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Change Agents' Network: Institutional Change Leader course - Induction

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Change Agents' Network:
Institutional Change Leader course
Slides for course induction

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Change Agents' Network: Institutional Change Leader course - Induction

  1. 1. Institutional Change Leader Course - Induction 2 March 2015 Change agents’ network
  2. 2. Presenters Institutional Change Leader Course - Induction Sarah Knight Jisc • Review the Change Agents’ Network; • Discuss the structure, organisation and eligibility of the Institutional Change Leader award; • Describe the course timetable and assessment; • Signpost the participants to the VLE; • Launch the first course activity. Agenda Dr Mark Kerrigan Anglia Ruskin University Dr Mark Anderson University of Greenwich Simon Walker University of Greenwich
  3. 3. Blackboard Collaborate Orientation for Participants  Configure your headphones & microphone: – Tools > Audio > Audio Setup Wizard – Or click this button  Use a headset (headphones & microphone) – Built-in speakers and microphones create echoes, feedback & spoil the session for others. Audio Setup
  4. 4. Blackboard Collaborate Orientation for Participants Participating in today’s session… Emoticons Step Away Raise Hand Voting Moderators All Participants (listed alphabetically) Your details
  5. 5. Blackboard Collaborate Orientation for Participants  Make a comment or ask a question (seen by everyone) – Type in the chat box and press return – Prefix all questions with Q:  Send a private message – Double click the persons name – Type your message in the new tab and press return – Technical problems: send private chat to Peter Chatterton Chat panel
  6. 6. Blackboard Collaborate Orientation for Participants  To ask a questions (no mic): – Use Text-Chat – Prefix all questions Q: – eg. Q: How long will this process take?  Questions (using mic) – Use raise your hand icon – Your mic will be enabled  Respond Yes or No / A, B or C For this session…
  7. 7. Blackboard Collaborate Orientation for Participants Microphones Adjust your microphone level Adjust speaker volume Microphone is OFF Microphone is ON
  8. 8. Blackboard Collaborate Orientation for Participants Adjusting the layout (1) Detach panel This panel can be detached & moved anywhere on your screen.  Return to the original layout – View > Restore Default Layout
  9. 9. Blackboard Collaborate Orientation for Participants Adjusting the layout (2) Resize the panel  Return to the original layout – View > Restore Default Layout Resize the panel
  10. 10. Blackboard Collaborate Orientation for Participants Saving sessions • All Webinars are recorded. • After the Webinar the recordings will be made freely available through the Change Agents’ Network (CAN) website. • You can save the Whiteboard, Text-chat and participants list by selecting “File, Save …. (probably best to save the Whiteboard as a PDF file)
  11. 11. Presenters Institutional Change Leader Course - Induction Sarah Knight Jisc • Review the Change Agents’ Network; • Discuss the structure, organisation and eligibility of the Institutional Change Leader award; • Describe the course timetable and assessment; • Signpost the participants to the VLE; • Launch the first course activity. • Visit the Change Agents’ Network blog: http://can.jiscinvolve.org Agenda Dr Mark Kerrigan Anglia Ruskin University Dr Mark Anderson University of Greenwich Simon Walker University of Greenwich
  12. 12. Institutional Change Leader Course - Induction 12 Review the Change Agents’ Network
  13. 13. »The Change Agents’ Network supports students working as change agents, digital pioneers, student fellows and students working in partnership with staff on technology related change projects »Facilitates the sharing of best practice through › Face to face networking events › CAN monthly webinar series › CAN case studies »Student PartnershipToolkit What is the Change Agents’ Network (CAN)? http://can.jiscinvolve.org @CANagogy
  14. 14. Change Agents’ Network 14 » Enhance student & staff change agents’ understanding of effective practice and change issues. » Identify and share effective practice in the area of students/ student groups as change agents working in partnership with staff. » Provide a forum for support and sharing of ideas with events and webinars. » Create and link to resources to support staff and students promoting the use of student change agents sector wide. » A framework to support accreditation through SEDA » An open access Journal of Educational Innovation, Partnership and Change
