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Faculty of BusinessFACOB

Learning and Teaching Plan

Flight of the Conchords

Introduction

Background

Resourcing for teaching and learning

Collection and use of data

Scope and terms of referenceEngagement of studentsEngagement Of Staff

Accountability

Process

Background

• The three key strategic documents that have provided the imperatives for this Learning and Teaching Plan are :

• The Tertiary Education Strategy 2010-2015; at national level• MIT’s Academic Plan 2010; at Institute level AND • The Faculty of Business Strategic Plan 2010- 2015 at Faculty

level.• The Learning and Teaching Plan aims to address issues for staff

and students at the chalkface – metaphorically speaking. The Learning and Teaching Work group seeks your input to develop our Learning and Teaching Plan as an organic document to guide our implementation and action of the Faculty’s Strategic Plan over the next few years.

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Process

Outline of process • Teaching and Learning Working group formed as a part of the overall

Strategic Planning process.• Literature review • Staff forum discussions • Student forum discussion • Consultation with: Tu Tangata• Principal lecturers• Met with LT work group• Workshop with staff at Faculty meeting 29 October• Rework plan• Final Learning and Plan presented at Faculty meeting in November• Full implementation in 2011.

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Scope and terms of reference• Develop a sound Faculty wide learning and teaching culture of continuous

improvement through supporting, encouraging and disseminating innovative practice, and improving teaching and student learning outcomes

• Recommend provision of appropriate resources to improve and maintain quality learning environments (virtual, physical and social), for all students but with particular emphasis on students in the 18-25 year age group, Tagata Whenua and Tagata Pasifika.

• Review the learning, teaching and assessment practices in courses in relation to MIT’s Academic Plan and MIT Graduate Capabilities and provide an action plan to support change and share good practice where appropriate

• Review the collection and usage of data to inform and improve student retention and success as well as teaching practice

• Enhance learning through the integration of ICTs (information and communication technologies) and a variety of teaching theories and strategies in “best fit for purpose” applications.

• Develop, support and recognise excellence in teaching

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Accountability• Accountable to our stakeholders• Stakeholders: Anyone who shows an interest before, during and after a

Programme• Academic staff• Students• Parents• Employers• External bodies :ITO'S, NZQA,ITPQ, COMMUNITY GROUPS, PTES,

SCHOOLS• Government : Ministry of Education, TEC.• Internal MIT groups : other faculties, student services, registry;

marketing, library, LTC, ADC, Sub Committees of Academic Board• Anyone else ?• COMMENTS Back

Academic Shifts

Teach via direct delivery/transmission

ICT as direct delivery of text based content

Fixed linear curriculum

Assess micro elements

What are the implications for the Faculty ?How do we translate this into action and achievable outcomes ?

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Engagement Of StaffEngage staff in transformative learning and teaching practice to prepare for the move to MTC and to meet the overall objectives of the Faculty Strategic Plan and MIT Academic Plan.

20111. Create a Faculty Learning and Teaching workgroup to champion

learning and teaching with the following objectives:1) identify and disseminate best practice in the Faculty2) identify performance measures to reward outstanding practice (see

Faculty Strategic Plan)3) provide guidance and support for staff by staff to engage in implementing

academic shifts (see MIT Academic Plan)4) create a framework for professional conversations (face to face and online)

to enable knowledge creation, retrieval , sharing, transfer, and application.

Engagement Of Staff(continue)2. Develop a template for staff to frame their individual professional

development plans which will inform targeted professional development initiatives and an overall Faculty Professional Development Programme. Staff Individual Professional Developement Plans need to have a learning/teaching focus and a subject matter/content focus.

3. Provide resourcing for "just in time" technical support of staff

4. Develop a faculty wide staff Peer Mentoring programme to provide staff collegial, collaborative sharing opportunities.

5. Since risk-taking is a Faculty value, staff who take risks and initiate and innovate need to be acknowleged.

6. Conduct evidence-based research on blended learning environments Back

Engagement of students2011

• Analyse available information from Annual Programme Reports to establish pass rates which are indicators of student engagement and persistence.

• Survey students to identify if differences exist between what support measures students value and their perceptions of how well this support is delivered.

• Following the findings of Maynard and Martinez (2002), provide a framework to engage Programme Leaders and lecturers in an evidence-based process for analysing programme quality and developing and implementing improvement plans.

• Use the "student cycle" (recruitment, first contact, orientation, diagnostics/placements, teaching and learning, assessment, pastoral care, destinations) as a framework to establish the extent to which the student experience is successful.

• Conduct collaborative staff workshops to analyse programme effectiveness and develop improvement plans where shared experience contributes to the quality and creativity of the outcomes.

Engagement of students(cont.)• Provide research evidence and report on new ways that 21st century students learn• Gather data from students about their intended outcomes from a programme of study• Investigate the provision of technology for students to engage in 24-7 learning to bridge the gap

between students who have access to technology and students who don’t. (see Resourcing section)

• Create avenues for student writing about their learning relationships at MIT (for example; NZ Girl Magazine, Spacifiks magazine etc.)

• Develop other media opportunities related to their communities• Create a strong sense of student voice so that our knowledge about students is beyond the

anecdotal, that we have a clear evidence base about students. This student voice can be developed on-line and through the media e.g. MIT Radio station

• Create a Faculty student forum and members sit on programme committees to consistently articulate the student voice

• Create an Alumni Association and use the opportunity for personal branding for students where they market themselves to prospective employers by developing CVs, business cards, websites etc., using social media

• Foster the development of the MIT peer mentoring programme within the Faculty so that students lead and mentor other students.

