Transforming and Enhancing the Student Experience through Pedagogy (TESEP)

1. Transforming and Enhancing the Student Experience through Pedagogy (TESEP) Project Partners: Napier University Lauder College Edinburgh’s Telford College Project Director: Andrew Comrie, Assistant Principal, Lauder College Project Manager: Heather Sanderson, Kerson Associates Project Evaluator: Roger Rist, Heriot-Watt University

2. Our VisionTo transform learning and teaching practice, and substitute new practice for old Impacting on: Learning and teaching practices across the respective organisations and in targeted areas Collaborative models between the FE and HE partners Working relationships between FE and HE partners Joint business processes and learning environment development

3. Aims and ObjectivesTo usestaff and educational development to create and implement new pedagogic models Ensuring: Effective use of learning technologies is integrated into, and sits at the heart of our learning and teaching practices The way we deliver our programmes is transformed The way in which our students access our education and training is transformed The way in which students are supported in their learning is transformed THE PROJECT IS ABOUT CULTURE CHANGE

4. Measuring success Core set of metrics, measuring: Substitution and transformation Changes in learning and teaching Workload and effective work practices Extended market reach Learner satisfaction

5. Project Outline (April 2005 – June 2007) Phase 1 (April 2005-April 2006) Identify examples of effective transformational learning and teaching practice currently existing in the partner institutions Produce case studies to illustrate effective learning and teaching practice in further and higher education Produce staff development programmes and resources that colleges and universities can use to stimulate changes and transformation of learning and teaching practice Recommend changes that have to be made to the physical and virtual learning environments to support transformation of learning and teaching practice Review student perceptions of e-learning and use this information to produce resources to support learners to make the transition from more traditional methods of learning and teaching to e-learning Produce learning design models and tools with guidelines for their implementation that staff can use to re-design courses and learning activities

6. Phase 2 (April 2006-June 2007) Use the models of learning design developed in Phase 1 of the project to stimulate joint, innovative college and university curriculum design, collaboration and knowledge transfer that improves transition between college and university for the learner Evaluate and validate the effectiveness of applying the models of learning design developed in Phase 1 to college and university curriculum design in the context of transforming learning and teaching practice Determine and categorise the factors that encourage college and university staff to transform learning and teaching practice Evaluate the impact on new learning and teaching practicesin the learner perception and experience of e-learning Evaluate the impact on new learning and teaching practices on staff workload and their perception of the quality of the learner experience Understand the changes that need to be made to learner support services and business processes to support new learning and teaching practices Inform teaching qualification providers of any changes required to support transformational learning and teaching practice