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Embedding the value of learning by extending professional boundaries
- 1. https://microsites.bournemouth.ac.uk/cel/ Embedding the valueof learning by extending professional boundaries David Biggins, Anne Quinney, Carly Lamont & Debbie Holley Wednesday 23 Mar 2016
- 2. https://microsites.bournemouth.ac.uk/cel/ 2 Agenda • Introduction •Centre for Excellence in Learning (CEL) • Educational innovation • Activity (10 minutes) • Discussion (10 minutes) • Conclusion
- 3. https://microsites.bournemouth.ac.uk/cel/ 3 Introductions • DebbieHolley • Deputy Head of CEL • David Biggins • TEL Theme Leader
- 4. https://microsites.bournemouth.ac.uk/cel/ 4 Introduction • Changinglandscape of HE • Innovative approaches • Inspire • Engage • Support • Centre for Excellence in Learning (CEL)
- 5. https://microsites.bournemouth.ac.uk/cel/ 5 CEL • Promote,support and co-ordinate pedagogic initiatives • Embed the learning into university life • Established 2013 • Theme perspective • Secondment of academics two days a week • 3 PGR
- 6. https://microsites.bournemouth.ac.uk/cel/ 6 Model ofeducational innovation Hutchings and Quinney 2015
- 7. https://microsites.bournemouth.ac.uk/cel/ 7 Activity • GroupA: • Identify the triggers for transformation • Group B: • Identify the optimal level of disruption in an organisation In 5 minutes, then Feedback to the group
- 8.
Editor's Notes
- #7 The model of educational innovation we present is adapted from that proposed by Hutchings and Quinney (2015) which articulates the process as a triple helix, with research orientations, education strategies, and technology affordances as the three strands which have the potential to trigger transformation. These three strands share synergies with the BU Centre for Excellence priorities. Building on earlier work (Hutchings et al 2010 and 2013a and 2013b) Hutchings and Quinney (2015 p108) recognise and explore the challenges that change agents face when educational initiatives are “experienced as too uncomfortable, too difficult or simply too unwelcome and therefore resisted or rejected” or where academics may be “uncertain, unconvinced or indifferent” about educational initiatives (Hutchings et al 2010) and propose strategies for negotiating the complexity of the higher education environment with the aim of achieving optimum disruption (Hutchings et al 2010). Whilst this model was developed in the context of a health and social care curriculum the model is transferable to other disciplines and university-wide settings. Hutchings, M. and Quinney, A., 2015. The Flipped Classroom, Disruptive Pedagogies, Enabling Technologies and Wicked Problems: Responding to" The Bomb in the Basement". Electronic Journal of e-Learning, 13(2), pp.106-119. http://files.eric.ed.gov/fulltext/EJ1060159.pdf