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Workshop on flexible routes and mobile materials delivered at Plymouth Uni 18 June 2010

Workshop on flexible routes and mobile materials delivered at Plymouth Uni 18 June 2010

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  • Based around Topics that are 2 weeks in length. Each topic has 2 -3 activities associated with it. Learning takes place through engagement with these topics and discussion around the issues that arise. Aim is to establish a dialogue between students own professional practice and the body of research, scholarship and professional knowledgerelating to learning and teaching in HE.
  • Moodle provides the active and collaborative learning environment. Elluminate provides the collaborative online classroom Diigo provides the social bookmarking space to share and discuss resources Skype provides day-to-day, and one-to-one contact
  • Clocks provide reminder that Namal is 4 hours ahead All documents are provided online – no paper Home page provides link to Topics, support, upcoming events, reading lists, online resources, general discussions, general announcements. It is the gateway to the whole module.
  • Working with EBTA to tender for opportunities to accredit employers own training and add value with tailored programmes – several tenders in the pipeline JISC Workforce Engagement in Lifelong Education project – developing a technology supported model of delivery for work-based learning Skills Needs Analysis work Developing new FD’s with employers – e.g . Leadership & Management for Children's Care, Leadership & Management for Social Care, Working with Children, Young People and Families Professional Studies Framework – suite of awards flexible enough to offer a tailored package for employers – more info on this is next slides
  • We’re currently exploring opportunities with a number of employers where we are looking at accrediting their own in-house training as part of this framework – including Pace and the Coop
  • Develop Me! The Develop Me! model was first piloted in 2006. Since then it has grown considerably in response to feedback from staff and students. Develop Me! currently consists of five different strands. These are: A social network hosted in ning and found online at http://developme.ning.com SaPRA : our in-house Skills and Personal Development Activity. SaPRA focuses on helping students to identify their levels of confidence in different skill areas such as academic reading, academic writing, communication skills and so on. SaPRA utilises PebblePad. More information about SaPRA can be found on our website. Online skills development resources . These resources provide 24/7 help and support to students who have identified that they need to develop a particular skill area. Students interact with the resources in a number of different ways for example as a result of a 121 intervention with an LDU adviser, after completing SaPRA or after attending an LDU workshop. Mobile Guides . The mobile guides are available at www.braduni.mobi and provide students with information about the University in an easy to access format. We are currently pursuing the idea of creating a iPhone app that users can download onto their iPhones or iPod touches. This will be followed up with versions for windows based devices in the near future. Research into the Student Experience . We have been actively researching the student experience at Bradford since 2005. This research has been fundamental to the implementation and refinement of the Develop Me! approach. Without regular feedback from the student body I would feel less confident that our approach was meeting the needs of students. However because we have such an open dialogue with the student body I am confident that what we are doing is meeting their needs and doing so in a way that they want it to be done. Many Universities have developed social networks in the last few years, but I am especially proud of the way in which we have done this at Bradford as it’s been truly student led.
  • A Brief History of Develop Me! Develop Me! has grown out of a number of different projects (highlighted in pink) which have all focused on increasing student engagement and providing the support learners need, at the time they want it and in a format they can access effectively.   These projects have included: Developing a model of the extended student from pre-entry to post graduation. This approach now forms the backbone of our student success strategy which has re-invented the student lifecycle model originally developed by HEFCE into 4 different lifecycles of applicant, transition, support and guidance and moving on. E-induction where we aim to provide a seamless transition into University through joining together enrolment, induction and transition activities into one place. Integrated online support where we provide 24/7 support to students via our web based materials offering interactive re-useable learning objects for students to engage with when they need to. We have also tried to respond to diverse students by developing a digital typology, the SaPRA tool and engaging with other JISC projects such as LLiDA (Learning Literacies in a Digital Age).

