Littlejohn Nimmo Hea 190508


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  • Littlejohn Nimmo Hea 190508

    1. 1. A presentation To the Higher Education Academy Allison Littlejohn Alison Nimmo Caledonian Academy Glasgow Caledonian University, Scotland UK Encouraging learning innovation : Recognising and rewarding good practice
    2. 2. Vision Extending reputation standardisation <ul><ul><ul><li>personalisation </li></ul></ul></ul><ul><ul><ul><li>numbers </li></ul></ul></ul>diversity Drivers for transformational change <ul><ul><ul><li>costs </li></ul></ul></ul>
    3. 3. Scenario 4 <ul><li>Pew Learning and Technology Program; </li></ul><ul><li>USA, $mm, various funders </li></ul><ul><li> </li></ul><ul><li>UMI </li></ul><ul><li>SHEFC , 1996-2000 </li></ul><ul><li>Centres for Excellence in L&T; </li></ul><ul><li>HEFCE , now </li></ul><ul><li>Transformational Change; </li></ul><ul><li>SFC £6m 2005-2007 </li></ul><ul><li>TQEF; </li></ul><ul><li>HEFCE £181m 1999-2005 </li></ul><ul><li>strategy, centres, projects, fellowships </li></ul><ul><li>Local staff development </li></ul>Drivers for transformational change
    4. 4. Scenario 4 (inter)national cross institutional institutional departmental Centres for Excellence in Learning and Teaching Pew Foundation re-engineering of course designs in the US; Transformational Change in Scotland TQEF local initiatives Drivers for transformational change
    5. 5. Scenario 4 Target Change at institutional level Model Transformational change Model linking local requirements and learning development activities with new directions and evidence generated through international /national research Tansformational change Drivers for transformational change
    6. 6. Scenario 4 <ul><li>Perpetual transition </li></ul><ul><li>management </li></ul><ul><li>Trigger </li></ul><ul><li>Vision </li></ul><ul><li>Conversion </li></ul><ul><li>Maintenance and renewal </li></ul><ul><li>(Bucanan and McCalmun, 1989) </li></ul>Tansformational change external factors, trends, blue skies thinking future directions, strategy, innovations diffusion of ideas, implementation, support structures, reward reflection, evaluation, enhancement Model for transformational change
    7. 7. Scenario 3 Scenario 4 Trigger: localised initiatives versus focus on strategic themes Issues External factors strongly influencing Higher Education; Meta level strategic projects focused on research not meaningful to practitioners; Localised initiatives encourage ownership, but are not strategic; Potential solution Themed ‘clusters’ link local and ‘meta’ level initiatives
    8. 8. Scenario 3 Scenario 4 Vision: communication best practice vs diffusion of innovation Issues Achieving a vision requires diffusion of innovation in context rather than communication of best practice solutions; Benchmarking current practice locally and internationally assess requirements and ‘readiness for change’; Potential solution Partnership of ‘opinion leaders’ and ‘innovation leaders’ (Scholars) with education research and development staff
    9. 9. Scenario 4 Conversion: workshops vs collaborative activities Issues Transformational change requires coordinated, collaborative project based activity; This approach requires longer term for change, but development of an evidence base will lead to more effective change. Potential Solution Project based scholarships linked with promotions scheme
    10. 10. Scenario 4 Renewal: lone innovator versus collaborative networks Issues New approaches require integration of different types of knowledge; Lone innovator does not have necessary knowledge base; Potential solution Interdisciplinary, collaborative communities focussed on key themes
    11. 11. 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 and to embed outputs from research enabling the development of new forms of learning and teaching
