Preparing for Subject Pedagogic Strategies in the context of the

1. Preparing for Subject Pedagogic Strategies in the context of the University’s blended/e learning policy Presenters Jean Fawcett John Cook Steve Wilson Charl Fregona

2. Strategic Plan 2009-19 • Board of Governors Nov • HEFCE Dec • Jan – July 2009 preparation and implementation planning

3. By 2019 the University will aim to: “be recognised as among the UK’s most innovative, responsive and successful new Universities: a ‘research-intensive’ institution offering excellent taught courses accessible to all, with its performance benchmarked against national and international comparators” Strategic Plan, paragraph 4.6, page 21

4. “be recognised as a pan-London institution and be visible globally …..the international…..and EU (strategy) will help redefine the University’s brand and reputation….” Strategic Plan, paragraph 4.6, page 22 “be the University of choice for as broad a range of clients as possible” Strategic Plan, paragraph 4.6, page 22

5. “The design and delivery of taught provision, from (preparatory) to doctoral levels …..must become more flexible, (adaptable) to a variety of needs and purposes, and must be measured rigorously for effectiveness and efficiency” The Academic Plan: Learning, Teaching and Assessment, paragraph 7.1, page 27

6. The University Strategy Significant elements of implementation • learner contract; service contract • pedagogic research to inform teaching & learning • particular emphasis on e-learning & teaching skills 10 year view of blended e-learning and teaching: accelerate evolution from essentially transmissive approaches to a richer blend of interactive, socially networked constructivist and situative learning supported by mobile technology

7. The University Strategy Significant elements of implementation • employer engagement and workplace learning • teaching and learning processes for doctoral programmes; web 2.0 for CPD • collaborative communities of learning • a blend of face to face interactions with technology supported e-learning • skill set for teaching plus higher order attributes essential to successful learning and teaching

8. The University Strategy Measuring effectiveness and efficiency include • characterisations by subjects as to how they will optimise learner/teacher interactions • online feedback • online submission and marking • universal WebLearn • e-portfolio

9. The University Strategy Measuring effectiveness and efficiency include • use the blend to create more time for personalised academic tutoring by lecturers • better integration of research and teaching functions • design for technology-enabled learning will be a major topic for every subject group • all of this will require significant investment: both financial and intellectual • your commitment

10. The University Strategy Formulation of Subject Pedagogic Strategies • an articulation of pedagogic strategy • identification of the optimal blend of face to face and TEL • strategy for common materials and resources • identification of the skill, training and expertise of members • commitment of ‘champions’ to dissemination and support • commitment of the subject team to acquiring expertise

11. Formulation of Subject Pedagogic Strategies What do we mean by blended learning? Blended learning - a design approach whereby both face-to-face and online learning are made better by the presence of the other... [Blended learning] offers the possibility of recapturing the traditional values of higher education while meeting the demands and needs of the 21st Century . Garrison, DR and Vaughan ND (2008) Blended Learning in Higher Education: Frameworks, Principles, and Guidelines: John Wiley & Sons

12. Formulation of Subject Pedagogic Strategies What do we mean by blended learning? • The key assumptions of blended learning are: • Thoughtfully integrating face-to-face with online • learning • Fundamentally re-thinking course design to optimize • student engagement • Restructuring and replacing traditional class contact • hours [with transactional contact] • Garrison, DR and Vaughan ND (2008) Blended Learning in Higher Education: Frameworks, Principles, and Guidelines: John Wiley & Sons

13. WHAT WE MEAN BY BLENDED LEARNING Transmissive Personalised Constructivist DELIVERY CONTINUUM Constructivist Transmissive Personalised FACE TO FACE CONTACT VIRTUAL CONTATCT Directive Situative Constructivist Situative Interactive Constructivist Situative Transmissive

14. Formulation of Subject Pedagogic Strategies What do we mean by blended learning? • The HEA report states that existing definitions mention: • Delivery – different modes (face-to-face and distance • education)  • Technology – mixtures of (web-based) technologies  • Chronology – synchronous and asynchronous • interventions  • Locus – ‘authentic’ work, or practice-based vs. • classroom-based learning 