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Resourcing for teaching and learning

• Manukau Tertiary Centre kept in focus as we develop and re-configure Learning Spaces in the NO,NS,NR, NQ,NP quad.

• Preparation in 2010 for 2011.

• NQ106 sandpit available to the Faculty to use to trial new and innovative teaching approaches with the intention of gathering evidence-based data to support changes in technology and learning environments.

• In conjunction with ICTS, Facilities Management and the Investment Committee propose software, hardware and physical space re-design. The underlying philosophy is to develop proposals to effect changes in learning and teaching and providing technology as well as re-configure spaces to meet these needs. The driver for change must be learning and teaching. The following key priorities are being investigated for action :

Resourcing for teaching and learning(cont.)

Deployment of Windows 7 and Office 2010Continuation of separate environments for Business Service Teaching and other domainsBusiness Services to remain on Windows XP and Office 2007.All other areas to be Windows 7 and Office 2010. New or upgrades to software to be confirmed by 31 October.

Trial for virtual delivery of some applications

Trial of VDI based teaching in NQ106 to provide the options of the existing Windows XP and Office 2007 set up and a new Windows 7 Office 2010 set up.

Live@EDUinvestigate reduced price Office 2010 suite for student use. (Available to students at other institutions for $95. Should this be made available for all students as a part of course costs?)Live@EDU for student email.

WirelessReliable robust wireless connectivity in NO,NQ, NR, NS and NP rooms. 

Resourcing for teaching and learning(cont.)

Use of Laptops in classrooms as well as hard wired computersProvisioning for BAC and Dip. Comm students to use laptops in classrooms since fewer textbooks are going to be prescribed from sem. 1 2011Issues to be addressed regarding use of laptops – i.e. number of hard wired computers, outlets for laptops, room layout, charge points for personal laptops, delivery of limited licensed software.

SkyDrive and Live@EDUProvide alternative ways for students to store files other than the h drive.Skydrive is available with Live@EDU.

NS218 utilised for multimediaConversion of NS 218 (currently resource room) for multimedia use

2011Acquire funds for technology solutions to trial new approaches Develop "Expression of interest" to be presented to major Internet Service Providers (ISP's). This is to enable students to use the internet on campus in exactly the same way they can through the major ISPs off campus.This means as a consequence of enrolling at MIT the student will get an account with the selected ISP. The ISP sets up the infrastructure to enable connectivity to the devices set up for student use on the new campus (plus of course to other devices the students themselves own and bring in). A pilot could be set up in North Campus during 2011 - 2013.

Investigate the use of SharePoint for shared documents• The introduction of a content management service visible to the internet for staff to publish

content to. Some of this content will be for public consumption and others will have to be limited to enrolled students.

• Cost to using Sharepoint and Client Access licenses (CALS). Could be significant learning curve and training for both staff and students for the use of SharePoint.

Investigate the use of student response technology

Resourcing for teaching and learning(cont.)

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Collection and use of data

Our general goal is to ensure that the Faculty Programmes have the best retention and success statistics within MIT over the next five years (2011-2015)

How do we achieve this ?1. We have to have the right portfolio of Programmes The Programme Portfolio Review being conducted will perhaps go some way to achieving this goal. 2. Commitment to the overall Faculty Strategic Plan

What are our annual targets ?

Collection and use of data(cont.) OBJECTIVE SIGNIFICANT ACTIONS CRITICAL ISSUES AND

IMPLICATIONS

•Review the collection and usage of data to inform and improve student retention and success and teaching practice.

•Overall enrolled pass rates exceeds 80% by 2013 (refer Faculty Strategic Plan 2.1)

•Course descriptors reflect blended delivery hours in excess of 20% of contact hours. (refer MIT Academic Plan)

2011All courses with enrolled pass rates above 80% have action plans in place to identify and disseminate effective practice. All courses with enrolled pass rates below 70% have action plans in place to account for and improve pass rates. Review course descriptors by Programme.

OBJECTIVE SIGNIFICANT ACTIONS CRITICAL ISSUES AND IMPLICATIONS

Use data to:• develop action plan to re-write course descriptors using the new template reflecting practice of blended delivery of 20% or more of contact hours for future course offerings.

• establish if correlation exists between enrolled pass rates and degree of blendedness in courses.2012-2015 All courses that do not meet the following minimum benchmarks are either closed or have a clear retention and success action plan approved by the Dean; 2011 70% 2012 75% 2013 77.5% 2014 80% 2015 80%

Collection and use of data(cont.)

OBJECTIVE SIGNIFICANT ACTIONS CRITICAL ISSUES AND IMPLICATIONS

2011Improve the learning experience with a particular focus on students working in collaborative teams and using technology provide access for students to diagnostic self assessment tools to assist them to determine their own literacy, numeracy and digital literacy needs during orientation. This can provide the evidence base for embedding literacy, numeracy and digital literacy in courses across Programmes and for accessing self-paced development opportunities.

Collection and use of data(cont.)

OBJECTIVE SIGNIFICANT ACTIONS CRITICAL ISSUES AND IMPLICATIONS

• develop a toolkit of resources for staff and students to enhance team work, particularly formation and management, and subsequently making the toolkit available online

• introduce or develop self and peer assessment for students working in collaborative project teams

• develop a toolkit of resources for confidential self and peer assessment to enable improved student contributions to and engagement in teamwork

• develop an online e-library resource to enable the production and use of authentic case studies from industry and the workplace in learning and assessment

• provide access to synchronous and asynchronous technologies (e.g. eMIT, blogs, wikis and podcasts) around specific teaching and learning activities to enhance feedback, student-student and student-teacher interaction in a range of blended classroom contexts.

Collection and use of data(cont.)

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