    12. 12. Scenario 4 <ul><li>Integrated activities in: </li></ul><ul><li>research and scholarship </li></ul><ul><li>learning development </li></ul><ul><li>professional development </li></ul>Caledonian Academy
    13. 13. Scenario 4 Building Leadership Capacity <ul><li>No more heroes any more… </li></ul><ul><li>… results from shared and not delegated experiences </li></ul>
    14. 14. Scenario 4 Model of Distributive Leadership <ul><li>Distributive leadership </li></ul><ul><li>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) </li></ul>
    15. 15. Distributive Leadership – GCU’s Definition <ul><li>Develop capability for engaging in, and leading innovation in learning and teaching across all levels of the teaching community </li></ul><ul><li>Support a cascading model of CPD and encourage the development of reflective teachers </li></ul>
    16. 16. Scenario 3 Scenario 4 Transformational Change: aligning the processes <ul><li>Step 1: Update our Learning, Teaching and Assessment Strategy (LTAS) </li></ul><ul><li>Step 2: Develop a new CPD Policy and Framework in Learning and Teaching </li></ul>
    17. 17. Overall aim of the CPD Framework <ul><li>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 . </li></ul>
    18. 18. Scenario 3 Scenario 4 Transformational Change through Distributive Leadership <ul><li>Accredited Opportunities: </li></ul><ul><li>Masters in Learning and Teaching: </li></ul><ul><li>Post Experience Certificate – Associate Fellow </li></ul><ul><li>PgC – Fellow </li></ul><ul><li>Diploma </li></ul><ul><li>Masters – PSF/SD3 </li></ul>
    19. 19. Scenario 3 Scenario 4 Transformational Change through Distributive Leadership <ul><li>Non Accredited: </li></ul><ul><li>Communities of Practice </li></ul><ul><li>Reading Group/Learning Forums </li></ul><ul><li>School based CPD </li></ul><ul><li>Scholars & Associates Scheme </li></ul>
    20. 20. <ul><li>Career progression </li></ul><ul><li>Enhancement and recognition of individual skills and profile </li></ul><ul><li>Opportunities to engage with like minded staff across GCU </li></ul><ul><li>Take forward innovation in learning and teaching to benefit students, Division and/or School </li></ul>Caledonian Scholars and Associates Scheme
    21. 21. <ul><li>Caledonian Scholars will: </li></ul><ul><li>Lead a project in L&T over 2 years supported by School/CA </li></ul><ul><li>Embed outcomes within their School/across GCU </li></ul><ul><li>Share expertise with colleagues </li></ul><ul><li>Disseminate outcomes </li></ul><ul><li>may: </li></ul><ul><li>Combine with Masters/Doctoral studies in L&T </li></ul>Caledonian Scholars
    22. 22. <ul><li>Caledonian Associates will: </li></ul><ul><li>Undertake a small scale, practice focussed 1 year project </li></ul><ul><li>Focus on an acknowledge LTAS priority in own division </li></ul><ul><li>Promote outcomes across own division and School </li></ul><ul><li>Work with a CA mentor and liaise with other Associates </li></ul><ul><li>may: </li></ul><ul><li>Combine with PgC or Masters in L&T </li></ul>Caledonian Associates
    23. 23. Scenario 4 <ul><li>Jane Casestudy </li></ul><ul><li>Examples of action research and scholarship in action at GCU so far … </li></ul>Tansformational change Integrated Scholarship Approach
    24. 24. Scenario 4 <ul><li>Transition management </li></ul><ul><li>through activity clusters </li></ul><ul><li>Trigger </li></ul><ul><li>Vision </li></ul><ul><li>Conversion </li></ul><ul><li>Maintenance and renewal </li></ul>Tansformational change Research, visiting scholarships, Reading group, Authentic challenges Benchmarking, LTAS, CPD Policy Associates & Scholars, seminar series Support for funding proposals, scholarship activities Accredited courses, integrated projects Caledonian Academy
    25. 25. Encouraging learning innovation : Recognising and rewarding good practice A presentation To the Higher Education Academy Allison Littlejohn Alison Nimmo Caledonian Academy Glasgow Caledonian University, Scotland UK