CABLE -  a process to support and implement change. C hange A cademy for B lended  L earning  E nhancement Mark Russell Pe...
How did we get to CABLE?
<ul><li>The Deliverables: </li></ul><ul><li>A sustainable CABLE process </li></ul><ul><li>Sustainable change in blended le...
The Change Academy <ul><li>“… . helps teams from higher education institutions develop the knowledge, capacity and enthusi...
The Change Academy <ul><li>“… . helps teams from higher education institutions develop the knowledge, capacity and enthusi...
Preparing for change Explore problem refine Generate ideas Evaluate ideas Action planning Pre-meetings in individual group...
PARTNERSHIP EOI -> 6 Selected Team Leaders’ meeting Individual team meetings 2 Day residential  Final event to share outco...
Preparation for the Residential event <ul><li>Team building </li></ul><ul><ul><li>Within team </li></ul></ul><ul><ul><li>W...
 
 
Residential event <ul><li>Team building </li></ul><ul><ul><li>Within team </li></ul></ul><ul><ul><li>With BLU </li></ul></...
CABLE Techniques Exploring the issue, divergent thinking and generating ideas <ul><li>No ‘buts’ – no evaluation </li></ul>...
Reverse brainstorming <ul><li>How would you design your curriculum to increase the failure rate? </li></ul>
Systems thinking <ul><li>What is JISC for? </li></ul><ul><li>OR </li></ul><ul><li>What is a ‘CAMEL’ meeting for? </li></ul...
Blended Learning Enhancement The CABLE Process workplace learning elearning in staff induction managing large groups using...
Supporting M level Reading  in a Blended Learning context CABLE 1 School of Education, Faculty of Humanities, Law & Educat...
 
Impact & achievements <ul><li>Blended Learning has a high profile in our business plan at local and international level </...
Impact & achievements <ul><li>CABLE 1 resources now used on BEd MA EdD programmes  </li></ul><ul><li>Used  by staff not in...
Aims: To increase effectiveness of non-contact e-learning methods for campus based students.   StudyNet Group facility CAE...
Hot topics – Lab usage <ul><li>Academic View - Highly Motivational </li></ul><ul><li>Student View – Improves Employability...
Hot topics – Feedback <ul><li>Academic View – time consuming </li></ul><ul><li>Student View – “Too little, too late”  </li...
Wider engagement   <ul><li>Away day </li></ul><ul><li>Technology demonstrations  </li></ul><ul><li>Survey of lab usage on ...
Evaluation & Sustainability <ul><li>Evaluation of impact on students </li></ul><ul><li>BL developments incorporated into S...
More Information <ul><li>Details of our CABLE 1 activity can be found in the ‘Resources’ section of the BLU website, at:  ...
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May 09 -Cable curriculum delivery 2009 v1

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  • Change academy is a national programme run by the Leadership foundation and the HEA. As this suggests, it offers a process for achieving complex change UH has good experience of the Change Academy 2004 – Mike Pittilo, Sue Grant and Linda Bryant part of the team that developed the one-stop-shop for studetn services 2005 – Di Martin and others taking forward the employability agenda Sue, Lind and Di are part of the Steering Group Key is developing capacity of teams – ie through staff development – to plan and implement effective change projects
  • The CABLE project is about drawing on the Change Academy methodology, adapting it for local needs Instead of looking to bring about Institutional change, the School based teams will be working to bring about change in their SBUs
  • Our local version of the change academy has been modified, partly to take advantage of the fact that all the teams are part of the same institution and can communicate readily and also enable us to provide a programme that has all the components of the change academy and we believe will be as effective, but is more manageable in terms of demands on staff time This programme has been devised by a CABLE core group PB, JA, IA, HT and as the individual teams start to meet, more members of the BLU will join the process so that they can add their Blended Learning expertise to the skills/resources available to each team. Whereas the change academy has only one formal point of support during the implementation pahse (the team leaders’ review) we will be providing ongoing support for the six teams – particularly IA – facilitating the partnership with the BLU. In the diagram the arrows between the teams and the BLU support are deliberately double pointed to indicate that this partnership is a two way process. The BLU wil learn as well as te teams. As part of this knowledge development we will be using a range of measures to evaluate the CABLE process overall and the six team projects and record the experiences using a range of media – particularly using Blogs and video diaries
  • May 09 -Cable curriculum delivery 2009 v1

