The document summarizes a presentation given by Professor Rhona Sharpe of Oxford Brookes University about strategies for higher education developers working in the "third space" between academic and professional services. It discusses the SWEET approach used by the Oxford Centre for Staff and Learning Development (OCSLD), which focuses on being strategic, work-based, efficient, evidence-based, and technology-enhanced. It also examines OCSLD's efforts to embed graduate attributes into the curriculum through initiatives like course design intensives and learning gain projects.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
The presentation discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning. To exemplify how social media can support seamless learning we follow up with presenting three case studies on the organizational level, on the program level, and on the individual level. Each case study analyzes the context for the use of social media, followed by a discussion of how social media serves as a catalyst for seamless learning.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
The presentation discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning. To exemplify how social media can support seamless learning we follow up with presenting three case studies on the organizational level, on the program level, and on the individual level. Each case study analyzes the context for the use of social media, followed by a discussion of how social media serves as a catalyst for seamless learning.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Mentoring for Today’s Generation(s) at Scale: Virtual and Face-to-FaceEDUCAUSE
Mentoring relationships come in many forms--online, in-person, short- and long-term, peer- to-peer, and situational. We'll review mentoring in a multi-generational workforce and explore two mentoring models that can be adapted to fit your organization and serve professionals at various career stages. Model 1 is an international virtual mentoring program that uses data analytics to match participants and digital badging to recognize mentor/mentee achievements. Model 2 uses a just-in-time, conference-centered approach to connecting professionals across career stages. For each model, we'll discuss benefits and barriers and action steps for launching mentoring initiatives that support diverse learners.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Mentoring for Today’s Generation(s) at Scale: Virtual and Face-to-FaceEDUCAUSE
Mentoring relationships come in many forms--online, in-person, short- and long-term, peer- to-peer, and situational. We'll review mentoring in a multi-generational workforce and explore two mentoring models that can be adapted to fit your organization and serve professionals at various career stages. Model 1 is an international virtual mentoring program that uses data analytics to match participants and digital badging to recognize mentor/mentee achievements. Model 2 uses a just-in-time, conference-centered approach to connecting professionals across career stages. For each model, we'll discuss benefits and barriers and action steps for launching mentoring initiatives that support diverse learners.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
A poster presented at the 2016 Annual Meeting of the Medical Library Association on a strategy for identifying emerging technologies through Pubmed searching. This is an outcome from the MLA systematic review project from the association's research initiative.
A MANET is a continuously self-configuring, infrastructure-less type network, which consists of number of mobile nodes
with wireless network interfaces. In order to make communication among nodes, the nodes demoniacally establish paths among
neighbouring nodes. Security in mobile adhoc network is a big challenge because many nodes perform many kinds of misbehaviour.
In this paper, the main focus is on collaborative attacks in MANET using CBDS approach. CBDS is a approach which consolidate
asset of proactive and reactive defense method in reverse tracing. In reverse tracing method we compare performance of CBDS
approach with DSR and AOMDV routing protocols.
IHM GPIB Gibeon
Jembatan Golden Gate
Roma 2:1-5. Semua sama di hadapan Allah. Semua Berdoa.Jangan sia-siakan kasih karunia Allah. Kerjakan keselamatanmu
Over the past year Community question answering (cQA) services have Achieved popularity. It allow
members to post and answer questions as enables general users to seek information from comprehensive set of
well-answered questions. But Still, existing cQA forums usually only provide textual answers, for many questions
which are not informative enough. In this paper, we propose a schema that is able to enrich textual answers in
CQA with Appropriate media data. For multimedia search, and multimedia data selection and presentation our
scheme consists of three components: answer medium selection, question base classification ,query generation,
MM data selection and presentation. This method automatically decides which type of media information should
be added for textual answer. It then automatically gathers data from the web. Our approach can enable a novel
multimedia question answering (MMQA) approach by processing large set of QA pairs and adding them to the
pool. users can find multimedia answers by matching their questions with those in a pool. Our approach is based
on community-contributed textual answers and thus it is able to deal with more complex questions.
Empleo con apoyo. principios, valores y proceso.José María
El empleo con apoyo permite a las personas con discapacidad acceder a un trabajo digno que le abre las puertas a una participación social plena en su entorno.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
Presentation at Dublin Institute of Technology, September 2015. An example of strategic curriculum change for the teams involved in the programme redesign needed as part of the creation of the Technological University for Dublin.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Boosting student success: The role of data analyticsPeter Alston
In this short presentation to the Chartered ABS Annual Conference 2016, Baback and myself will talk about the importance of Learning Analytics and how it may prove to be a useful tool with regards to the impending Teaching Excellence Framework (TEF) Review. Baback and I will also talk about our own experiences and highlight what we are doing with respect to learning analytics.