15. Formulation of Subject Pedagogic Strategies What do we mean by blended learning? • Roles – multi-disciplinary or professional groupings of • learners and teachers  • Pedagogy – different pedagogical approaches  • Focus – acknowledging different aims  • Direction – instructor-directed vs. autonomous or • learner-directed learning. • Allen, B. (2007) Developing the best blend? From blended e-learning to blended learning • http://www.cilip.org.uk/publications/updatemagazine/archive/archive2007/mar/allenmarch07.htm Accessed 25/11/2008

16. The University Strategy Blended Learning Styles LTA Styles Instructional Architectures Transmissive Receptive + Directive Constructivist Guided Discovery Situative Exploratory Personalised

17. Style1: Transmissive 2008- 2009 -2010 EMPHASIS Consistent Student Experience ... concerned with content delivery and transmissive models of learning... ‘content + support’ … the provision of course notes and information is frequently played down as being transmissive and not enhancing learning .... primarily for convenience and not for the higher goals of improving learning. (Sharpe et al. 2006)

18. Style 2: Constructivist 2010-2011 EMPHASIS Interaction and Communication active construction of ideas and skills... exploration, experimentation, feedback, adaptation ... real world, authentic tasks... collaboration... learning outcomes demonstrated by more sophisticated understanding of complex issues or demonstration of higher order thinking (Sharpe et al. 2006)

19. Style 3: Situative 2011-2012 EMPHASIS Independent, self-guided learning … learn through participation in communities of practice… novice to expert through observation, reflection, mentorship… participation in community…habits, values, identities and skills…learning the skills and knowledge of a particular discipline in the culture of its use in a working organisation. (Sharpe et al., 2006, p. 36,) 

20. The University Strategy The Way Forward During 2008-2009 Phase 1 October - December • identification of subjects and their current position • development of reference and development sources and processes to support subjects • workshops for subjects and ‘champions’ begin • request to subjects to start developing their plans

21. The University Strategy The Way Forward During 2008-2009 Phase 2 January - March • workshops with subjects on preparing plans Phase 3 April • subject plans ready – first iterations Phase 4 May – August • plans deconstructed and projects/business cases specified

22. Questions for Deans/HOD/Associate HOD What is your Faculty/Dept already doing which addresses the blended learning issues raised in the Strategic Plan? Who are you charging with taking this forward? How are you going to ensure Subjects respond in a timely way?

23. Questions for Deans/HOD/Associate HOD • Where is the expertise in your Faculty/Dept? • Who are the champions? • How are they identified and acknowledged • e.g. role descriptors? What help do you need to give Subject Leaders?

24. Questions for Deans/HOD/Associate HOD What help can the University give you? How is this being aligned with targets for improving student achievement?

25. Questions for Subject Leaders What is the student experience of blended learning in their subjects? How is this being monitored? How would you identify activity in your subject in the transmissive, constructivist and situative styles? How will you get appropriate colleagues together to agree and implement a viable plan?

26. Questions for Subject Leaders • In identifying the pedagogy strategy for your Subject: • What is the optimal blend of face to face and TEL? • What strategies are appropriate for collecting and • disseminating common materials and resources? • How will you identify skill, training and expertise of • colleagues? • How will you identify and support the ‘champions’ • in their dissemination and support? • How will you ensure the commitment of the subject • team in acquiring expertise?

27. Questions for L&T Facilitators How is good practice collected and disseminated? What is your understanding of transmissive, constructivist and situative styles? How would you characterise them in your subject discipline? How is WebLearn currently being used in the courses run in your Faculty/Department/Subject? What is the student experience?

28. Questions for L&T Facilitators What should be the “skill set for teaching plus higher order attributes essential to successful learning and teaching” in your subject discipline? How can you best assist your Dean/HOD and Subject Leaders for ongoing practice and innovation?

29. Any questions? Presenters Jean Fawcett John Cook Steve Wilson Charl Fregona