  15. 15. Change Agents’ Network 15 »A series of resources to support staff and students in instituting student partnerships: › Practice points › Viewpoints for student partnerships › Case studies › List of benefits › Useful links › Educational agency initiatives
  16. 16. Change Agents’ Network 16
  17. 17. Change Agents’ Network 17
  18. 18. Change Agents’ Network 18
  19. 19. Change Agents’ Network 19
  20. 20. Journal of Educational Innovation , Partnership & Change 02/03/2015 Developing digital literacies 20 https://journals.gre.ac.uk/index.php/studentchangeagents • Opinion Pieces • Case Studies / Project reports • ResearchArticles • Book Reviews • Technology Reviews
  21. 21. Change Agents’ Network » Join the network mailing list CAN@jiscmail.ac.uk by visiting http://www.jiscmail.ac.uk/CAN » Follow us onTwitter @CANagogy #JiscCAN » Visit our website for the CAN Student PartnershipsToolkit – resources to support staff-student partnership working http://tiny.cc/can001 » Participate in the series of CAN webinars to share best practice » Share your experiences with us as part of the CAN case studies » Join us for the CAN Networking event on 17/18 March in Birmingham » Launch of our Journal of Educational Innovation, Partnership and Change in March http://can.jiscinvolve.org
  22. 22. Change Agents’ Network Network conference: 17 & 18 March 2015 (Tuesday-Wednesday) Etc.Venues, Maple House, Birmingham Webinar: 27 April, 12:30 - 1:30pm • Digital Capabilities Survey Rebecca McCreedy and Gillian Fielding, UCISA • Student Engagement in practice Paul Chapman Head of Student Engagement at Birmingham City University. Events in March/April http://can.jiscinvolve.org
  23. 23. Institutional Change Leader Course - Induction 23 The structure, organisation and eligibility of the Institutional Change Leader award
  24. 24. Institutional Change Leader Course - Induction » SEDAValues: » An understanding of how people learn » Scholarship, professionalism and ethical practice » Working in and developing learning communities » Working effectively with diversity and promoting inclusivity » Continuing reflection on professional practice » Developing people and processes. » SEDA Core Development Outcomes: » Identify their own professional development goals, directions or priorities » Plan for their initial and/or continuing professional development » Undertake appropriate development activities » Review their development and practice, and the relations between them.
  25. 25. Institutional Change Leader Course - Induction » Specialist outcomes: » Identify the drivers underpinning staff and/or students working as change agents to deliver change and explore the impact on the student experience » Consider how they and their institution should respond to staff and/or students working as change agents to deliver change in order to contribute to an enhanced student experience » Reflect on how they are implementing and developing their practice in light of the needs and challenges arising from working as/with staff and students as change agents to deliver change » Evaluate their effectiveness and contribution to the student experience within the context of staff and/or student change agents to deliver change
  26. 26. Institutional Change Leader Course - Induction » Eligibility: » Currently this course is only available to those registered/working, or recently been registered/worked at a UK FE/HE institution. Evidence can be drawn up to 12 months from the completion of a change project. Specific eligibility include: » Staff and student working together in partnership on a change agent project funded by an institution or sector organisation; » Staff and student working together in partnership on a university (HE) or college (FE) institutional change agent project; » Member of staff supporting a student change agent project; » Student undertaking a change agent project within their institution. » NB: ‘Staff’ is defined as a person working at an institution or professional body including consultants, hourly-paid and voluntary members. » NB: ‘Student’ may also include the Students’ Union
  27. 27. Institutional Change Leader Course - Induction » Organisation: » The course is led by Dr Mark J.P. Kerrigan; » Module ICL01 has been designed and is being led by Dr Mark Anderson; » Module ICL02 has been designed and is being led by Dr Mark J.P. Kerrigan; » The course is supported by named tutors who will be in contact with you shortly; » The course is run via the CAN Academic Unit and has recruited an external examiner; » All reports go to the CAN steering group.