How do you solve a problem like Waterside? Learning design at scaleJulie Usher
This session looked at a range of staff development approaches that can be used to support academic staff through a large-scale curriculum change management project.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
An introduction to the work of the Centre for Innovation in Higher Education (CIHE) and how it supports pedagogic research at Anglia Ruskin University and beyond
How digital credentials can support a Higher Education framework for employab...Dr Patrina Law
Keynote presentation given at the European Summit for Modern Employment and Digital Credentials, 1st December 2017 at the Royal Society for the Arts, London. By Patrina Law (Open University) and Doug Cole (Higher Education Academy).
Similar to ‘Sweet’ strategies for higher education developers working in the third space (20)
Digital Student: Further Education and Skills projectRhona Sharpe
The
Jisc
Digital
Student
project
has
investigated
the
expectations
and
experiences
of
technology
provision
held
by
students
coming
into
higher
education,
and
also
funded
a
small
review
of
current
practice
within
secondary
schools.
The
further
education
(FE)
and
skills
project
ran
between
1
June
2014
and
30
April
2015
in
order
to
extend
the
findings
of
the
Digital
Student
project
to
further
education
and
skills.
The
project
undertook
a
comprehensive
desk
review
based
on
63
reports
from
the
FE
and
Skills
sector,
conducted
12
focus
groups
with
220
learners
across
six
general
FE
colleges,
and
contributed
to
six
national
consultation
events
and
five
other
dissemination
events.
The
project
has
produced
a
range
of
resources,
trialled
and
iteratively
improved
through
the
consultation
events
in
order
to
support
staff
in
FE
to
understand
the
experiences
of
all
learners
when
using
technology,
and
to
design
services
which
meet
their
needs.
The
project
resources
can
be
used
by
colleges
to
gather
experiences
and
expectations
from
their
own
learners.
Recommendations
are
made
for
colleges,
and
for
Jisc
and
its
sector
partners.
Developing Digital Literacy: 5 Ps for online learningRhona Sharpe
Learner experience research has helped us to understand a great deal about the habits and strategies that effective online learners adopt and the challenges that they face. How can we use this knowledge to design online learning activities? Our online courses should support learners' ability to: prioritise, personalise, participate, present and play.
A shameless plug for my new book in the '53 series' due out later in 2016.
Course Design Intensives are programme based professional development for HE staff.
This presentation covers their history, approach and evaluation.
For Dublin Institute of Technology, 7 May 2015
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Chapter 3 - Islamic Banking Products and Services.pptx
‘Sweet’ strategies for higher education developers working in the third space
1. 02/11/2016
1
‘Sweet’ strategies
for higher education
developers working
in the third space
Photo credit: Ellen Lessner
Professor Rhona Sharpe
Oxford Brookes University
SEDA Conference
2 Nov 2016
@rjsharpe
My interests
Learner experience
research
Supporting online
learners
Developing digital
leaders
About the Oxford Centre for Staff and
Learning Development (OCSLD)
“OCSLD
specialises
in
providing
bespoke
staff
and
educa8onal
development
interven8ons
which
meet
ins)tu)onal
strategic
and
opera8onal
needs.
About the Oxford Centre for Staff and
Learning Development (OCSLD)
Our
approach
to
working
with
you
is
dis8nc8ve
and
transforma8ve,
tailoring
and
delivering
work-‐based
interven8ons
for
exis)ng
teams
to
meet
their
immediate
and
future
needs.
This
is
supported
by
strong
exper8se
in
evalua)on
to
monitor
outcomes.”
Academic Development Framework
12 x
50,000
69 89%
1/4
OCSLD Annual Review 2015/16
www.brookes.ac.uk/OCSLD/About-OCSLD/Annual-reviews/
2. 02/11/2016
2
Strategic
Work based
Efficient
Evidence based
Technology
enhanced
Our approach to higher education
development
Cartoon by Bob Pomfret
@Seda_UK_
www.brookes.ac.uk/OCSLD/Research/Participative-Process-Review/
5.1 FTE
Educational
Developers
Web Editor &
intern
4.2 FTE
Staff and
Organisational
Developers
3 FTE
Administration
Learning
Technologist
2 x 0.5 FTE
Researchers
Who are we?
I will argue that..
OCSLD exists in the third space between
academic and professional services.
Where we work as unbounded professionals . . .
. . . who have evolved a SWEET approach to
higher education development
… which we use to help Brookes thrive in these
changing times.
