How do you solve a problem like Waterside?Supporting learning design at scale

LDCIN, 24 Feb 2017

The context

http://www.northampton.ac.uk/about-us/governance-and-management/office-of-the-vice-chancellor/transforming-lives-inspiring-change/

Approx 350 programmes, over 2000 modules1 learning and teaching approach1 custom designed campus

“Many universities have created flexible spaces which enable group work and the easy display and sharing of students’ work. The University of Northampton’s new Waterside Campus, built with ‘teaching spaces’ in place of lecture theatres, is perhaps the most high-profile and furthest-reaching example of this in the UK.” (Rebooting Learning, p23)

The challenge

What is ‘active blended learning’?

The programme is taught through student-centred activities that support the development of subject knowledge and understanding, independent learning and digital fluency. Our face-to-face teaching is facilitated in a practical and collaborative manner, clearly linked to learning activity outside the classroom. Opportunities are provided for students to develop autonomy, Changemaker attributes and employability skills.

A strategic approach to leading changeCreate a climate for changeBe clear on the origins and reasons for the change, and how it will be supported

Engage and enable the organisationCommunicate the vision, enable action, motivate by showing progress

Implement and sustain the changeConsolidate and embed

(Popovic and Plank, 2016)

If this project was yours to manage…how would you do it?‘Models of practice’ for academic development

strategic

‘grass roots’ (individual-focused) faculty led

community building

research based

‘Grass roots’ExamplesLearning Design and Learntech consultationsS.H.E.D.Peer observation frameworkSelf-study resources (case studies, reading list etc)

Advantages and limitationsPersonalised and popular with individuals, builds cultureLow impact and difficult to scale

Faculty ledExamplesFaculty development daysFaculty-specific versions of workshopsRepresentation at committees (e.g. FQSC)

Advantages and limitationsDiscipline-specific (buy-in and ownership), can link faculties togetherOften dependent on the relationship between the faculty and the

central team

StrategicExamplesPolicy developmentAcademic inductionCAIeROFlexible and inclusive CPD via C@N-DOLevel 7 modules and PGCAPRecognition (C@N-DO approach to Fellowships, STAR awards)

Advantages and limitationsConsistency, resource-efficientPerception of ‘top down’ intervention can sideline local issues and

threaten autonomy

Community buildingExamplesLearning and Teaching conferenceConnecting staff by areas of interest

Advantages and limitationsSupports peer learning and development of teaching cultureMay lack overarching strategy, or not reflect institutional priorities

Research-basedExamplesFunded pedagogic research projects (Institute of Learning and

Teaching, VC’s ‘Innovation Fund’)URB@N undergraduate research projects

Advantages and limitationsCombines faculty interest in teaching and research, raises the status of

teachingMoving from niche to normal - how to disseminate findings effectively?

Thanks for sharing!

References etc.ABL definition:

https://www.northampton.ac.uk/ilt/current-projects/waterside-readiness/

Rebooting Learning report:http://www.hepi.ac.uk/2017/02/02/rebooting-learning-digital-age-next-technology-enhanced-higher-education/

Popovic, C. and Plank, K. M. (2016) Managing and leading change: Models and practices. In Baume, D and Popovic, C. (eds.) Advancing Practice in Academic Development. Abingdon and New York: Routledge, pp.207-224.