Learning and Teaching Board Away day 2006

1. Learning and Teaching Board Away day 2006

2. Strategy • Strategy makes a difference • Allocate resources • Guides schools and support units • Supports diversity 2003: Key themes 2004: School and support unit strategies 2005: Growth, Students, Retention, Employability 2006: Academic year, Research, Internationalisation

3. Approach to enhancinglearning and teaching University objectives Student feedback Internal review Resources Review set targets Spontaneous innovation External drivers Dissemination Projects Enhanced Learning & Teaching Evaluation Guidelines Codes of Practice

4. Timetable Morning • Restructuring the academic year - modules • Restructuring the academic year – courses Afternoon • Research in teaching and learning • International strategy

5. Restructuring the Academic Year - AGREED • Modules 150 or 200 SEH • Plan for 2008 start • Benefits are enhanced learning and improved efficiency • Restructuring will facilitate change

6. Restructuring the Academic Year • How big is the module (150 or 200 SEH) • What should be in the module • How do modules provide transition to University • How do modules build a course

7. Model 1 100 or

8. Model 1 : Go large 100 Well suited for 150 SEH or

9. Model 2 100 or

10. Model 2 : Happy meal 100 Well suited for 200 SEH

11. Module content 100 tutor contact (40) Own study (50) Assessment (10) 150 tutor contact (60) Own study (80) Assessment (10) 200 tutor contact (80) Own study (110) Assessment (10)

12. module Personal study Module Face-to-face contact Revision Formative Assessment Discipline knowledge Summative Assessment Fun Preparation for employment

13. Year 1 Year 2 Year 3 Year 4 Course structure • How does the course • Provide transition to University • Maintain coherence with flexibility • Develop assessment • Balance generic and subject knowledge • Develop employability • Develop research based learning

14. Discussion groups • What should be in a module? • Are modules: Go Large or Happy Meals? • Should be module be 150 or 200 SEH? • Does the preferred structure address the constraints of the present system? Choice should not be based on ease of transition

15. 1st year transition Pre-registration pack Christmas Fresher’s week Social event to make friends More Academic evaluation and feedback Information on services Module assessment Teaching block 1 2

16. Year 1 Year 2 Year 3 Year 4 Course structure • How does a course achieve coherence • Multiple entry • Flexible modes of study Flexible delivery

17. Year 1 Year 2 Year 3 Year 4 Course structure • Does assessment develop • Peer assessment • Self assessment • Group assessment • Skill assessment Assessment strategy • Course work • Project work • Exams

18. Year 1 Year 2 Year 3 Year 4 Course structure How does the balance of subject and generic knowledge and skills develop Employability strategy?

19. Year 1 Year 2 Year 3 Year 4 Course structure How do employability skills develop Yr 1 Basic skills Yr 2 Specialist skills Yr 3 Integrated skills and knowledge Yr 4 Complex problem solving M Professionally advanced Employability strategy

20. Discussion groups • What are the generic guidelines that will help Schools develop coherent courses that have a Heriot-Watt “look and feel” • Select as few or as many topics as you wish • Report back on a single sheet of key points

21. Link between Research and Teaching

22. Why • Greater use of existing infrastructure leads to efficiency • Research is an efficient way to learn • Research and scholarship are transferable skills that increase employability

23. Precept • HWU believes that intellectual curiosity and independent learning adds value to the University and its graduates

24. Baseline: to be a University All Universities provide • A curriculum which at all levels is informed by current research • Opportunities for students to demonstrate an ability in research through advanced projects (all levels) • Opportunities to study research methods as a topic

25. Research • Research led: Curriculum aligned to research specialisms of staff. Structured around content • Research-orientated: Curriculum emphasises method of production of knowledge not the knowledge • Research-based: Learning through personal enquiry building on staff expertise • Research-informed: Teaching builds on the study of teaching as a discipline

26. Extra value at HWU HWU will provide • Structured learning from year 1 based on personal scholarship and enquiry This requires • Research to inform teaching • Understanding influence of style of teaching on style of learning • Processes for monitoring student achievement • Methods for assessing students and groups • Managing risk associated with change

27. Discuss • Do we want research-based learning? • Do we have this already ? (If yes : Where? Is it documented?) • How do we get it? • Is it worth it?

28. International strategy

29. Existing parts of international strategy • Business plan • Marketing plan • Growth strategy • International partners • International students • Facilities and services for international students

30. Question? Are we a Scottish exporter of Scottish education OR An international University providing an international culture and education Is Riccarton a little part of Scotland or a window on the world

31. What do we not have If we want to be international we need to • learn from our students • learn from partners • engage actively in exchange (staff and student)

32. Discuss What is the vision for the University’s International Strategy

33. Discussion • Do we want Research-based learning? OR • What is the vision for the International strategy