Dutch visit - Directions and priorities at Northampton

1. Study Tour UK
10 October 2014
Ale.Armellini@northampton.ac.uk
@alejandroa
www.northampton.ac.uk/ilt

2. ImagebyLucGaloppinonFlickr

3. Aims
 To outline Northampton’s directions and
priorities in learning and teaching
 To spark new ideas and stimulate discussion on
the items on your agenda!
Image by Bluekdesign on Flickr

4. Your focus
 Why do students fail?
 Examples of innovative practices in curriculum
structures & formats, assessment methods &
policy, promotion of student success
 Successful examples of online and blended
learning
 Standards & QE vs lecturers’ workload
 Validation
 Change management strategies for curriculum
change or renewal

5. Bars we have been raising
 Delivering excellence and innovation in 21st Century
learning, teaching and assessment.
 Enabling transformational learning experiences through
inspirational teaching.
 Embracing and fostering inclusive open practices.
 Exceeding the needs and expectations of all students,
regardless of mode of study.
 Staff CPD and recognition for innovation and positive
change
… and many more

6. A possible USP
Enabling ___________ learning experiences
for __________ and lasting social change, through
___________, research-informed teaching
_____________ the expectations
of all students in every mode of study.

7. A possible USP
Enabling transformational learning
experiences for positive and lasting social
change, through inspirational, research-
informed teaching exceeding the
expectations of all students in every mode
of study.

8. 10500
1500
500
2000
1000
500
Face-to-face students
Dual-mode students
Online students
Students taught by
flying faculty
Work & practice-based
students
Other
2014

9. Implications for the future of Northampton
Less physical space at the new campus
+ global competition for diverse and
demanding students
+ innovation
= critical need to change the way we go
about our business

10. 2020: a possible scenario for Northampton
6000
6000
6000
500
1000
500
Face-to-face students
Dual-mode students
Online students
Students taught by
flying faculty
Work & practice-based
students
Other

11. Year 1 Year 2 Year 3
Face to Face
Online
Work-based learning
Year 1 Year 2 Year 3

12. Three disruptive waves
a. Competition for students
b. Competition from cheaper alternatives
c. Competition from on- line delivery
The Economist, 28 June 2014
A new model needed to add value to the on-
campus experience with support for personalised
learning.

13. Need
To maximise the affordances of the learning
spaces of the new campus (physical and virtual),
to provide exciting, innovative, sustainable and
effective experiences for 21st Century learners

14. Principles
 Transformational learning experiences
through inspirational teaching
 The six Changemaker values
 Low cost, high value for our students and
colleagues
 Knowledge and learning and open, mobile,
connected and scalable
 Modes of study overlap:
‘blended’ = ‘campus & mobile’

15. UTS’s experience
Learning 2014

16. Approach Implication
Courses
affected
Lecture-free zone No lectures delivered in f2f mode. All
Northampton Online:
single malt
Complete redesign of courses for ‘pure’
online learning (including several ‘priority
programmes’).
Selected
PG & PT, a
few UG
The Northampton
Blend: campus and
mobile
Redesign of courses for blended learning:
(a) relevant material packaged as video
lectures and other digital content
(b) some seminars moved online as
asynchronous discussions based on e-
tivities
(c) a re-think of how we make productive use
of f2f time
(d) A major conceptual shift by all staff.
All

17. The Northampton Blend: campus and mobile (1)
Pre-session
cognitive exposure
– multimedia
resources
Pre-session
activation of
schemata –
asynchronous
online tasks
F2F seminar:
discussion,
consolidation,
reflection & goal
setting

18. Pre-session cognitive
exposure – multimedia
resources
TBL F2F session:
iRA  tRA  facilitated discussion 
consolidation + next steps
The Northampton Blend: campus and mobile (2)

19. Pre-session
cognitive
exposure –
multimedia
resources
Pre-session
activation of
schemata –
asynchronous
online tasks
F2F seminar:
discussion,
consolidation,
reflection &
goal setting
Pre-session
cognitive
exposure –
multimedia
resources
TBL F2F session:
iRA tRA facilitated discussion
consolidation + next steps

25. @alejandroa 25

26. CAIeRO = Carpe Diem @ Northampton
Creating Aligned Interactive educational
Resource Opportunities
NILE (our LMS)
CLEO (another workshop)
…
@alejandroa 26

27. Who: size & participants
@alejandroa 27

28. When
Pre-CAIeRO
meeting (1
hour)
Day 1
Validation,
review or
change of
approval
Day 2
Follow-up
(1/2 day or 1
day)
Ongoing
support thru
to delivery
@alejandroa 28

29. Why (1): to design a great
course, fast
@alejandroa 29

30. Start End
Assessment
Learning Outcomes
Student-generated content resulting
from the e-tivities

31. 31

32. @alejandroa 32

33. 33

34. @alejandroa 34
Action plan

35. Why (2): to model practice
@alejandroa 35

36. @alejandroa 36

37. @alejandroa 37

38. What new: assessment
@alejandroa 38

39. How scaled up (2): mass
CAIeROs?
@alejandroa 39

40. How rolled out: a CPD framework for
staff
Changemaking @ Northampton –
Development Opportunities
C@N-DO: a framework for enabling positive
change
@alejandroa 40

41. IntroductiontoC@N-DO&theUKPSF–two-hourworkshop
Minimum 12 months
Assessment
for Associate
Fellowship
D1
Minimum 2 years
Assessment
for
Fellowship
D2
FULL CAIeRO
Collaborative Learning
Experiences Online
Assessment - a tool for
Learning
Supporting Student
Achievement
Peer Observation for
Development
Reading Circles: exploring
L&T Literature
HE Survival+
Peer Observation for
Development
+ 1 from below Application&
Extensionwithin
Practice
Application&ExtensionwithinPractice
Assessment
for PGCAP
Minimum 1 year post-fellowship
Professional recognition & scholarship
(part-APL-able with D2 via C@N-DO)
Research and enterprise
into academic practice
Minimum 3 years Impact & Influence
Assessment
for Senior
Fellowship
D3
+ selection from below based on needs
Becoming a C@N-DO
mentor
Becoming a C@N-DO
assessor
Becoming a C@N-DO
facilitator
Application&Extensionwithin
Practice
Interview: Needs analysis for CPD
planning
Further recognition route
Qualification route
Becoming a subject or
programme leader
@alejandroa 41

42. Delivering our USP
Image by Photosteve101 on Flickr

51. THANK YOU
ProfessorAlejandro Armellini
Director, Institute of Learning andTeaching in Higher Education
www.northampton.ac.uk/ilt
Ale.Armellini@northampton.ac.uk
@alejandroa
10 October, 2014
ImagebyTopgoldonFlickr