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Seda November 2016

Flying not flapping on a new campus - SEDA keynote address, 4 November 2016, Brighton

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Seda November 2016

  1. 1. Flying not flapping on a new campus: from blank canvas to reality Professor Alejandro Armellini University of Northampton Ale.Armellini@northampton.ac.uk @alejandroa Brighton, 4 November 2016
  2. 2. www.northampton.ac.uk/ilt
  3. 3. A new campus… Your three-minute task: 1. Why you would build one 2. What is the one feature this campus would have and what would that feature enable you to do that you can’t do now
  4. 4. Why build a new campus (1)?
  5. 5. Why build a new campus (2)? Adapted from Clarke, 1998
  6. 6. The new campus: Waterside • 24/7 learning commons • Effective and flexible use of space • Smaller footprint than the combination of both current campuses • In the centre of the town • Personalisation: no lecture theatres • No staff offices • Active blended learning as the new normal
  7. 7. September 2016
  8. 8. The redesign continuum for ‘Waterside readiness’ • Active blended learning as our new normal • Large-scale redesign
  9. 9. 70% 58% 70% 48% 0% 10% 20% 30% 40% 50% 60% 70% 80% Arts, Science and Technology Business and Law Education and Humanities Health and Society % of Waterside ready modules as a percentage of the total number of modules per Faculty
  10. 10. How do we bring colleagues with us?
  11. 11. Evidence Support Agency
  12. 12. Evidence CCBY3.0,https://en.wikipedia.org/w/index.php?curid=24543555
  13. 13. Support • Needs-driven, HEA-accredited CPD scheme • Not dependent on a PGCert • Leading to professional recognition • Designed for capacity building • Prominent role of peer observation • Embedded in the PDR process • Interacts with QA & QE • CAIeRO (Carpe Diem) as key component • Fully engages professional services as providers and beneficiaries • Extraordinary team of Learning Designers & Learning Technologists CCAlanHodgsonhttp://s0.geograph.org.uk/geophotos/02/52/24/2522474_999a3d05.jpg
  14. 14. Agency
  15. 15. Evidence Support Agency
  16. 16. How can academic staff development underpin a move to a new learning and teaching environment? Research • Evidence Practice • Support & Agency Evaluation • Impact assessment Policy • Ongoing review
  17. 17. How can academic staff development underpin a move to a new learning and teaching environment? Research Practice Impact assessment Policy
  18. 18. Challenges (1): pedagogic • Views on teaching • The PSRB argument • Contact time CC College.Library https://www.flickr.com/photos/collegelibrary/8596552756
  19. 19. Challenges (2): workload & space • Large cohorts • Timetabling • Where’s my office?? • “Blended learning means more work” By NASA - http://spaceflight.nasa.gov/gallery/images/station/crew- 6/html/iss006e45283.html, Public Domain, https://commons.wikimedia.org/w/index.php?curid=9008767
  20. 20. Challenges (3): digital transformation Source: https://goo.gl/YHZu1n
  21. 21. Challenges (3): digital transformation Digital literacy • I know about some useful tools that can enhance my teaching & can use them with support Digital competence • I can decide when, why and how to enhance my teaching by using a range of tools largely autonomously Digital fluency • I take informed, often risky decisions within the wider digital ecosystem for institutional benefit, transformation and growth
  22. 22. Challenges (3): digital transformation Non-literacy Digital literacy Digital competence Digital fluency Images by Juan P. Armellini, used by permission
  23. 23. Challenges (3): digital transformation Images by Juan P. Armellini, used by permission Operational Strategic
  24. 24. Challenges (4): communication Provision of information vs Communication vs A deliberate attempt to consult, engage and find shared ground By Jorge Franganillo - Flickr: Information overload, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=19644586
  25. 25. Graduate talent at Google • Self-propelled learners • Comfortable with ambiguity • Connectors Shuvo Saha in THE, 30/09/2016
  26. 26. Staff talent at universities Self-propelled learners • Within and beyond our discipline • About the teaching of our discipline and others • To cope with failure • To seek and offer feedback Comfortable with ambiguity • Particularly associated with pedagogic change • Forming and sharing opinions • Galvanising teams Connectors • Learning with and from those who are not like us • Digitally fluent network agents for positive change
  27. 27. Thank you Professor Alejandro Armellini University of Northampton Ale.Armellini@northampton.ac.uk @alejandroa Brighton, 4 November 2016

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Flying not flapping on a new campus - SEDA keynote address, 4 November 2016, Brighton

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