    1. 1. CABLE - a process to support and implement change. C hange A cademy for B lended L earning E nhancement Mark Russell Peter Chatterton
    2. 2. How did we get to CABLE?
    3. 3. <ul><li>The Deliverables: </li></ul><ul><li>A sustainable CABLE process </li></ul><ul><li>Sustainable change in blended learning practice </li></ul><ul><li>Collaborative working across Schools </li></ul><ul><li>Impact on UH </li></ul><ul><li>Impact on HE sector </li></ul><ul><li>The Participants : </li></ul><ul><li>> 16 academic Schools </li></ul><ul><li>20 Students fully involved </li></ul><ul><li>> 100 Academic Staff </li></ul><ul><li>4 HE Institutions </li></ul>CABLE 1, 2, 3 CABLE Transfer Achievements:
    4. 4. The Change Academy <ul><li>“… . helps teams from higher education institutions develop the knowledge, capacity and enthusiasm for achieving complex institutional change. It provides unique opportunities for team-based learning and professional development that focus on the strategic interests and needs of the participating institutions.” </li></ul><ul><li>http://www.heacademy.ac.uk/changeacademy.htm </li></ul>
    5. 5. The Change Academy <ul><li>“… . helps teams from higher education institutions develop the knowledge, capacity and enthusiasm for achieving complex School level change. It provides unique opportunities for team-based learning and professional development that focus on the strategic interests and needs of the participating Schools .” </li></ul>(CABLE version)
    6. 6. Preparing for change Explore problem refine Generate ideas Evaluate ideas Action planning Pre-meetings in individual groups Unfreezing Preparing for change Getting Commitment Making the change Refreezing Consolidating the action and embedding the change The CABLE change model
    7. 7. PARTNERSHIP EOI -> 6 Selected Team Leaders’ meeting Individual team meetings 2 Day residential Final event to share outcomes Implementations (X6) Ongoing BLU support The CABLE process
    8. 8. Preparation for the Residential event <ul><li>Team building </li></ul><ul><ul><li>Within team </li></ul></ul><ul><ul><li>With BLU </li></ul></ul><ul><li>Divergent thinking and identifying key issues </li></ul><ul><li>Professional development </li></ul><ul><ul><li>Belbin </li></ul></ul><ul><ul><li>Other </li></ul></ul>Residential ITM Meeting(s)/activity
    9. 11. Residential event <ul><li>Team building </li></ul><ul><ul><li>Within team </li></ul></ul><ul><ul><li>With BLU </li></ul></ul><ul><ul><li>Between teams </li></ul></ul><ul><li>Professional development </li></ul><ul><ul><li>Team working </li></ul></ul><ul><ul><li>Managing Change </li></ul></ul><ul><li>Cross fertilisation between groups and BLU </li></ul><ul><ul><li>Presenting the projects </li></ul></ul><ul><ul><li>Synergies/mutual support </li></ul></ul><ul><ul><li>BLU critical friend role </li></ul></ul><ul><li>Finalising action plans </li></ul><ul><li>Support for </li></ul><ul><ul><li>Project management </li></ul></ul><ul><ul><li>Curriculum Design </li></ul></ul><ul><ul><li>Risk management </li></ul></ul>
    10. 12. CABLE Techniques Exploring the issue, divergent thinking and generating ideas <ul><li>No ‘buts’ – no evaluation </li></ul><ul><li>Reverse brainstorming </li></ul><ul><li>Minimise/Maximise </li></ul><ul><li>Superheroes </li></ul><ul><li>Systems thinking </li></ul><ul><li>Collage </li></ul><ul><li>Stakeholder analysis </li></ul><ul><li>Knowledge Fair </li></ul>Reframing the issue and achieving focus <ul><li>Brain-Writing followed by Snowballing </li></ul><ul><li>Anonymous Voting </li></ul><ul><li>Alternative Scenarios </li></ul><ul><li>5 W’s and H </li></ul><ul><li>Causal mapping </li></ul><ul><li>Assumption surfacing </li></ul>Implementation <ul><li>Implementation checklists – versions 1 and 2 </li></ul><ul><li>Forced Fields Analysis </li></ul><ul><li>Bullet proofing </li></ul>
    11. 13. Reverse brainstorming <ul><li>How would you design your curriculum to increase the failure rate? </li></ul>
    12. 14. Systems thinking <ul><li>What is JISC for? </li></ul><ul><li>OR </li></ul><ul><li>What is a ‘CAMEL’ meeting for? </li></ul><ul><li>OR </li></ul><ul><li>What is the curriculum for? </li></ul>
