For many managers, there is a real challenge both in managing remotely, and having confidence about the quality of remote or online delivery. Most managers have years of experience of managing campus based learning, and have had the benefit of peer and specialist support on site. However, few managers have the experience of teaching remotely, so supporting staff and recognising good delivery is a greater challenge. This session looks at adjustments to their management approach that may be helpful, and identifies some of the key characteristics of well delivered on line activity. Presentation delivered by Dr John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series. Follow along at https://twitter.com/Virtual_Bridge​ and see what's coming up next at https://bit.ly/VBsessions

1. Transforming lives through learning
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Post 16 – Managing and Supporting Staff Who Are
Delivering Remote Learning
Dr John Laird HMI Feb 2021

2. Transforming lives through learning
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Purpose/Aims of the session
Participants will
• reflect on good interpersonal approaches to managing in a
challenging context
• be familiar with one model of learning design and underpinning
pedagogy
• be familiar with the six main ‘learning types’
• have greater understanding of what to look for in a well designed
learning experience

3. Transforming lives through learning
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Context
1. The initial training that many staff have had assumed the
strongly predominant delivery model would be classroom based
2. Staff did not have a long lead in time to manage change –
‘blended’ is not the same as ‘remote’
3. Many managers have limited experience of personally delivering
remote or digital learning
4. IT systems and access were, at times, problematic for some
5. There is variability in staff skills and interests, and variability in
learners skills, interests and available technology

4. Transforming lives through learning
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Managing in the current context (1)
• Staff/managers do not currently have the structure, peer support
or feedback which they would typically have on site
• Central advice, central resources and informal peer support will
be harder to access
• The issue of minimising stress is central. One element of
minimising stress is by giving staff/mangers as much control over
their work as practical
• This can be supported by giving them CLPL, tools to work with
and a clear operational structure. Also, ensuring good personal
and individual support is in place

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Managing in the current context (2)
• Successful management, particularly in our current
circumstances, will be more akin to a coaching relationship
• Clear high-level parameters and guidance for any major task or
project is essential – then leave people to it
• Regular and useful feedback should be stronger and clearly
focussed on guiding improvement and recognising success
• Asking questions rather than directing will be more useful
• Reflecting with them on progress and achievements should be a
regular activity

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Managing in the current context (3)
• Aim to agree tasks and objectives, handing over as much
autonomy and authority as practical – accept they will rarely do
the task as well as you think you would
• “Touch base” regularly with staff asking about how they are
doing, not just how the work is progressing. Diary this time, don’t
just do it “when you have time”
• When setting out or agreeing tasks/activities, make the
monitoring and evaluation process and the intended outcomes as
clear as possible. The ongoing evaluation of the task needs to
give the staff member useful feedback

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Learning delivery supported by managers (1)
• Based on an environmental scan which considers the technology
and support available to staff and learners
• A clear strategy which gives a good sense of direction over time,
and the intended impact
• An implementation plan covering resources, training, support,
milestones and outcomes/outputs
• A process for monitoring and evaluating progress and making
any necessary changes

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• For many staff, their initial training was around face-to-face
interaction with limited use of technology
• Much of the updating activity in recent years has been around
how to use technology to aid classroom-based learning, with a
general assumption that assessment, support etc. will still be
mainly campus based
• Research strongly confirms good teaching is central - that is good
resources, clear explanations, seeking and using feedback,
monitoring understanding, revising, applying knowledge etc.
Learning delivery supported by managers (2)

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Pedagogy/learning design for managers (1)
The learner being prepared is very important –
• Is there the right physical environment and do they have access
to the right technology?
• Do they have appropriate learning / note taking / research / time
management / study skills?
• Do they have access to appropriate personal and learning
support and are they motivated?
• Tips for learners – How to get the most out of virtual learning

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Pedagogy/learning design for managers (2)
There are many ‘learning design’ models, and there is no compelling
research suggesting a ‘best’ model, however, here are a few common
themes in pedagogy/learning design
• Break the task or topic into stages or chunks
• Identify the ‘learning types’ for different stages
• Model or demonstrate possible outputs
• Define success criteria (opportunity for collaboration and peer
feedback)
• Give/

11. Transforming lives through learning
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Pedagogy/learning design for managers (3)
• /Give clear guidance on group organisation (if relevant)
• Clearly state times/deadlines for updating, presenting or submitting
• Reflect on basic motivational theory
• Include regular contact and feedback in the process
• Present all of this as an overview from the start - no surprises!
Introduction to some instructional design theories

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Pedagogy/learning design for managers (4)
An example of a more recent and now well-established model – the
ABC (Arena Blended Connected) model.
• Think about student experience as a team
• Create a team summary of course/unit
• Create a storyboard with different learning activities
• Supported by examples of activities and delivery approaches
Intro to ABC (5 mins)
ABC workshop to Learning Designer (6 mins)

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Pedagogy/learning design for managers (5)
There are six ‘learning types’ (of activity) to consider
• Acquisition - Lecture, video, reading set book or website
• Inquiry - Looking for a book, identifying internet site, evaluating
• Discussion Listening and responding, explaining, arguing
• Practice - Generate action, get and use feedback
• Collaboration - Produce shared output, negotiate, challenge
• Production – Planning, applying skills, creating artefact
A good learning experience will have a blend of most or all
Six Learning Types (3 Mins) and
Learning Types and Learning Technologies (5mins)

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Pedagogy/learning design for managers (6)
Key points in the planning of a strong remote learning experience
• Prepare learners
• Ensure access, inclusion and safeguarding have been considered
• Plan interactive and engaging materials offering choice and
personalised materials, and plan evaluation methods
• Share plan, timescale and details in full, ensuring a high proportion of
learning is asynchronous
• Ensure a sense of community and appropriate learner support
• Plan formative and summative assessment, with an emphasis on
regular and useful feedback

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Pedagogy/learning design for managers (7)
Key points in the evaluation of a strong remote learning experience
• Plan feedback and monitoring activities in advance, covering
engagement and wellbeing as well as progress
• Ensure the material is interactive and provides opportunities for
revision and extension material. It should include regular user feedback
on progress and on satisfaction
• Check that a range of learning types are used
• Ensure engagement, ‘check-ins’ and submissions work for all learners
• Use learner analytics to look for strengths, issues or trends

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Evaluation at team/faculty/college level
• HGIOC? and established evaluation approaches are fit for
purpose.
• In the current context, questionnaire-based monitoring or
evaluation (About SELFIE | Education and Training (europa.eu) )
can also add value
• More focussed prompt questions can also help (Microsoft Word -
Our Best Future List of Resources (education.gov.scot) )
• Use of learner analytics may need to be developed

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Some big messages
• Minimise stress through giving staff as much control as possible over their
work
• Diary regular meetings, and check on their wellbeing as well as progress
• Ask staff to collect regular feedback, and ask them to consider what might
need changed in response to the feedback
• Ensure a model of design and planning covers the whole learning
experience
• Encourage staff to have active engagement through using various learning
types/approaches
• Build in feedback, monitoring and evaluation from the outset

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Questions/discussion
Do you have tips or experiences so far that others may find helpful?