Recent changes in UK HE
§ Raising tuition fees
§ Removing number
controls
§ Introduction of TEF
§ Efficiency targets from
comprehensive
spending reviews
§ Apprenticeships
§ Creation of Office for
Students
§ Brexit
§ Changes in funding for
student teachers and
nurses
§ Research assessed by
impact
§ Lower entry barriers for
other HE providers
§ Application of
Competition and
Markets Authority rules
to HE
3. 02/11/2016
3
“We’re adaptable and flexible, and consider a fresh
approach in everything we do - because we know our
sustainability depends on a pioneering spirit.”
Confidence
Connectedness
Generosity of
spirit
Enterprising
creativity
http://www.paconsulting.com/our-thinking/higher-education-report-2015/
Why is the pace of innovation slow in HE?
§ Deeply entrenched culture of
conservatism
§ Resistance to change among
large parts of ageing academic
workforce
§ Constraints of inflexible
organisational structures,
systems and processes
§ Risk aversion of leadership
teams and governing bodies.
Can UK HEIs plan for growth?
https://www.ucas.com/sites/default/files/jan-16-deadline-application-rates-report.pdf
4. 02/11/2016
4
Present
product
New
product
Present
market
Market
penetration
New product
development
New
market
New market
development
Diversification
Ansoff’s growth vector matrix (Ansoff, 1957)
Growth in a competitive marketplace
Graduate
Attributes
Degree
apprenticeships
College
Partners
MOOCs
Present
product
New
product
Present
market
Graduate
Attributes
Degree
apprenticeships
New
market
College
partners
MOOCs
Growth in a competitive marketplace
Whitchurch, 2008
Whitchurch, 2008
Bounded
professionals
Unbounded
professionals
Professionals working in the third space
Categories of identity Characteristics
Bounded professionals Work within clear structural boundaries e.g.
function, job description
Cross-boundary
professionals
Actively use boundaries for strategic
advantage and institutional capacity building
Unbounded professionals Disregard boundaries to focus on broadly-
based projects and institutional development
Blended professionals Dedicated appointments spanning
professionals and academic domains
Whitchurch, C. (2008)
Make it easier to disrupt institutional
practices
The
stalled
progress
in
some
facul8es
was
an
uncertainty
of
which
budgets
development
of
MOOCs
should
be
coming
from
and
how
to
allocate
staff
8me
within
the
workload
planning
framework
(Roberts
et
al.,
2015).
Faculty-based Open Online Course(s)
5. 02/11/2016
5
OCSLD Open Online Courses
- Online mentors employed by
several universities (OBHE, 2013)
- Expert participants (Waite et al,
2013)
- Certificates and badges
- Light touch quality assurance
- Shared modules and credit
transfer
- Ability to negotiate staff roles,
responsibilities and workload
“A goal of all formal
education should be to
graduate students who live
lives of consequence”
- John Henry Brookes
Brookes Attributes
Embedding
graduate
attributes
into
the
curriculum
“There is more to life than
simply doing a job.The
graduates of our higher
education system will be
more than employees/
employers, they will also be
future leaders in our world
and our neighbours and so
affects our lives at all levels.
What do we want these
people to be like?”
(Haigh & Clifford, 2010)
Why graduate attributes?
“Every undergraduate programme will include the
development of the five graduate attributes”
• Graduate
Attributes
Roadshows
Awareness
raising
• Graduate
Attributes in
Action website
• Case studies
• Mapping tools
• Screencasts
Programme
mapping
• Programme
specification
• Mapping
document
• Narrative
Documentation
What do we know about how lecturers
design courses?
§ Pragmatically, in response to changing
circumstances e.g. increasing class
sizes (Sharpe & Oliver, 2007).
§ A social practice, governed by
precedent and habit (Blackmore &
Kandiko, 2012)
§ Within the constraints of practicalities
e.g. timetabling (Masterman, 2013)
§ Visually (Masterman, 2013)
§ Informed by general design principles
rather than learning theory (Sharpe &
Oliver, 2013)
Course Design Intensives
Dempster, Benfield & Francis (2012)
Working in
extended teams
Visualising the
learner journey
Challenging designs
through peer review
6. 02/11/2016
6
Documentary analysis of 90 programme
specification documents.
Sharing of examples of how graduate attributes
had been interpreted within the disciplines
The disciplinary differences between how
graduate attributes are expressed are in
explaining the ways and contexts in which
elements of the attributes are put to use.
Evaluation Part 1
Staff Engagement
Evaluation Part 1
Staff Engagement
Evaluation Part 2
Student Engagement
• How much has your coursework emphasised the
following mental activities?
• How often have you done each of the following?
• How much has your experience at this institution
contributed to your knowledge, skills and personal
development in these areas?
How often have you…?
How much has Brookes contributed to..?