    13. 15. Blended Learning Enhancement The CABLE Process workplace learning elearning in staff induction managing large groups using virtual classroom technology enhancing lab activity distance learning changing practice in elearning flexible learning elearning for CPD managing change managing risk learning technology skills
    14. 16. Supporting M level Reading in a Blended Learning context CABLE 1 School of Education, Faculty of Humanities, Law & Education
    15. 18. Impact & achievements <ul><li>Blended Learning has a high profile in our business plan at local and international level </li></ul><ul><li>A ‘Professional Lead for Blended Learning’ has been allocated time to support staff with their blended learning curriculum design </li></ul><ul><li>Post Graduate Certificate in Education programme undergoing considerable BL curriculum redesign for Sep 08 launch </li></ul><ul><li>Resources and approaches from CABLE developed for international projects </li></ul><ul><li>New writing group – 2 conference papers on CABLE </li></ul><ul><li>BL buzz </li></ul>
    16. 19. Impact & achievements <ul><li>CABLE 1 resources now used on BEd MA EdD programmes </li></ul><ul><li>Used by staff not in original CABLE team </li></ul><ul><li>Module design faster with bank of CABLE resources & approaches </li></ul><ul><li>Closer work with LIS consultant and LIS website for UH wide access </li></ul><ul><li>Corridor posters with post-it notes increasingly used to elicit feedback from staff and students eg developing a common Harvard Referencing Guide for the School. </li></ul>The poster is in a well-used corridor Students and staff add post-it notes Post-it notes detail the confusion
    17. 20. Aims: To increase effectiveness of non-contact e-learning methods for campus based students. StudyNet Group facility CAE with Camtasia On-line Assessed Tutorials Review good practice Investigate new E-Methods The AADE CABLE 2.0 PROJECT SMirk E-Discussion with PODS E-Discussion with WebCams Elluminate Second Life Flexible Learning with Flexible Staff To encourage more staff to use e-methods. Video Lab instruction E-Assessment
    18. 21. Hot topics – Lab usage <ul><li>Academic View - Highly Motivational </li></ul><ul><li>Student View – Improves Employability </li></ul><ul><li>Institutional View – Expensive “Use it or lose it” </li></ul><ul><li>Task: Increase the use of AADE Labs without increasing demand on staff time. </li></ul><ul><li>Solution: Use e-learning methods to engage students in lab. activity. </li></ul>AADE CABLE 2 PROJECT
    19. 22. Hot topics – Feedback <ul><li>Academic View – time consuming </li></ul><ul><li>Student View – “Too little, too late” </li></ul><ul><li>Institutional View – Must improve (Lowest NSS rating) </li></ul><ul><li>Task: Give students quicker and higher quality feedback without increasing demand on staff time. </li></ul><ul><li>Solution: Use e-learning methods to generate diagnostic feedback and deliver immediate generic feedback. Make students appreciate they have had feedback. </li></ul>AADE CABLE 2 PROJECT
    20. 23. Wider engagement <ul><li>Away day </li></ul><ul><li>Technology demonstrations </li></ul><ul><li>Survey of lab usage on modules </li></ul><ul><li>Sharing simple good practice tips! </li></ul><ul><li>Faculty presentations </li></ul><ul><li>BL conference </li></ul>AADE CABLE 2 PROJECT
    21. 24. Evaluation & Sustainability <ul><li>Evaluation of impact on students </li></ul><ul><li>BL developments incorporated into SBU plans </li></ul><ul><li>CABLE process continuing – 2009/10 will be 4 th round. </li></ul><ul><li>CABLE 4 more strategically focussed </li></ul><ul><li>Follow up benchmarking </li></ul>
    22. 25. More Information <ul><li>Details of our CABLE 1 activity can be found in the ‘Resources’ section of the BLU website, at: www.herts.ac.uk/blu </li></ul><ul><li>Cable transfer site: www.cable-transfer.net </li></ul><ul><li>Also refer to: “CABLE an approach to embedding blended learning in the curricula and across the institution’, published in Vol. 4, No. 1, Reflecting Education: </li></ul><ul><li>http://reflectingeducation.net </li></ul>

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