LEADERS IN LEARNING & TEACHING SESSION 2 DAY 1 @CharteredABS - - PowerPoint PPT Presentation

LEADERS IN LEARNING & TEACHING SESSION 2 – DAY 1

@CharteredABS

WELCOME

Debra Leighton, Executive Dean, University of Bedfordshire, Business School @CharteredABS

‘This programme provides professional development and support for Directors/Associate Deans of Learning and Teaching, and for academics aspiring to lead, manage and deliver high quality learning and teaching. In a supportive learning environment participants will build their leadership capacity, develop their research and practice profile, and explore strategies to design and manage curriculum development’.

Programme aim

Session 1- Personal and leadership development Session 2- The changing learning and teaching landscape Session 3- Developing a research/practice profile in learning and teaching Session 4- Managing in learning and teaching

4 sessions

This session will prepare leaders in learning and teaching to adapt to the external environment, to contemporary issues and the changing policy context in which business and management schools operate. Specifically, the implications of the Teaching Excellence and Graduate Outcomes Framework (TEF) will be explored, together with component student surveys (NSS,DLHE) and the impact of new learning technologies

• n the business and management sector.

Session 2: The Changing Teaching and Le Learning La Landscape

THE EXTERNAL ENVIRONMENT

Dr Stephen Ellis, Interim Dean, Regent’s Business School @CharteredABS

• Dr. Steve Ellis Interim Dean, Faculty of

B&M

Agenda; 1. Very brief background to me and Regent’s

• 2. External impact areas on HE leaders- key factors
• 3. Your responses to them??
• 4. Some guidance for leading in HE

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‒ https://www.youtube.com/watch?v=yw72I8nSZVs ‒ independent, not for profit, highly international (80%) non UK, 150+ nationalities, many ‘HNW’ students

‒ I joined in 2014 as HOD, previously at Chichester and Bedfordshire, became Associate Dean after 1 year, now interim Dean ‒ Also had 11 years with firstly as an MD/OD Executive (in 10 different countries) then a UK HR Business Partner ‒ TDAP achieved in 2012, but long history as a college and ‘ladies finishing school’ ‒ BAM Faculty now has 1800 students from FND to PHD ‒ Ongoing change agenda within faculty and beyond ‒ First time entry in NSS 2016 – did very well83% and one programme # 1 in UK ‒ 5 Deans in 4 years (!)

Brief background on Regent’s/me

External impact areas on HE leaders- key factors

• Marketisation – students as ‘clients’
• Inclusion/diversity – mission specific issues?
• HR issues – Performance Mgt, changing

academic roles (worth a whole day)

• Identity crisis – ‘we’re all individuals – I’m not’
• Managing change - with what you have, or

restructuring to a new place?

• Your responses ;

Quick comparison of notes and situations

Pick any one of the key factors that you are most interested in, challenged by or expert (?) in;

• What is the priority and why?
• How can you impact on it?
• What help do you need?
• Who do you need on your side?

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Some guidance for leading in HE

‒ Look out for future connections to your mission/values/strategic docs etc. (these are your best levers) ‒ Balance the ‘now’ with the ‘future’ ‒ Be consistent in a sea of change ‒ Get angry -in a positive way (don’t tolerate repeated discussions of the same problems) ‒ Influencing skills and persistence have a massive part to play ‒ Use ‘campaigns’ – you cant do it all in one hit, and it doesn’t matter ‒ Bring your people with you, they, not you will determine the

• utcome

HE POLICY AND IMPACTS ON PRACTICE

@CharteredABS Professor Georgina Andrews, Dean, Bath Business School

Leaders in Learning and Teaching Teaching and Student Experience HE Policy and Impacts on Practice

Professor Georgina Andrews,

Vice Chair CABS Learning, Teaching & Student Experience Committee

What sort of TEF do students really want?

➢84% think Government should be running an exercise to encourage excellent teaching ➢47% in favour of a national framework

http://wonkhe.com/wp-content/uploads/2017/11/tef-pr-research- report.pdf

➢Teaching – NSS scores ➢Assessment and feedback – NSS scores ➢Academic support – NSS scores ➢Non-continuation data – HESA data ➢Employment or further study - DLHE ➢Highly skilled employment or further study - DLHE

TEF – assessment framework - core metrics

• Three or more positive flags and

no negatives - the starting point is Gold

• Two or more negative flags

(regardless of the number of positives) - the starting point is Bronze

• All other combinations - the

starting point is Silver Assessors - initial hypothesis – based on the metrics

• add additional context, such as mission
• support or explain performance against the metrics
• put forward additional evidence against the assessment criteria
• further explore performance for specific student groups
• Student Union involvement
• Emphasis on evidence not claims, impact and reach, university

wide

TEF - Provider submission – 15 pages

Of the 134 universities taking part:

• 43 were awarded gold,
• 67 were awarded silver
• 24 were awarded bronze

Gold awards include: Coventry, Portsmouth, Buckingham and De Montford, Bronze awards include : LSE, Southampton, SOAS and BPP

TEF – analysis of the 2017 results

• More than half of the Russell Group did not achieve gold
• Only one London University achieved gold – Imperial
• 33 institutions had their awards bumped up after the initial hypothesis by

the assessors including 8 Russell Group universities

• Several HEIs are appealing their result
• All provider submissions have been published

http://www.hefce.ac.uk/lt/tef/data/

• There has been considerable analysis of the results

http://www.hepi.ac.uk/wp-content/uploads/2017/10/FINAL-HEPI-Going- for-Gold-Report-99-04_10_17-Screen.pdf

Analysis of TEF results

TEF Subject Level Pilot 19/20 introduction of subject TEF based on three years of metrics

• A new supplementary metric in the pilot this will entail:

A provider declaration of contact hours provided weighted by staff/student ratios A student survey on number of contact hours, self-directed study and whether they consider the contact hours are sufficient to fulfill their learning needs – to be piloted in nursing, physics and astronomy, creative arts and design, history, archaeology and law and conducted between November 17 and January 18 Teaching Intensity

Teaching Ass/Feedback Academic Supp HE 85 73 80 BS sector 81 72 79 Current NSS data 2017 – comparisons

• 1. Staff are good at explaining things
• BS sector 87%
• 2. Staff have made the subject interesting
• BS sector 77%
• 3. The course is intellectually stimulating
• BS sector 79%
• 4. My course has challenged me to achieve my best work [new]
• BS sector 79%

NSS –revised questions 2017 The teaching on my course

• 8. The criteria used in marking have been clear in advance
• BS sector 74%
• 9. Marking and assessment has been fair [amended]
• BS sector 72%
• 10. Feedback on my work has been timely [amended]
• BS sector 71%
• 11. I have received helpful comments on my work [amended]
• BS sector 71%

Assessment and feedback

• 12. I have been able to contact staff when I needed to.

BS sector 85%

• 13. I have received sufficient advice and guidance in relation to my

course [amended]

• BS sector 78%
• 14. Good advice was available when I needed to make study choices on

my course [amended]

• BS sector 73%

Academic support

All HE 6.2% BS sector 7.3%

Employability data Non – continuation data

All HE 91% BS sector 89% Prof/Mgr Sector 70.6% Revised DLHE to be introduced – first results 2020

New guidelines published on 7 September include: 1.NSS – the three NSS metrics will now be weighted at 0.5 for the purposes of determining the assessors initial hypothesis – continuation data and employability data remain as 1.0 weightings. 2.New supplementary metrics:

• Longitudinal Education Outcomes (LEO) data
• Grade inflation data

These supplementary metrics will not affect the initial hypothesis but will be considered by assessors alongside the provider submission – further details to follow in late September.

TEF – Lessons Learned – DfE publication September 2017

Longitudinal Education Outcomes (LEO) data metrics The proportion of graduates in sustained employment of further study three years after graduation and The proportion of graduates in sustained employment earning over the median salary for 25-29 year olds (currently£21k) or in further study Grade inflation data metric The proportion of 1sts, 2.1`s and other grades as a % of all classified degrees at the provider 1,2,3 and 10 years before the year of assessment New supplementary metrics

LEADERS IN LEARNING & TEACHING SESSION 2 – DAY 2

@CharteredABS

• Business School stakeholders- UG, PGT, PGR, ExecEd, Apprentices, Levy

payers, TNE partners, delivery partners, research collaborators etc

• Technology as enabler
• Delivery modes- defined by technology?
• Distributed learning communities
• Networks of learners
• Professional v social learning technologies
• Delivery efficiencies

Learning technologies-the context xt

• Preparing students for jobs that

do not yet exist

• 66% of children entering primary

education will secure jobs that do not yet exist ( World Economic Forum 2016 the Future of Jobs)

• DLHE/LEO data – are we looking

backwards rather than forwards?

Learning Technologies

DISRUPTIVE AND ENABLING TECHNOLOGIES

@CharteredABS Sarah Davies, Head of Higher Education and Student Experience, JISC

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Disruptive and enabling technologies

Sarah Davies, Head of higher education and student experience, Jisc

»Current landscape »Key technologies and practices

for now

»Key technologies and trends

for the future

What will we cover?

