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Managementbreakfast030908

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Managementbreakfast030908

  1. 1. GCU Management Breakfast: 3 September 2008 Allison Littlejohn Alison Nimmo Caledonian Academy Glasgow Caledonian University, Scotland UK www.academy.gcal.ac.uk Encouraging learning innovation : Recognising and rewarding good practice
  2. 2. Vision Extending reputation Learning, Teaching, Assessment Strategy <ul><li>to build students’ competencies in the skills demanded by employers in a global knowledge economy </li></ul><ul><li>to equip students with the skills to operate as independent lifelong learners </li></ul><ul><li>to develop and embed innovative and relevant learning and teaching based on sound research and scholarship </li></ul>
  3. 3. Vision Extending reputation Learning, Teaching, Assessment Strategy Widening access
  4. 4. Vision Extending reputation Learning, Teaching, Assessment Strategy LTAS beacon initiatives scholarship change initiatives professional development Widening access
  5. 5. Vision Extending reputation Learning, Teaching, Assessment Strategy Lifelong Learner Progression Transition
  6. 6. Vision Extending reputation Learning, Teaching, Assessment Strategy Lifelong Learner Progression Transition Moving Forward
  7. 7. Vision Extending reputation Learning, Teaching, Assessment Strategy Transition Lifelong Learner Progression Real World Moving Forward
  8. 8. Vision Extending reputation Learning, Teaching, Assessment Strategy Transition Lifelong Learner Progression Real World Learner Experience Moving Forward
  9. 9. 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 to embed outputs from research enabling the development of new forms of learning and teaching
  10. 10. 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
  11. 11. Scenario 3 Scenario 4 Trigger: localised initiatives versus focus on strategic themes Issues Progression, transition, completion of strategic importance Institution level projects not meaningful to schools Localised initiatives encourage ownership, but not strategic Potential solution Themed beacon initiatives aim to link school based activity with strategic Beacon initiatives Eg Moving Forward/ RealWorld
  12. 12. Scenario 3 Scenario 4 Vision: communication best practice vs diffusion of innovation Issues Achieving a vision requires diffusion of innovation in context Most universities focus on communication of best practice solutions. Potential solution Partnership of ‘opinion leaders’ (Deans, HLTQs) and ‘ innovation leaders’ ( Scholars , champions) with academics specialising in education and learning support
  13. 13. Scenario 4 Conversion: workshops vs collaborative activities Issues Transformational change requires coordinated project based activity Requires longer term for change, but development of an evidence base will lead to more effective change. Potential Solution Project based change initiatives Eg Blended Learning (BNE / SEC) & Second Life
  14. 14. 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 Collaborative communities focused On professional development Eg PGC LTHE, Masters programme
  15. 15. 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>
  16. 16. 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>
  17. 17. 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 and learning support staff. </li></ul>
  18. 18. 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>
  19. 19. 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>
  20. 20. 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>
  21. 21. Transformational Change through Distributive Leadership <ul><li>Post Experience Certificate: </li></ul><ul><li>Supporting Student Learning in Higher Education (20 M) </li></ul><ul><li>1 Semester (B) </li></ul><ul><li>Action research project: </li></ul><ul><ul><li>Designing effective learning environments </li></ul></ul><ul><ul><li>Planning/designing learning activities </li></ul></ul><ul><ul><li>Providing effective student support and guidance </li></ul></ul>
  22. 22. Transformational Change through distributive leadership <ul><li>PgC in Learning and Teaching in HE </li></ul><ul><li>SSL Module plus </li></ul><ul><li>Enhancing Learning, Teaching and Assessment in HE (40 M ) </li></ul><ul><li>2 Semesters (A contd B) </li></ul>
  23. 23. Transformational Change through distributive leadership <ul><li>Action research project: </li></ul><ul><li>Learning environments and technologies </li></ul><ul><li>Learning activities </li></ul><ul><li>Curriculum design </li></ul><ul><li>Teaching strategies </li></ul><ul><li>Assessment strategies </li></ul><ul><li>Quality Assurance and Enhancement </li></ul>
  24. 24. 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>
  25. 25. <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
  26. 26. <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
  27. 27. <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
  28. 28. 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
  29. 29. Encouraging learning innovation : Recognising and rewarding good practice GCU Management Breakfast: 3 September 2008 Allison Littlejohn Alison Nimmo Caledonian Academy Glasgow Caledonian University, Scotland UK www.academy.gcal.ac.uk

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