This document discusses plans for a new university campus called "Waterside" and the need to prepare faculty for active blended learning on the new campus. The new campus will have a 24/7 learning commons, make more effective use of space than the current campuses, and be located in the center of town without lecture theaters or staff offices. However, moving to this new environment and way of teaching presents challenges, including faculty views on teaching, workload and space issues, and developing digital skills. Academic development programs are needed to provide evidence, support, and opportunities for faculty agency to help them transition to blended learning as the new normal.

1. Flying not flapping on a new campus:
from blank canvas to reality
Professor Alejandro Armellini
University of Northampton
Ale.Armellini@northampton.ac.uk
@alejandroa
Brighton, 4 November 2016

3. www.northampton.ac.uk/ilt

4. A new campus…
Your three-minute task:
1. Why you would build one
2. What is the one feature this campus would have and what would
that feature enable you to do that you can’t do now

5. Why build a new campus (1)?

6. Why build a new campus (2)?
Adapted from Clarke, 1998

9. The new campus: Waterside
• 24/7 learning commons
• Effective and flexible use of space
• Smaller footprint than the combination of both current campuses
• In the centre of the town
• Personalisation: no lecture theatres
• No staff offices
• Active blended learning as the new normal

11. September 2016

12. The redesign continuum for ‘Waterside readiness’
• Active blended learning as our new normal
• Large-scale redesign

13. 70%
58%
70%
48%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Arts, Science and
Technology
Business and
Law
Education and
Humanities
Health and
Society
% of Waterside ready modules as a percentage of the
total number of modules per Faculty

14. How do we bring colleagues with us?

15. Evidence
Support
Agency

16. Evidence
CCBY3.0,https://en.wikipedia.org/w/index.php?curid=24543555

17. Support
• Needs-driven, HEA-accredited CPD
scheme
• Not dependent on a PGCert
• Leading to professional recognition
• Designed for capacity building
• Prominent role of peer observation
• Embedded in the PDR process
• Interacts with QA & QE
• CAIeRO (Carpe Diem) as key component
• Fully engages professional services as
providers and beneficiaries
• Extraordinary team of Learning Designers
& Learning Technologists
CCAlanHodgsonhttp://s0.geograph.org.uk/geophotos/02/52/24/2522474_999a3d05.jpg

18. Agency

19. Evidence
Support
Agency

20. How can academic staff development underpin a
move to a new learning and teaching environment?
Research
• Evidence
Practice
• Support & Agency
Evaluation
• Impact assessment
Policy
• Ongoing review

21. How can academic staff development underpin a
move to a new learning and teaching environment?
Research
Practice
Impact
assessment
Policy

22. Challenges (1): pedagogic
• Views on teaching
• The PSRB argument
• Contact time
CC College.Library https://www.flickr.com/photos/collegelibrary/8596552756

23. Challenges (2): workload & space
• Large cohorts
• Timetabling
• Where’s my office??
• “Blended learning means
more work”
By NASA - http://spaceflight.nasa.gov/gallery/images/station/crew-
6/html/iss006e45283.html, Public Domain,
https://commons.wikimedia.org/w/index.php?curid=9008767

24. Challenges (3): digital transformation
Source: https://goo.gl/YHZu1n

25. Challenges (3): digital transformation
Digital literacy
• I know about
some useful
tools that can
enhance my
teaching & can
use them with
support
Digital
competence
• I can decide
when, why and
how to enhance
my teaching by
using a range of
tools largely
autonomously
Digital fluency
• I take informed,
often risky
decisions within
the wider digital
ecosystem for
institutional
benefit,
transformation
and growth

26. Challenges (3): digital transformation
Non-literacy
Digital
literacy
Digital
competence
Digital
fluency
Images by Juan P. Armellini, used by permission

27. Challenges (3): digital transformation
Images by Juan P. Armellini, used by permission
Operational Strategic

28. Challenges (4): communication
Provision of information
vs Communication
vs A deliberate attempt to
consult, engage and find
shared ground
By Jorge Franganillo - Flickr: Information overload, CC BY 2.0,
https://commons.wikimedia.org/w/index.php?curid=19644586

29. Graduate talent at Google
• Self-propelled learners
• Comfortable with ambiguity
• Connectors
Shuvo Saha in THE, 30/09/2016

30. Staff talent at universities
Self-propelled
learners
• Within and
beyond our
discipline
• About the
teaching of our
discipline and
others
• To cope with
failure
• To seek and
offer feedback
Comfortable with
ambiguity
• Particularly
associated with
pedagogic
change
• Forming and
sharing opinions
• Galvanising
teams
Connectors
• Learning with
and from those
who are not like
us
• Digitally fluent
network agents
for positive
change

31. Thank you
Professor Alejandro Armellini
University of Northampton
Ale.Armellini@northampton.ac.uk
@alejandroa
Brighton, 4 November 2016