Broad brush TEL environment in HE

More variation Gaining fast Ubiquitous Underpinning

• e-portfolio
• social media, collaborative spaces
• online assessment
• online learning resources
• lecture capture
• online submission and

feedback

• VLE
• Network
• Wifi
• Devices and printers

How can technology benefit students?

Better student

• utcomes

High quality learning experience Digital capabilities for employment Convenient and flexible

08/07/2016 Student digital experience tracker pilot results 2016 41

Student digital experience tracker

»22,500 responses in total »8,190 respondents from

higher education

»Across 38 HE providers »Insert image?

08/07/2016 Student digital experience tracker pilot results 2017 42

www.jisc.ac.uk/rd/projects/student-digital-experience-tracker

»Submitting assignments

electronically is more convenient

Attitudes to digital technologies

»Technology makes me more

independent and makes it easier to fit learning into life

»Regularly access their

institution’s VLE via a mobile device

Views on the VLE

»Rely on their institution’s VLE

to do their coursework

What are learners doing with their devices?

Discuss learning informally on social media Make note/recordings, and look for additional resources Access learning on the move Organise their study time

What are HE students experiencing?

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9 in 10 frequently access online course materials 4 in 10 have used an educational game or simulation Half have used polling devices/online quizzes in class

What about group work?

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Digital skills for learning and employment

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80% of HE learners feel that digital skills will be important in their chosen career... … but only 50% agree that their course prepares them well for the digital workplace Half of learners didn’t know or weren’t sure what digital skills their course required before they started it 40% agreed that they have been told what digital skills they need to improve

Key technologies and themes for now

Technology enhanced learning

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http://www.paconsulting.com/our- thinking/higher-education-report-2015 70% of respondents believed that technology enhanced learning would be either essential for survival or key to competitiveness

http://www.hepi.ac.uk/2017/02/02/3830/

In the US, curriculum redesign using technology-enhanced learning produced better student outcomes in 72% of projects and average savings of 31%;

Design of effective tech-enabled curricula

»Active learning »Formative assessment and

rapid feedback

»Peer-to-peer learning and

increased interaction

»Monitoring and supporting

student progress

»Employment-relevant

activities & external interaction

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Staff digital capability

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ICT proficiency Information, data and media literacies Digital learning and development Digital creation, problem solving and innovation Communication, collaboration and participation Digital identity and wellbeing

http://bit.ly/jiscdigcap

Learning analytics

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Analytics for better student outcomes

» Learning analytics uses big data

techniques on students’ digital footprints to help learners and institutions meet their goals:

› Used to: – improve retention – improve achievement – improve employability – reduce differential outcomes

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How does it work?

Rich data on student activity and attainment Data shared with student, prompting change Better student outcomes Data explored re patterns

• f behaviour

Understanding of behaviour- outcomes links Predictive models identify students at risk Intervention by teaching

• r support staff

Understanding of effectiveness of interventions Discussion identifies issues which can be addressed Increased retention

Reviewing your current provision

»Prepare students to study with digital technologies »Support and progress students’ digital capabilities throughout their

studies

»Embed digital capabilities into courses of study »Prepare students for digital workplaces »Provide access to excellent digital learning content »Use digital systems to build a sense of belonging »Provide online and blended options where they offer genuine

enhancements

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Key technologies and trends for the future

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Jisc visions for 2020-2030

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jisc.ac.uk/rd/how-we-innovate/co-design

Cautionary tale – the bus of the future

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flickr.com/photos/joebehr/6083727979

Ubiquity of data

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https://futurecities.catapult.org.uk/project/smart-campus-university-of-glasgow/

New learning pathways

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http://www.stanford2025.com/#fast-forward

Artificial Intelligence

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https://www.theguardian.com/technology/2017/mar/06/chatbot-donotpay-refugees-claim-asylum-legal-aid

Bringing it all together

VLE data + Student record system + Attendance data + Library data Buildings data + Learning space data + Location data Teaching quality data + Assessment data + Curriculum design data Content data +

Learning pathways data

Better retention and attainment Retention and attainment A more efficient campus Improved teaching & curricula Personalised and adaptive learning Efficient campus Improving teaching & curricula

Now

Learning analytics Institutional analytics Educational analytics Cognitive Analytics and AI

Future

Embracing the change?

Photo by Gerome Viavant on Unsplash

Get in touch…

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Sarah Davies Head of higher education and student experience @sarahjenndavies sarah.davies@jisc.ac.uk

Except where otherwise noted, this work is licensed under CC-BY-NC-ND

CLOSING DISCUSSION

@CharteredABS Debra Leighton, Executive Dean, University of Bedfordshire, Business School

Questions

What are your th three key takeaways fr from th this tw two day session? How will you use th them to help you achieve your personal development goals?