How do you solve a problem like Waterside? Learning design at scale
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The document discusses the University of Northampton's Waterside campus and its approach to active blended learning, emphasizing student-centered activities that foster subject knowledge and employability skills. It outlines strategic methods for implementing educational changes, including grassroots and faculty-led initiatives, and the importance of community building in teaching culture. Various advantages and limitations of these approaches are highlighted, focusing on their scalability and impact on institutional goals.
How do you solve a problem like Waterside? Learning design at scale
- 1. How do you solve a problem like Waterside? Supporting learning design at scale LDCIN, 24 Feb 2017
- 3. Approx 350 programmes, over 2000 modules 1 learning and teaching approach 1 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
- 4. What is ‘active blended learning’?
- 5. 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.
- 6. A strategic approach to leading change Create a climate for change Be clear on the origins and reasons for the change, and how it will be supported Engage and enable the organisation Communicate the vision, enable action, motivate by showing progress Implement and sustain the change Consolidate and embed (Popovic and Plank, 2016)
- 7. 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
- 8. ‘Grass roots’ Examples Learning Design and Learntech consultations S.H.E.D. Peer observation framework Self-study resources (case studies, reading list etc) Advantages and limitations Personalised and popular with individuals, builds culture Low impact and difficult to scale
- 9. Faculty led Examples Faculty development days Faculty-specific versions of workshops Representation at committees (e.g. FQSC) Advantages and limitations Discipline-specific (buy-in and ownership), can link faculties together Often dependent on the relationship between the faculty and the central team
- 10. Strategic Examples Policy development Academic induction CAIeRO Flexible and inclusive CPD via C@N-DO Level 7 modules and PGCAP Recognition (C@N-DO approach to Fellowships, STAR awards) Advantages and limitations Consistency, resource-efficient Perception of ‘top down’ intervention can sideline local issues and threaten autonomy
- 11. Community building Examples Learning and Teaching conference Connecting staff by areas of interest Advantages and limitations Supports peer learning and development of teaching culture May lack overarching strategy, or not reflect institutional priorities
- 12. Research-based Examples Funded pedagogic research projects (Institute of Learning and Teaching, VC’s ‘Innovation Fund’) URB@N undergraduate research projects Advantages and limitations Combines faculty interest in teaching and research, raises the status of teaching Moving from niche to normal - how to disseminate findings effectively?
- 14. 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.