Penny Sweasey

Head of CELT

@PSweasey

Chrissi Nerantzi

Academic Developer CELT

@chrissinerantzi

SEDA Spring Teaching, Learning and

Assessment Conference 2014:

Engaging Students, Engaging Staff

Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’

Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’

By the end of this session, delegates will have...

• gained an insight into a large scale change and development project set within dual complexities, institutional and theoretical

• explored flexible Continuing Professional Development (CPD) for academics and other professionals who teach or support learning in HE in the digital age

• identified opportunities for further development of the Flexible CPD (Flex CPD) project and cross-institutional collaboration

Intended Learning Outcomes

source: http://emilysquotes.com/wp-content/uploads/2014/02/EmilysQuotes.Com-illiterate-learn-unlearn-relearn-21st-century-Alvin-Toffler-education-learning-intelligence.jpg

institutional & theoretical complexities institutional & theoretical complexities

Roche (2003) Academic Developers are change agents Debowski (2014) academic developers as co-learners Neame (2011) Academic Developers work with people, communities, networks Gibbs (2013) Academic Development to lead innovation and influence change Browne Report (2010) Teaching qualification for all staff teaching in HE UK Quality Code (2012) and European Commission (2013) Initial and ongoing Development of Teachers essential Gibbs (2010, 2012); Parsons et al. (2012) Impact of teaching qualifications on practice European Commission (2013) Teacher Development programmes to use open and joined up approaches that foster collaborative learning Ryan & Tilbury (2013) Flexible pedagogies to be modelled in Academic Development provision

Context

MMU Change Agenda

Source: Stacey RD (2000) Strategic management and organisational dynamics: the challenge of complexity. 3rd ed. Harlow: Prentice Hall.

activity

Stacey’s Matrix of Complexity (2007)

http://www.celt.mmu.ac.uk/

MMU Strategy for Learning, Teaching and Assessment

Principle 1: We will provide an excellent learning environment and outstanding student experience

Principle 2: MMU provides an innovative, flexible, enterprising and internationalised curriculum

Principle 3: Assessment at MMU is an integrated and integral part of learning and teaching

Principle 4: Student progression, confidence and success will be achieved through outstanding personalised and individual support

Principle 5: Programmes are responsive to quality enhancement procedures throughout the student lifecycle

Principle 6: Staff are lifelong learners, fully engaged with their own professional development

Purpose: A code to establish a set of principles and expectations for

the maintenance of ‘good standing’ of learning and teaching staff alongside the award of HEA

Fellowship

FLEX FLEX

Any

questions?

http://www.celt.mmu.ac.uk/flex/

FLEX FLEX

Academic Portfolio

(Teaching & Research)

Academic Portfolio

(Teaching & Research)

Development Development

CPD Requirements

CPD Requirements

Qualifications Qualifications

Promotion Promotion

Professional Recognition Professional Recognition

What is FLEX?

practice-based CPD for teaching and research tailored to priorities and aspirations

pick ‘n’ mix CPD activities per academic year

capture development in an academic portfolio (teaching and research)

opportunity to gain academic credits for CPD

meet Faculty CPD requirement,/ evidence engagement and value of CPD

aspirational engagement in CPD

Hollings Faculty

FLEX pilot

The Greenhouse

monthly gatherings around the university to share creative and innovative practice,

experiment with learning & teaching ideas

cross-disciplinary fertilisation

explore opportunities for wider engagement and dissemination

infect others

Teaching and Learning Conversations webinar series to share innovative practices

exploring opportunities exploring opportunities activity

source: http://izquotes.com/quotes-pictures/quote-a-new-idea-is-first-condemned-as-ridiculous-and-then-dismissed-as-trivial-until-finally-it-

william-james-345047.jpg

References Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm [accessed 1 November 2013] Gibbs, G. (2013) Reflections on the changing nature of educational development. International Journal for Academic Development, V. 18, Number 1, March 2013, pp. 4-14. Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/HEA_Dimensions_of_Quality_2.pdf Gibbs, G. (2010) Dimensions of quality, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/Dimensions_of_Quality.pdf [accessed 8 November 2013] Debowski, S. (2014) From agents of change to partners in arms: the emerging academic developer role, in: International Journal for Academic Development, 2014, Vol. 19, No. 1, pp. 50-56.

European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions, European Union, available at http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf [accessed 20 February 2014] HEA (2013) Remaining in Good Standing and Code of Practice, York: HEA, available at http://www.heacademy.ac.uk/remaining-in-good-standing-and-code-of-practice [accessed 1 November 2013] Neame, C. (2011) Exploring Models of Development of Professional Practice in Learning and Teaching in Higher Education: What Can We Learn from Biology and Marketing? Educate~ Vol. 11, No. 1, 2011, pp. 9-19. Parsons, D., Hill, I., Holland J. & Willis, D. (2012) Impact of teaching development programmes in higher education, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/research/HEA_Impact_Teaching_Development_Prog.pdf [accessed 1 November 2013] Roche, V. (2003) Being an agent of change, in: Kahn, P. and Baume, D. (eds.) A guide to Staff & Educational Development, Oxon: Routledge, pp. 171-191.

Ryan, A. & Tilbury, D. (2013) Flexible Pedagogies, new pedagogical ideas, York: HEA, available at ttp://www.heacademy.ac.uk/news/detail/2013/new_pedagogical_ideas [accessed 21 November 2013] Stacey RD. (2007) Strategic management and organisational dynamics: the challenge of complexity. 3rd ed. Harlow: Prentice Hall.

The UK Quality Code for Higher Education (2012) Glouchester: Quality Assurance Agency, available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx [accessed 5 December 2013] Tosey P (2002) Teaching on the edge of chaos: Complexity theory, learning systems and Enhancement, available at http://epubs.surrey.ac.uk/1195/1/fulltext.pdf [accessed 1 November 2013]

Penny Sweasey

Head of CELT

@PSweasey

Chrissi Nerantzi

Academic Developer CELT

@chrissinerantzi

SEDA Spring Teaching, Learning and

Assessment Conference 2014:

Engaging Students, Engaging Staff

Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’

Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexity’