Workshop at Learning in Blocks: Evaluating the Impact of Immersive Learning, a QAA-funded conference at De Montfort University

1. Block from the Beginning –
thoughts, reflections and
provocations from NMITE
Professor Gary C Wood Emma Lewis
Interim Chief Academic Officer Senior Quality Assurance Manager
@GC_Wood | gary.wood@nmite.ac.uk emma.lewis@nmite.ac.uk
www.garycwood.uk
Mary Kenyon-James James Banwell
Director of Student Lifecycle NMITE Student
mary.kenyon-james@nmite.ac.uk (BEng(Hons) Integrated Engineering)

2. About NMITE
• New, small, HEI in Hereford – previously had no Higher
Education Institution
• Engineering and technology focus addresses UK shortage
of engineers - demand from industry for graduates with
more integrated engineering capabilities
• Intended to be a significant centre for innovative, mould-
breaking engineering education.
• 1st students started September 2021
• Achieved New Degree Awarding Powers commencing 1st
September 2023

3. Our innovations in L&T
• Unusual entry requirements
• Industry-linked, challenge-led learning experiences
• Learning 9-5 in a studio environment
• Block delivery model
• Substantial educator contact time
• Significant team-working
• Varied assessment strategy, related to professional
formats/outputs
• Graduates able to solve problems as they’re
encountered by professional engineers.

4. Curriculum Structure
• Each FHEQ level normally comprises 4 x 30-credit
modules
• Each 30-credit module takes place over 8 weeks:
• 7 weeks of curriculum learning and assessment
• 1 week Consolidation and Reflection.

5. Curriculum Structure – example (MEng
Integrated Engineering)
FHEQ 4 FHEQ 5 FHEQ 6 FHEQ 7
30
credits
The 21st-Century
Engineer
Creating Social
Value through
Engineering
People and
Projects in
Engineering
Research &
Modelling
30
credits
Thermodynamics
& Fluids
Energy
Engineering
Data-Driven
Engineering
Lifetime
Performance of
Engineering
Assets
30
credits
Statics and
Dynamics of
Simple
Mechanisms
Statics and
Dynamics of
Complex
Mechanisms
Manufacturing as
Integrated
Engineering
Master Project
30
credits
Fundamentals of
Analogue and
Digital Circuits
Control and
Instrumentation
Bachelor’s Project

6. Studio-based block delivery
• At NMITE all block delivery is in a studio environment
• Students “own” the studio for the duration of the
module, even when there are no staff present
• Students can stay in their learning and choose when
they break – so it’s an (even) more immersive learning
experience
• Bear this in mind as we share reflections. For us, block
delivery and studio are inseparable…
• …and, we’re a small HEI.

7. Initial Reflections – Staff
Academic
• Focus for students and staff – time management, fewer
distractions, students decide when to stop
• Staff have to think more about student workload than in a
traditional model
• Delivery more responsive to immediate student feedback
• Promotes more active learning
• Increased student attainment
• Requires a different response to non-attendance and
failure
• Evens out the stress and pressure for students, but
also requires them to be ‘always on’.

8. Initial Reflections – Staff
Student Experience
• Already changed – moved from 15 credits (4 week)
modules to current 30 credits (8 week) structure in
response to feedback
• Easier to manage timetable of student support
activities – as student curriculum plan is clearer
• Student induction (pre and post) easier to plan
• Students sense of belonging on programme – cohort
cohesion

9. Initial Reflections – Staff
Quality and Standards
• Managing assessment results and feedback on more
regular cycle – students move onto next module
before they have formally “passed” the previous one
• Additional burden on external examiners
• Our students are really engaged – so rich feedback
from them on their learning experience.

10. Initial Reflections – Student
• Have studied at another university that was not block
learning
• Three key positives:
i. Less stress towards assessment deadlines;
ii. Full attention and time on a module;
iii. Not too long spent on modules you don’t like.

11. Workshop

12. Workshop – 4 Choices
In groups, you’ll explore one of four questions:
1. In an environment where studio-based delivery is not possible,
how might you plan learning delivery and/or student space to
maximise the benefits of the block in relation to learning gai
2. What impact might working in block delivery have on patterns
of academic staff work and workload modelling?
3. How does block delivery impact management of academic
standards and quality assurance?
4. How might block learning affect the overall student experience
– from engagement to delivery of student services?

13. Workshop – 15 Minutes
• We are going to use (three of) de Bono’s Six Thinking
Hats
• In your group – please look at your question from each
of 3 perspectives (5 mins on each):
Negatives, potential problems, pitfalls
Creative possibilities and opportunities
Positives, benefits

14. Feedback from groups
Main findings and thoughts

15. Final Thought…
Is it about block delivery or that the
move to block forces a rethink on
how student learning is structured
and planned student learning – it
forces disruption.

16. Call for input – QAA Project on
Innovation and Quality
• NMITE leading a QAA enhancement
project: “When Quality Assurance
Meets Innovation”
• We’re now at the stage of gathering
anonymised data on how QA and
innovative practice are working
together (or not!)
• Please complete the survey (it will
take 15 mins and is live until 30th
September)
• www.surveymonkey.co.uk/r/qaa-
nmite

17. Block from the Beginning –
thoughts, reflections and
provocations from NMITE
Professor Gary C Wood Emma Lewis
Interim Chief Academic Officer Senior Quality Assurance Manager
@GC_Wood | gary.wood@nmite.ac.uk emma.lewis@nmite.ac.uk
www.garycwood.uk
Mary Kenyon-James James Banwell
Director of Student Lifecycle NMITE Student
mary.kenyon-james@nmite.ac.uk (BEng(Hons) Integrated Engineering)