may 09 -cable curriculum delivery 2009 v1
TRANSCRIPT
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CABLE - a process to support and implement
change.
Change
Academy for
Blended
Learning
Enhancement
Mark Russell
Peter Chatterton
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How did we get to CABLE?
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The Deliverables:
•A sustainable CABLE process
•Sustainable change in blended learning practice
•Collaborative working across Schools
•Impact on UH
•Impact on HE sector
The Participants:
•>16 academic Schools
•20 Students fully involved
•> 100 Academic Staff
•4 HE Institutions
CABLE 1, 2, 3
CABLE Transfer
Achievements:
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The Change Academy
“…. helps teams from higher education institutions develop the knowledge, capacity and enthusiasm for achieving complex institutional change. It provides unique opportunities for team-based learning and professional development that focus on the strategic interests and needs of the participating institutions.” http://www.heacademy.ac.uk/changeacademy.htm
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The Change Academy
“…. helps teams from higher education institutions develop the knowledge, capacity and enthusiasm for achieving complex School level change. It provides unique opportunities for team-based learning and professional development that focus on the strategic interests and needs of the participating Schools.”
(CABLE version)
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Preparing for change
Explore problemrefine
Generate ideas
Evaluate ideas
Action planning
Pre-meetings in individual groups
UnfreezingPreparing for
changeGetting
Commitment
Making the change
RefreezingConsolidating the
action and embedding the
change
The CABLE change model
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PARTNERSHIP
EOI → 6 Selected
Team Leaders’ meeting
Individual team meetings
2 Day residential
Final event to share outcomes
Implementations
(X6)
Ongoing BLU support
The CABLE process
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Preparation for the Residential event
• Team building– Within team– With BLU
• Divergent thinking and identifying key issues• Professional development
– Belbin– Other
ResidentialITM Meeting(s)/activity
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Residential event• Team building
– Within team– With BLU– Between teams
• Professional development– Team working– Managing Change
• Cross fertilisation between groups and BLU– Presenting the projects– Synergies/mutual support– BLU critical friend role
• Finalising action plans• Support for
– Project management– Curriculum Design– Risk management
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Exploring the issue, divergent thinking and generating ideas
No ‘buts’ – no evaluation•Reverse brainstorming•Minimise/Maximise•Superheroes•Systems thinking•Collage•Stakeholder analysis•Knowledge Fair
Reframing the issue and achieving focus
• Brain-Writing followed by Snowballing• Anonymous Voting• Alternative Scenarios• 5 W’s and H• Causal mapping• Assumption surfacing
Implementation • Implementation checklists – versions 1 and 2• Forced Fields Analysis• Bullet proofing
CABLE Techniques
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Reverse brainstorming
How would you design your curriculum to increase the failure rate?
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Systems thinking
What is JISC for?
OR
What is a ‘CAMEL’ meeting for?
OR
What is the curriculum for?
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The CABLE Process
workplace learning
elearning in staff inductionmanaging large
groups
using virtualclassroom technology
enhancing lab activity
distance learning
changing practice
in elearning
flexible learning
elearning for C
PD
managing change managing risk
learning technology
skills
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Supporting M level Reading in a Blended Learning context
CABLE 1
School of Education,
Faculty of Humanities, Law & Education
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Impact & achievements• Blended Learning has a high profile in our business plan
at local and international level• A ‘Professional Lead for Blended Learning’ has been
allocated time to support staff with their blended learning curriculum design
• Post Graduate Certificate in Education programme undergoing considerable BL curriculum redesign for Sep 08 launch
• Resources and approaches from CABLE developed for international projects
• New writing group – 2 conference papers on CABLE• BL buzz
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Impact & achievements• CABLE 1 resources now used on BEd MA EdD programmes • Used by staff not in original CABLE team• Module design faster with bank of CABLE resources & approaches• Closer work with LIS consultant and LIS website for UH wide access• Corridor posters with post-it notes increasingly used to elicit
feedback from staff and students eg developing a common Harvard Referencing Guide for the School.
The poster is in a well-used corridor Students and staff add
post-it notesPost-it notes detail the confusion
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Aims: To increase Aims: To increase effectiveness of non-contact effectiveness of non-contact
e-learning methods for e-learning methods for campuscampus
based students.based students.
To encourage To encourage more staffmore staff
to useto use e-methods.e-methods.
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Hot topics – Lab usage
• Academic View - Highly Motivational• Student View – Improves Employability• Institutional View – Expensive “Use it or lose it”
• Task: Increase the use of AADE Labs without increasing demand on staff time.
• Solution: Use e-learning methods to engage students in lab. activity.
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Hot topics – Feedback• Academic View – time consuming• Student View – “Too little, too late” • Institutional View – Must improve (Lowest NSS rating)
• Task: Give students quicker and higher quality feedback without increasing demand on staff time.
• Solution: Use e-learning methods to generate diagnostic feedback and deliver immediate generic feedback. Make students appreciate they have had feedback.
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Wider engagement
• Away day
• Technology demonstrations
• Survey of lab usage on modules
• Sharing simple good practice tips!
• Faculty presentations
• BL conference
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Evaluation & Sustainability
• Evaluation of impact on students
• BL developments incorporated into SBU plans
• CABLE process continuing – 2009/10 will be 4th round.
• CABLE 4 more strategically focussed
• Follow up benchmarking
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More Information
• Details of our CABLE 1 activity can be found in the ‘Resources’ section of the BLU website, at: www.herts.ac.uk/blu
• Cable transfer site: www.cable-transfer.net
• Also refer to: “CABLE an approach to embedding blended learning in the curricula and across the institution’, published in Vol. 4, No. 1, Reflecting Education:
http://reflectingeducation.net