  28. 28. Institutional Change Leader Course - Induction 28 Learning online1 NA Becoming a Change Agent V3,V4,V6, C1,C2 S1,S2 How people learn V1,V2 S3 Working with stakeholders and institutional processes V2,V3,V4 S1,S2 Planning, running and evaluating a project V3,V4,V5,V6 C2,C3,C4 S1,S2,S3,S4 Effective communication V4,V5 C1,C2 S2,S3 (A) Identifying and describing change V1,V2,V6 S1,S2 ~500 words (B) Planning and delivering change V2, V3,V4,V6 C1,C3 S1, S2,S3 ~1000 words (C) Evaluating change V3,V4 S4 ~1000 words (D) Reflection & personal development V5 C1,C2,C3,C4 S3,S4 ~500 words ICL01 ICL02
  29. 29. Institutional Change Leader Course - Induction 29 The course timetable and assessment
  30. 30. Institutional Change Leader Course - Induction 30
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  33. 33. Institutional Change Leader Course - Induction 33
  34. 34. Institutional Change Leader Course - Induction 34
  35. 35. Institutional Change Leader Course - Induction » Assessment: » The course comprises of an online course, delivered via Moodle, and a reflective portfolio; » The online course is assessed using automated MCQ; » A named tutor will mark the portfolio; » The portfolio (online or submitted electronically) is based on a named project undertaken, or supported by, the participant; » It is expected that the online course take up to 18 hours to complete and the portfolio (3000 words) will require approximately up to 30 hours of effort (excluding project delivery).
  36. 36. Institutional Change Leader Course - Induction 36 Learning online1 NA Becoming a Change Agent V3,V4,V6, C1,C2 S1,S2 How people learn V1,V2 S3 Working with stakeholders and institutional processes V2,V3,V4 S1,S2 Planning, running and evaluating a project V3,V4,V5,V6 C2,C3,C4 S1,S2,S3,S4 Effective communication V4,V5 C1,C2 S2,S3 (A) Identifying and describing change V1,V2,V6 S1,S2 ~500 words (B) Planning and delivering change V2, V3,V4,V6 C1,C3 S1, S2,S3 ~1000 words (C) Evaluating change V3,V4 S4 ~1000 words (D) Reflection & personal development V5 C1,C2,C3,C4 S3,S4 ~500 words ICL01 ICL02
  37. 37. Institutional Change Leader Course - Induction » Assessment: » ICL01: Online MCQs.There are five in total and participants are required to score 100% in each of these.These are formative and can be taken as many times as required; » ICL02: 3000 word portfolio.The portfolio comprises of four core sections with suggested word length to help guide the student. Participants will be required to submit A+B and C+D as two pieces of work; » Reference lists and appendixes do not count in the word length; » Marked by course tutors.
  38. 38. Institutional Change Leader Course - Induction Section: Content: (A) Identifying and describing change (1) Identify the drivers underpinning a named change; (2) Explore the impact of a named change on the student experience; (3) Describe a named change and explore the associated rationale; (4) Demonstrate an understanding of adult learning and relate to self; (5) Describe the major stakeholders in HE/FE institutions and their impact on the student experience. (B) Planning and delivering change 1) Outline the role of a project manger when running a named change project, (2) Construct a simple project plan for delivering a named project; (3) Complete a RAG analysis of a project plan to explore the impact on the student experience, inclusivity and stakeholder engagement; (4) Explore the role of ethical practice in change-related projects (5) Reflect on personal practice and development required to deliver a named change.
  39. 39. Institutional Change Leader Course - Induction Section: Content: (C) Evaluating change 1) Evaluate own effectiveness and contribution to the student experience in delivering a named change; (2) Undertake a project evaluation and relate to the initial project plan; (3) Evaluate the impact of the project on core stakeholders. (D) Reflection & personal development (1) Describe the importance of reflective practice when delivering a change-related project; (2) Identify own professional development goals, directions evaluating priorities relating to change agency; (3) Plan initial and/or continuing professional development in the area of change agency; (4) Evaluate personal strengths and weakness in the area of change agency.
  40. 40. Institutional Change Leader Course - Induction Design and rationale
  41. 41. Institutional Change Leader Course - Induction Key goals: Activity focused Social Collaborative Learning community
  42. 42. Institutional Change Leader Course - Induction After Beetham, 2013
  43. 43. Institutional Change Leader Course - Induction After Laurillard, 2013 ‘Types’ of learning: Acquisition Production Discussion Inquiry Collaboration Reflection Practice
  44. 44. Institutional Change Leader Course - Induction 44 The courseVLE & The first course activity
  45. 45. Institutional Change Leader Course - Induction 45 Questions?
  46. 46. Find out more… 02/03/2015 46 Change Agents’ Network sarah.knight@jisc.ac.uk peter.chatterton@daedalus-e-world.com mark.Kerrigan@anglia.ac.uk S.Walker@greenwich.ac.uk can.jiscinvolve.org #JiscICL @CANagogy www.jiscmail.ac.uk/can Except where otherwise noted, this work is licensed under CC-BY-NC-ND

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