Towards a network approach of educational development 6 June 2018, - - PowerPoint PPT Presentation

Towards a network approach of educational development

6 June 2018, 3.15 – 4.15 p.m. Ine Rens, Rebecca Resseler, Saartje Creten, Hilde Creten, Anneleen Cosemans (Educational Development Unit, KU Leuven, Belgium)

Your ‘AS IS’-situation versus your ‘TO BE’-situation:

fit or mismatch?

Educational Development Unit

A team of educational developers

with their didactical teams professors & teacher assistants including local educational developers, program directors, vice deans of education, …

EDU?

14 campuses in 10 cities across Flanders, Belgium 16 faculties organised into 3 science groups (Humanities & Social Sciences - Biomedical Sciences - Science, Engineering & Technology): 78 Bachelor’s programs, 205 Master’s programs, 44 advanced Master’s programs Total number of students: 57.851 Total staff members university: 12.008 Senior Academic Staff: 1.762 | Junior Academic and Scientific Staff: 6.368

Educational Development Unit (EDU): 10 FTE

Yearly training offer Online & blended modules and advisory material Customised, contextualised learning trajectories in faculties and programmes Individual advising, coaching, and training

peer learning learning on the job in context flexible active evidence based integrated support

Course design Curriculum development Educational technology and innovation Vision on education

EDU?

How are you situated in your institution?  Central  One campus  Focus on teaching & learning  Decentral  Multi-campus  Broad approach (including quality assurance, student administration ..) Ideally …

• Who would ask you questions?
• What would their questions be

about?

• What role do they expect from you?

When was the question received? Who asked the question, what is his/her job and from which faculty/unit does he/she come? Which team member received the question? Which team member did the follow-up of the question? What was the question about? What service was given? How much time was spent to the question? What was the occasion for the question (if there was a specific one)? Description of the question Contracting

Which questions are, for you, ‘frequently asked’

• nes?

Which role is addressed in your FAQs?

change agent partner broker educational researcher policy maker consultant expert advocate curriculum developer educational technologist

Educational technologist 27% Professional developer 24% Course designer 19% Undecided 11% Curriculum designer 9% Broker 7% Researcher 1% Instructional designer 1% Change agent 1%

• Mostly ‘small’ (< 2h) and

‘medium’ (0,5 – 2 days) questions (in total: 2 FTE)

• Questions coming from

local developers (25%) and teachers (25%). Others: teaching assistants (12%), colleagues from

• ther units (12%), …

Which role is addressed in the question?

EXPERT ON Course Design Curriculum Design Instructional Design Educational Technology

• Prof.

Dev. Broker Resear cher Change Agent Local EDs 15 13 1 10 16 16 10 1 Teachers 23 2 2 28 11 12 2 1 Teaching assistants 5 9 5 19 1 1 Colleagues

• ther units

4 1 12 9 11 4 Vice dean / program coordinator 3 4 1 2 3 1 1

Your ‘AS IS’-situation versus your ‘TO BE’-situation:

fit or mismatch?

wished-for

• r

expected How did you realise this fit? By whom should these roles (addressed by

• thers) be carried out?

Does this mismatch call for changes in the organisational structure of your unit/institution? Should you develop new roles or new domains of expertise?

Agile working

Squad SquadSquadSquadSquad

Leuven Learning Lab

A networked interface structure between all actors in our multi-campus organisation Uniting all services that are formed through direct contact with teaching staff and students; combining didactic, technological, technical and media expertise Catalyst for the necessary innovation processes

Round-up & end

www.kuleuven.be/doo @kuleuven_doo doo@kuleuven.be

Thank you!

• Debowski, S. (2014). From agents of change to partners in arms: The emerging academic

developer role. International Journal for Academic Development, 19(1), 50-56.

• Fraser, K., Gosling, D., & Sorcinelli, M. D. (2010). Conceptualizing evolving models of

educational development. New Directions for Teaching and Learning, 122, 49-58.

• Gibbs, G. (2013). Reflections on the changing nature of educational development.

International Journal for Academic Development, 18(1), 4-14.

• Knapper, C. (2016). Does educational development matter? International Journal for Academic

Development, 21(2), 105-115.

• Martensson, K., & Roxa, T. (2016). Working with networks, microcultures and communities. In
• D. Baume, & C. Popovic (Eds.), Advancing practice in academic development (pp. 174-187).
• Sugrue, C, Englund, T., Solbrekke T. D., & Fossland, T. (2017). Trends in the practices of

academic developers: trajectories of higher education? Studies in Higher Education, 1-18.

• Van Note Chism, N. (1998). The role of educational developers in institutional change: from

the basement office to the front office. To Improve the Academy, 401.

References