Caledonian University, Scotland UKwww.academy.gcal.ac.uk
Encouraging learning innovation: Recognising and rewarding good practice
En
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Vision Extending reputationLearning, Teaching, Assessment Strategy
1. to build students’ competencies in the skills demanded by employers in a global knowledge economy
2. to equip students with the skills to operate as independent lifelong learners
3. to develop and embed innovative and relevant learning and teaching based on sound research and scholarship
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Vision Extending reputationLearning, Teaching, Assessment Strategy
Widening access
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Vision Extending reputationLearning, Teaching, Assessment Strategy
LTA
S b
eaco
n in
itiativ
es
schola
rship
chan
ge in
itiativ
es
pro
fessio
nal d
evelo
pm
ent
Widening access
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Vision Extending reputationLearning, Teaching, Assessment Strategy
LifelongLearner
Progression Transition
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Vision Extending reputationLearning, Teaching, Assessment Strategy
LifelongLearner
Progression
Transition
Moving Forward
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Vision Extending reputationLearning, Teaching, Assessment Strategy
Transition
LifelongLearner
Progression
Real World
Moving Forward
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Vision Extending reputationLearning, Teaching, Assessment Strategy
Transition
LifelongLearner
Progression
Real World
Learner Experience
Moving Forward
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Scenario 4 Caledonian Academy
Aim: to develop innovative teaching and learning within GCU and further afield.
Mission: to lead the University in pioneering research and scholarship in learning and teaching
to embed outputs from research enabling the development of new forms of learning and teaching
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Scenario 4
Perpetual transitionmanagement
Trigger
Vision
Conversion
Maintenance and renewal
(Bucanan and McCalmun, 1989)
Tansformational change
external factors, trends, blue skiesthinking
future directions, strategy, innovations
diffusion of ideas, implementation,support structures, reward
reflection, evaluation, enhancement
Model for transformational change
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Scenario 3
Scenario 4 Trigger: localised initiatives versus focus on strategic themes
IssuesProgression, transition,completion of strategicimportance
Institution level projects not meaningful to schools
Localised initiativesencourage ownership, butnot strategic
Potential solutionThemed beacon initiativesaim to link school basedactivity with strategicBeacon initiativesEg Moving Forward/RealWorld
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Scenario 3
Scenario 4 Vision: communication best practice vs diffusion of innovation
IssuesAchieving a vision requires diffusionof innovation in context
Most universities focus oncommunication of bestpractice solutions.
Potential solutionPartnership of ‘opinionleaders’ (Deans, HLTQs) and‘innovation leaders’(Scholars, champions) withacademics specialising in educationand learning support
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Scenario 4 Conversion: workshops vs collaborative activities
IssuesTransformational change requirescoordinated projectbased activity
Requires longer term forchange, but development of anevidence base will lead to moreeffective change.
Potential SolutionProject based change initiativesEg Blended Learning (BNE / SEC) &
Second Life
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Scenario 4 Renewal: lone innovator versus collaborative networks
IssuesNew approaches require integrationof different types of knowledge
Lone innovator does not have necessary knowledge base
Potential solutionCollaborative communities focusedOn professional development
Eg PGC LTHE, Masters programme
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Scenario 4 Building Leadership Capacity
No more heroes any more…
… results from shared and not delegated experiences
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Scenario 4 Model of Distributive Leadership
Distributive leadership
is a group activity that works through and within relationships, rather than individual action. It emerges from a variety of sources depending on the issue and who has the relevant expertise or creativity.” (Oduro 2004)
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Develop capability for engaging in, and leading innovation in learning and teaching across all levels of the teaching community
Support a cascading model of CPD and encourage the development of reflective teachers and learning support staff.
Distributive Leadership – GCU’s Definition
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Scenario 3
Scenario 4 Transformational Change: aligning the processes
Step 1: Update our Learning, Teaching and Assessment Strategy (LTAS)
Step 2: Develop a new CPD Policy and Framework in Learning and Teaching
En
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To improve the quality of the students’ learning experience by encouraging staff with a teaching of student-engaged role to develop innovation in learning and teaching throughout their careers.
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Scenario 3
Scenario 4 Transformational Change through Distributive Leadership
Accredited Opportunities: Masters in Learning and Teaching:
Post Experience Certificate – Associate Fellow
PgC – Fellow
Diploma
Masters – PSF/SD3
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Post Experience Certificate:
Supporting Student Learning in Higher Education (20 M)
1 Semester (B)
Action research project:
Designing effective learning environmentsPlanning/designing learning activitiesProviding effective student support and guidance
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PgC in Learning and Teaching in HE
SSL Module plus
Enhancing Learning, Teaching and Assessment in HE (40 M )
2 Semesters (A contd B)
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Action research project:
Learning environments and technologies
Learning activities
Curriculum design
Teaching strategies
Assessment strategies
Quality Assurance and Enhancement
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Scenario 3
Scenario 4 Transformational Change through Distributive Leadership
Non Accredited:
Communities of Practice
Reading Group/Learning Forums
School based CPD
Scholars & Associates Scheme
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Career progression
Enhancement and recognition of individual skills and profile
Opportunities to engage with like minded staff across GCU
Take forward innovation in learning and teaching to benefit students, Division and/or School
Caledonian Scholars and Associates Scheme
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Caledonian Scholars will:
Lead a project in L&T over 2 years supported by School/CA
Embed outcomes within their School/across GCU
Share expertise with colleagues
Disseminate outcomes
may:
Combine with Masters/Doctoral studies in L&T
Caledonian Scholars
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Caledonian Associates will:
Undertake a small scale, practice focussed 1 year project
Focus on an acknowledge LTAS priority in own division
Promote outcomes across own division and School
Work with a CA mentor and liaise with other Associates
may:
Combine with PgC or Masters in L&T
Caledonian Associates
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Scenario 4
Jane Casestudy
Examples of action research and scholarship in action at GCU so far …
Tansformational change Integrated Scholarship Approach
En
cou
rag
ing
lea
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g in
nova
tion
– L
ittle
joh
n &
Nim
mo Encouraging learning
innovation: Recognising and rewarding good practice
GCU Management Breakfast: 3 September 2008
Allison LittlejohnAlison Nimmo
Caledonian AcademyGlasgow Caledonian University, Scotland UKwww.academy.gcal.ac.uk