Sue Roberts Dean of Learning Services and Director of SOLSTICE, Centre for
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Transcript of Sue Roberts Dean of Learning Services and Director of SOLSTICE, Centre for
Sue Roberts Dean of Learning Services
and Director of SOLSTICE, Centre for Excellence in Learning and Teaching
Edge Hill University (UK)and
Margaret WeaverHead of Learning and Information Services
and Change Academy St Martin’s College of HE (UK)
Changing Faces:Changing Places
Perspectives on leadership and the new ‘academic team’
Introduction and OverviewIntroduction and Overview
The UK Higher Education Context
Spaces and Places: challenges in blended learning
Case studies: St Martin’s College and Edge Hill University: Approaches to the development of the new academic team
Conditions for Learning: transferable principles
Background…
Strategic Drivers
‘Convergence’ HE policy – what is a university?
‘Widening participation’
Mission and Purpose
Student (and others) expectations and
needs/wants
Learning and Teaching innovation
Blended and flexible
learning
Learning Environments/
Learner Support and Development
Technological possibilities
Why is the new “academic team” emerging in UK HEIs ?
Challenges for libraries in ‘eLearning’
“New collaborations and partnerships between staff with different professional backgrounds are emerging…within the new ‘space’ for educational activity that has resulted from the convergence and rapid development of ICT.”
(Levy and Roberts, 2005)
Challenges in ‘Blended Learning’
Library as place/space…
“The death-of-place prognostications simply do not square with the countless people I have interviewed, the focus groups I’ve observed, and the statisticalresearch I’ve done. Place and community are more critical factors than everbefore…the economy itself increasingly takes form around real concentrationsof people in real places.”
Richard Florida (2000) The Rise of the Creative Class and how it’s transformingwork, leisure, community and everyday life.
Importance of Spaces/Places
Challenges for libraries in ‘eLearning’ Case Studies
Introduction and OverviewThe Learning Gateway: St Martin’s College
the Learning Gateway is not just a building – but a metaphor for change and a driver of institutional academic and cultural development
This outcome has not been brought about by accident, but by the purposeful juxtaposition of strategy, vision and leadership exhibited by staff
The LG is not a library but a space-to-learn-in conceived by placing learners at the centre
It is technology rich, affording new opportunities for social, informal and formal learning
Challenges for libraries in ‘eLearning’
Literature on Learner-centred environments
Pedagogical PrinciplesCollaborative Learning approachesSMART Learners
Flexible, adaptable, accessible spacesFormal, informal and social learning
Seamless integration of ICT
Changing roles – tutors, students, supporters
Emergent, complex and cultural change
Learning First
Challenges for libraries in ‘eLearning’
How can the space and facilities be a place where students can grow and develop?
How can the space be made adaptable so that students and staff can learn from each other?
Learning how to learn - how can the space can be used to support independent learning and new partnerships?
SMC approach:Development of the new academic teamThe Change Academy
Challenges in supporting ‘Blended Learning’
View of the atrium showing the infiltration of light
Introduction and OverviewPerspectives on Learning
Challenges for libraries in ‘eLearning’
“in matters of teaching and learning, we [librarians] are oftenJust out of peripheral vision and, in the case of onlinelearning, we are not even in the picture.” (Peacock, 2005)
“New collaborations and partnerships between staff with different professional backgrounds are emerging…within the new ‘space’ for educational activity that has resulted from the convergence and rapid development of ICT.” (Levy and Roberts, 2005)
The Change Academy
The Student Journey – a rich picture
What are the challenges of working in multi-professional teams?
Envision
Co-create
Contextualise
Trust
Intuition
Belief
Challenges for libraries in ‘eLearning’
“
FDL Framework – Leadership in Action
“To engage all staff involved in academic delivery in a supportive process that encourages them to further examine flexible and distributed learning, including e-learning options and to embed them in their academic courses.”
Stage 1Faculties identify courses- linked
to business expansion plans
Stage 2Planning – outcome, L&T approach,
expertise
Stage 3Partnership workshop; learning
contract
Stage 4Production of materials
Validation process
Developing Influence
Vision
Hybrid Skills and knowledge
Boundary crossing
“blending the changes we want to promote in student learning with the support we must give staff to achieve it”
Risk taking
Pedagogy and Facilitation
Academic Identity and Alignment:
Team building
www.edgehill.ac.uk/solstice
SOLSTICE: Edge Hill University
Between ‘new academic teams’ -academics, learning and technology
support roles, stakeholders etc.
Constructively aligned design (learning – teaching – assessment – evaluation)
Bespoke, tailored – alignment of purpose
with audience to determine form
Grounded in notions of active learning and social constructivist
pedagogies
Informed by, and generative of, research
and scholarship
Enhancement and dissemination
focusedCharacterised by teaching and learning approaches -
cognitive processing, interaction supported
by technology
SOLSTICE – an ‘intelligence
informed dialogue’
Key features of SOLSTICE
Our positionA “vision of a multi-professional team of academics, learning technologists and information specialists creating a learning environment and learning experiences with the learner at the centre”
“Intelligent deployment of technologies must be predicated upon multi-professional dialogue”
Current thinking
From hybrid individuals to hybrid teams
Salad not soup
New Academic Teams
Examples of the teams in action
Learning SpacesDeveloping Social Learning Spaces
Multi-professional teams – current experiences
What are your experiences of working in multi-professional teams on blended learning developments?
What worked well/ what issues arose?
What are the implications for leadership?
Conditions for working/learning together
Potential barriers
• Professional silos• Role perceptions• Professional territoriality• Group norms, culture etc.• Pace of change• Lack of self-confidence
• Lack of strategic direction• Time!• Individualism• Short-termism re: projects• Institutional culture
Partners in educational development
Could “eliminate competition and turf protection within our organisations.” (Stoffle, 1996)
Conditions for working/learning together
Potential enablers
• Focus on common purpose• Pedagogy at centre• Strategic direction/support• Leadership• Learning from each other• Pilot collaborations and evaluation
• Co-analysis, evaluation and research• Climate of trust• Reward and recognition• Blended learning as vehicle• The ‘right people’!
Conclusions: Implications for CPD
CPD
Learning technologies
Pedagogy
Team(s)
- leadership of teams- pedagogy central- Mix of strengths and approaches- ‘building bridges’
Individual
- role analysis- reflecting critically…- recognise where to get support
- exploring the ‘art of the possible’- knowing your limitations- collaboration
- designing for learning- ‘instructional design’- literacies for learning
Introduction and OverviewCommon Lessons Learnt for Leadership
Building Strong Central Services
Gaining and using external recognition
‘Letting go’ and taking risks
Breaking down silos
Networks of support
Nurturing potential
Introduction and OverviewFurther Resources
See Bibliography
Plus…
See St Martin’s Learning Gatewayhttp://www.ucsm.ac.uk/lis/learninggateway
See Edge Hill’s SOLSTICE http://www.edgehill.ac.uk/solstice
Introduction and OverviewYour Questions?