Transcript

  • 1. Anytime, Anywhere, Develop Me! Harnessing Flexible Routes and Technology to Support Student Success Becka Currant Dean of Students
  • 2.
    • Background
    • Discussion
    • Examples
    • Sharing experiences/ideas
    Overview
  • 3. Setting the Context
    • What does modern Higher Education look like?
    • What do we need to do to support student success?
  • 4. Stating The Obvious But…
    • Higher Education is changing…
    • “ The university system is in need of ‘radical change’ to provide a better deal for taxpayers and students” (Willetts, 10 June 2010)
    • How is the sector going to respond?
  • 5.
    • Over last 20 years Higher education has undergone radical and unprecedented change (Education Act, 1992; Dearing Report, 1997; Roberts Report, 2003; Leitch Report, 2006)
    • Learners are entering with different expectations and assumptions about their experiences
    • The student body has become dramatically more heterogeneous and has fragmented in some cases
    The Impact of ‘massification’
  • 6. Students 2.0?
    • Who/what are modern students?
      • A vision of students today Wesch (2007)
      • Engaging Students at Bradford (Currant, 2009)
    • What issues do they face?
    • What challenges does this pose for us?
    • How do we respond to differences from the ‘norm’?
  • 7. What about Universities 2.0?
    • Diversity of entry routes
    • Issues of dealing with developing autonomy
    • Older – with additional responsibilities/issues?
    • More local, many with existing established peer groups
    • Earning whilst learning
    • Disengaged learners seeking qualification whilst unsure what University life is about
    • Reduction in places: increased competition
  • 8. Possible Policy Changes?
    • Reduce burden on tax payer
    • Strengthen finances of universities
    • Improve the quality of the student experience
    • Example?
    • “ Students should be able to study for a degree at any university in England, but attend lectures at their local further education college.” (Willetts, 10 June 2010)
  • 9. What Will This Mean For Us?
    • Significant changes to how we do what we do
    • Increase in part time students?
    • More flexibility?
    • How will we engage diverse learners and support different learning experiences?
  • 10. Background
    • Routes in to, through and from University ever diversifying
    • Use of mobile devices has exploded in recent years
    • Growing numbers of people using smartphones all the time for everything
    • Need to move away from ‘one size fits all’ approach to more individualised and personalised approaches
  • 11.
    • How is your University responding?
    • 5 min discussion in pairs/small groups
    • Think about:
    • What you have changed
    • What you still need to do
    • How do you support students? How successful is it?!
    Discussion 1
  • 12. Some examples to share…
  • 13. Learning and Teaching in HE
    • Module 1 of PGCHEP (20 credits)
    • Delivered entirely online
    • Participants must actively engage in the learning community
    • Learning takes place through immersion in this community
    • Emphasis is on collaboration, sharing of experiences and ideas, and reflection on practice
    Distance Learning PGCHEP
  • 14. Tools
  • 15. Home Page
  • 16. Flexible solutions for employers
    • Working with fdf’s Employer Based Training Association (EBTA)
    • JISC Workforce Engagement in Lifelong Education project
    • Skills Needs Analysis work
    • Developing new FD’s with employers
    • Professional Studies Framework
    Escalate
  • 17.
    • A framework that enables university awards tailored to meet the needs of employers
    • From Certificate in HE to Masters Level
    • With the employer having a key role in the curriculum development
    Professional Studies Framework
  • 18.
    • Features:-
    • generic learning outcomes that can be made specific for each learner/employer cohort
    • Only one core module at each level
    • Option to accredit “bite-size” pieces of learning such as conferences or workshops
    • Opportunity to accredit employers in-house training
    • Can facilitate AP(E)L
    Professional Studies Framework
  • 19. Develop Me! Meet and chat online
    • Expectations survey
    • First Year Experience questionnaire
    • Student experience research
    Meet and chat, pre-entry activities developme.ning.com Online resources www.bradford.ac.uk/ developme Skills tracking Mobile guides www.braduni.mobi Student voice
  • 20. A Brief History of Develop Me!
    • Extended student model HEA Pathfinder, NTFS Outduction, HERE project
      • Pre-entry to post graduation
    • E-induction HEA e-learning Research Observatory, HERE project
      • Seamless transition into University
    • Integrated online support HEFCE, JISC
      • 24/7 support available
    • Responding to diverse students ELESIG/HEA/JISC/HEFCE
      • Digital typology
      • LLiDA work, development of SaPRA
  • 21.
    • Features
    • Timetable information: scheduled activities and assessments
    • Contacts search
    • Library information
    • Maps of campus
    • Social networking
    • NSS
    Mobile Materials
  • 22.  
  • 23. New Study Route: The Bradford Way
    • Revolutionary approach to studying:
    • Full university experience without full-time hours or full-time cost (80 credits per year)
    • Anyone earning under ~£ 16,845 pays no fees
    • www.bradford.ac.uk/new-study-route
  • 24.
    • University wide strategies for this type of work?
    • Coherent implementation approach needs to be developed
      • Staff development needs to be taken seriously
      • Student engagement needs to be supported and nurtured
    • Technological issues: support, access, training etc
    Institutional Implications
  • 25.
    • Reflecting on first discussion, how will you be responding?
    • Are there elements/approaches you would like to embed?
    • Other ideas for activities/areas to focus on?
    Discussion 2
  • 26. Feedback
  • 27.
    • <Thank you!/>