Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’ by Penny Sweasey and Chrissi Nerantzi
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Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’ by Penny Sweasey and Chrissi Nerantzi
- 1. Penny Sweasey Head of CELT @PSweasey Chrissi Nerantzi Academic Developer CELT @chrissinerantzi SEDA Spring Teaching, Learning and Assessment Conference 2014: Engaging Students, Engaging Staff Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’ Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’
- 2. By the end of this session, delegates will have... • gained an insight into a large scale change and development project set within dual complexities, institutional and theoretical • explored flexible Continuing Professional Development (CPD) for academics and other professionals who teach or support learning in HE in the digital age • identified opportunities for further development of the Flexible CPD (Flex CPD) project and cross-institutional collaboration Intended Learning Outcomes
- 4. institutional & theoretical complexitiesinstitutional & theoretical complexities
- 5. Roche (2003) Academic Developers are change agents Debowski (2014) academic developers as co-learners Neame (2011) Academic Developers work with people, communities, networks Gibbs (2013) Academic Development to lead innovation and influence change Browne Report (2010) Teaching qualification for all staff teaching in HE UK Quality Code (2012) and European Commission (2013) Initial and ongoing Development of Teachers essential Gibbs (2010, 2012); Parsons et al. (2012) Impact of teaching qualifications on practice European Commission (2013) Teacher Development programmes to use open and joined up approaches that foster collaborative learning Ryan & Tilbury (2013) Flexible pedagogies to be modelled in Academic Development provision Context
- 7. Source: Stacey RD (2000) Strategic management and organisational dynamics: the challenge of complexity. 3rd ed. Harlow: Prentice Hall. activity Stacey’s Matrix of Complexity (2007)
- 9. MMU Strategy for Learning, Teaching and Assessment Principle 1: We will provide an excellent learning environment and outstanding student experience Principle 2: MMU provides an innovative, flexible, enterprising and internationalised curriculum Principle 3: Assessment at MMU is an integrated and integral part of learning and teaching Principle 4: Student progression, confidence and success will be achieved through outstanding personalised and individual support Principle 5: Programmes are responsive to quality enhancement procedures throughout the student lifecycle Principle 6: Staff are lifelong learners, fully engaged with their own professional development
- 10. Purpose: A code to establish a set of principles and expectations for the maintenance of ‘good standing’ of learning and teaching staff alongside the award of HEA Fellowship
- 14. What is FLEX? practice-based CPD for teaching and research tailored to priorities and aspirations pick ‘n’ mix CPD activities per academic year capture development in an academic portfolio (teaching and research) opportunity to gain academic credits for CPD meet Faculty CPD requirement,/ evidence engagement and value of CPD aspirational engagement in CPD
- 19. The Greenhouse monthly gatherings around the university to share creative and innovative practice, experiment with learning & teaching ideas cross-disciplinary fertilisation explore opportunities for wider engagement and dissemination infect others
- 20. Teaching and Learning Conversations webinar series to share innovative practices
- 23. References Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs- higher-education/browne-report-student-fees.htm [accessed 1 November 2013] Gibbs, G. (2013) Reflections on the changing nature of educational development. International Journal for Academic Development, V. 18, Number 1, March 2013, pp. 4-14. Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/HEA_Dimensions_of_Quality_2.pdf Gibbs, G. (2010) Dimensions of quality, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/Dimensions_of_Quality.pdf [accessed 8 November 2013] Debowski, S. (2014) From agents of change to partners in arms: the emerging academic developer role, in: International Journal for Academic Development, 2014, Vol. 19, No. 1, pp. 50-56. European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions, European Union, available at http://ec.europa.eu/education/higher- education/doc/modernisation_en.pdf [accessed 20 February 2014] HEA (2013) Remaining in Good Standing and Code of Practice, York: HEA, available at http://www.heacademy.ac.uk/remaining-in-good-standing-and-code-of-practice [accessed 1 November 2013] Neame, C. (2011) Exploring Models of Development of Professional Practice in Learning and Teaching in Higher Education: What Can We Learn from Biology and Marketing? Educate~ Vol. 11, No. 1, 2011, pp. 9-19. Parsons, D., Hill, I., Holland J. & Willis, D. (2012) Impact of teaching development programmes in higher education, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/research/HEA_Impact_Teaching_Development_Prog.pdf [accessed 1 November 2013] Roche, V. (2003) Being an agent of change, in: Kahn, P. and Baume, D. (eds.) A guide to Staff & Educational Development, Oxon: Routledge, pp. 171-191. Ryan, A. & Tilbury, D. (2013) Flexible Pedagogies, new pedagogical ideas, York: HEA, available at ttp://www.heacademy.ac.uk/news/detail/2013/new_pedagogical_ideas [accessed 21 November 2013] Stacey RD. (2007) Strategic management and organisational dynamics: the challenge of complexity. 3rd ed. Harlow: Prentice Hall. The UK Quality Code for Higher Education (2012) Glouchester: Quality Assurance Agency, available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx [accessed 5 December 2013] Tosey P (2002) Teaching on the edge of chaos: Complexity theory, learning systems and Enhancement, available at http://epubs.surrey.ac.uk/1195/1/fulltext.pdf [accessed 1 November 2013]
- 24. Penny Sweasey Head of CELT @PSweasey Chrissi Nerantzi Academic Developer CELT @chrissinerantzi SEDA Spring Teaching, Learning and Assessment Conference 2014: Engaging Students, Engaging Staff Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’ Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’