Graduate Attributes as a measure of
learning gain
Learning gain in Active
Citizenship Strategic
Excellence project
ABC Learning Gains
project with OU and
Surrey
abclearninggains.com/
openbrookes.net/cci/
• Strategy for Enhancing the Student
Experience defined 5 Graduate Attributes2010/11
• Mapping exercise in programme teams
• Revised Programme Specification docs2011/12
• Analysis of all new documentation
• Teaching Practices Collection2012/13
• Development of engagement survey
• Training for Validation and Review
Panels and Academic Advisors
2013/14
• Benefits Realisation Review
• Revised Strategy for Student Experience2014/15
• Introduced Active Citizenship
• Learning gain funded projects2015/16
Six years .. so far…
7. 02/11/2016
7
‘Disregarding boundaries to focus on
institutional development’
§ Embedding attributes
within the curriculum to
encourage
contextualisation
§ Collaboration with QA
to integrate
documentation and
processes
• A careful, critical
approach to
evaluation which
produces useable
outputs
• Multiple initiatives
running over several
years
Where do we go from here?
Is our approach
working?
How can we expand it
Can we create third
spaces for others to
work in?
Student experience
is a strategic priority.
Student experience
developments are
highly managed.
Proliferation of
educational
leadership roles.
Evaluating experiences of project
managers
Confidential, anonymised, semi-
structured interviews (ethical
approval gained).
§ motivations
§ expectations
§ management
§ enablers and constraints
§ professional impact
§ recommendations
2 x
Program
Managers
2 x
Principle
Lecturers
1 x
profession
al services
2 x
Associate
Deans
Experiences of
project leaders
Deeply
committed
to their
projects (not
careers)
Freedom and
autonomy
helped them
deliver
Academic
identity was
less fixed,
more fluid
Enabling ‘light
touch’ program
support
8. 02/11/2016
8
Recommendations for working in the
third space:
§ Take advantage of the fluidity of roles and
structures to develop and implement innovative
models for staff and student learning.
§ Conduct and share investigations and
evaluations to inform decision making.
§ Use the lack of protocols to develop skills in new
ways of working.
§ Expand this approach. Create and evaluate new
roles and career pathways into and out of them.
The importance of evaluation
In this presentation I have drawn on the following internal
reports:
Moore, S. (2016) Oxford Brookes Engagement Survey,
October 2016.
Pavlakou, M. Sharpe, R. (2014) Leading institutional
change projects: a qualitative study and lessons for the
second Programme for Enhancing the Student Experience..
Roberts, G., Llewellyn, S., Sharpe, R. Benfield. G. (2015)
Project final report: Developing Open Online Courses for
Oxford Brookes.
Sharpe, R., Benfield, G., Corrywright, D. Green, L. (2013).
Evaluation of the Brookes Graduate Attributes: Year 1 Final
Report.
References
Ansoff, H. (1957) Strategies for diversification. Harvard Business Review, (Sept-Oct)
Beetham, H. Sharpe, R. (2013) Rethinking Pedagogy for a Digital Age. Second edition. Routledge. Chapters by Liz
Masterman and Martin Oliver
Blackmore, P. and Kandiko, C. (2012) Strategic Curriculum Change: Global trends in universities. London and New York:
Routledge.
Dempster, J., Benfield, G. Francis, R. (2012) An academic development model for fostering innovation and sharing in
curriculum design. Innovations in Education and Teaching International, 49 (2), 135-147
Haigh, M. Clifford, V. (2010) Widening the Graduate Attribute debate: a higher education for global citizenship. Brookes
eJournal of Learning and Teaching. 2 (5)
OBHE (2013) Horizon Scanning: What will higher education look like in 2020?, Observatory of Borderless Higher Education.
Oliver, M. (2015) From openness to permeability: reframing open education in terms of positive liberty in the enactment of
academic practices. Learning, Media and Technology, 40 (3), 365-384.
PA Consulting (2015) Lagging behind: are UK universities falling behind in the global innovation race? PA Consulting group
Higher Education Survey 2015 http://www.paconsulting.com/our-thinking/higher-education-report-2015
Roberts, G., Llewellyn, S., Sharpe, R. Benfield. G. (2015) Project final report: Developing Open Online Courses for Oxford
Brookes, January 2015, Oxford Brookes University, Oxford.
Waite, M., Mackness, J., Roberts, G. Lovegrove, E. (2013) Liminal Participants and Skilled Orienteers: Learner Participation
in a MOOC for New Lecturers, Journal of Online Learning and Teaching, 9 (2), http://jolt.merlot.org/vol9no2/waite_0613.htm
Whitchurch, C. (2008) Shifting identities and blurring boundaries: the emergence of Third Space professionals in UK higher
education, Higher Education Quarterly, 62 (4), 377-396.
Whitchurch, C. Gordon (2013) Staffing models and institutional flexibility, Leadership Foundation for Higher Education:
London.