academic staff induction (sept 2015)

1. Share a really exciting teaching experience of which you were part.

2. How do you learn best? How does this translate into your own teaching.

3. How have you experienced the relationship between quality structures and creative teaching in the past?

Academic Quality and Development

Academic Quality and Development

• The vision – and its context• The team and what we do• Where we do what we do • The committees that support our vision• Where to find out more• A brief guide to the academic infrastructure• The L&T strategy and the academic development

themes• Your role in all this

Academic Quality and Development

Academic Quality and Development

The context of our vision

• QAA and other external bodies • UK Quality Code and the Higher Education Review• HEA• Student Engagement (Student Charter) • Technology• Empirical research into the student experience• An ever changing, ever more competitive

environment (student numbers, CMA)• Your programmes/subjects

Director of Academic Quality and DevelopmentDr Angus Paddison (0.8)

Quality OfficersHeather Barbier (Collaborative Provision/Appeals)Nicolette Connon (Policies and Regulations)Jan Gibson (Validations and Reviews)Leonie Lipton (External Examiners/Information on

HE Provision)

Quality: the team

• Servicing Academic Regulations, Policies and Procedures Committee and Senate Academic Development Committee

• Academic Regulations and Policies• Programme (Re)Approval / Amendments• Annual Programme Monitoring• Preparation for QAA Higher Education Review• Collaborative Partnerships• External Examiners• Professional, Statutory & Regulatory Bodies (PSRB)• Student Academic Appeals

Key Areas covered by Quality team

Where we do what we do

The Committees that support our vision

1. Senate2. Senate Academic Development Committee3. Faculty Academic Development Committees4. Programme Committee Meetings (PCMs)

4. Sub-committees/groups of Senate ADC: Research and Degrees Quality Committee; Distance and Blended Learning; Technology Enhanced Learning; Academic Regulations, Policies and Procedures Committee

The Committee Structure that supports our vision

Senate

Senate Academic Development Committee (SADC)

Faculty Academic Development Committees

(FADCs)

Technology Enhanced Learning/Distance and

Blended Learning Advisory Groups

Research Degrees Quality Committee (RDQC)

Academic Regulations, Policies & Procedures Committee

(ARPP)

About Us - Academic QualityExternal Examiners Collaborative ProvisionProfessional, Statutory and Regulatory Bodies Register (PSRBs)Programme Specifications

Freedom of information - Public DocumentsRegulations, policies and procedures

Intranet - Information Bank (Academic Quality and Development)Quality Handbook: annual programme monitoring, programme approval/amendments, quality assurance

Intranet - Sharing & CollaborationSenate Academic Development Committee (Senate ADC)Programme Leaders’ Forum (PLF) and Programme Leaders’ Handbook - Useful Documents

Electronic Resources

Quality Assurance and Enhancement:at the Module level

• Quality of materials for students– Handbooks, reading lists, communication, Learning Network, etc

• Quality of grading and feedback– Moderation – Promptness of feedback (a key issue from National Student

Survey)– Module evaluations

• Enhancement of teaching– Peer observation of teaching

Quality Assurance and Enhancement:at the Programme level

• Programme Committee– Student representation and feedback– ‘Tracking’ issues through minutes

• Annual Monitoring– Annual Programme Evaluations (APEs)with a live focus

• External Examiner involvement– Exam Board and Pre-Board meeting with teaching team– Scrutiny of student work

Quality Assurance and Enhancement:at the Dept and Faculty level

• Academic Departments– Department Strategic Objectives– Departmental Exam Boards

• Faculties– Faculty Academic Development Committee (FADC)– Faculty Exam Boards– Collaborative Provision

Learning and Teaching Strategy 2015-18

Any questions?

http://www.winchester.ac.uk/Studyhere/ExcellenceinLearningandTeaching/Pages/learning-and-teaching-development.aspxhttps://intranet.winchester.ac.uk/information-bank/ltd/SitePages/Home.aspx

Learning and Teaching : the team

Matt Elphick TEL Research Officer

Debbie Mildenhall AQD Co-ordinator

Amy BarlowHead of MA and TEL

Carol MottashedAQD Co-ordinator

Dr Tansy JessopHead of L&T and

CPD Scheme

Juliet Williams TESTA Researcher

Dr Stuart SimsResearch and Teaching Fellow

Student Engagement

Dr Roz Sunley Head of Student Engagement

Opportunities

• L&T funding• Masters in L&T• HEA Fellowship through IQ CPD Scheme• TESTA• Student Fellows Scheme• Technology Enhanced Learning• Events: Learning Lunches, Writing Retreats,

Annual Conferences

www.testa.ac.uk

If TESTA is the answer, what is the problem?

How does IKEA 101 work for complex and connected learning?

What students say…• We don’t get much time to think. We finish one assignment

and the other one is knocking at the door.

• A lot of people don’t do wider reading. You just focus on your essay question.

• I always find myself going to the library and going ‘These are the books related to this essay’ and that’s it.

• We just have to kind of regurgitate it … if we don’t memorise it, there’s no time for us to really fiddle around with it, there’s so much to cover.

What students say

• If I didn’t think it would come up in the exam, I wouldn’t read it, even if I was interested in the topic. That’s going to be time I can’t really spend.

• The quantity of assessed work is very tiring. We’d rather genuinely study the subject.

• You anticipate the questions coming up, and you learn the materials that will definitely come up. It’s definitely a way to focus your studies and to get a good mark, perhaps. But is it is really the way to learn?

• If you memorise, you get a good grade.

Pause

1. Which student quotes resonate with you and why?

2. What is the central problem?

3. Any ideas for fixing them?

Assessment Arms Race

A student’s lecture to her professors

The best approach from the student’s perspective is to focus on concepts. I’m sorry to break it to you, but your students are not going to remember 90 per cent – possibly 99 per cent – of what you teach them unless it’s conceptual…. when broad, over-arching connections are made, education occurs. Most details are only a necessary means to that end.

http://www.timeshighereducation.co.uk/features/a-students-lecture-to-professors/2013238.fullarticle#.U3orx_f9xWc.twitter

Is learning this…?

Two Educational paradigms…

Transmission model

Social Constructivist model

Academic Professional Development

IQ - two routes of HEA recognition…

• Experiential Route• Taught Route (MA)

Teaching Recognition

UniversityUniversity L&T awardsStudent Led Teaching AwardsProgression routes: Senior FellowProfessor in L&T

IQ CPD Scheme/HEAAssociate Fellow FellowSenior FellowPrincipal Fellow

Intrinsic rewards

HEA Fellows 2015/16

Category Number of staff

Associate Fellow 23

Fellow 108

Senior Fellow 7

Principal Fellow 1

Total staff 350?

Matt ElphickAcademic Quality and Development

TEL Research Officer

Phase 1• 60 modules• 50 staff• 500 students

Phase 2• 200 modules• 120 staff• 1,500 students

“The use of Canvas has been revolutionary in my practice. It has helped to bring things closer together, try new activities and the biggest strength is that it can be accessed from my mobile device”

Jon Audain, Senior Lecturer in Education

iPilot: iPads for Education

Exploring the use of mobile devices in the classroom• Creativity• Digital Literacy• Engagement• Collaboration

• 500 Students• 80 Staff• 7 Programmes/Student

Fellows

Industry Knowledge: Creating a social media presence for new fashion courses

Peer Feedback Opportunities – filmed mock court trials in Law

Student Fellow Innovations

Staff Interviewed on Module Content to help selection processes

International Views in the Curriculum: Exploring the use of tech to bring in international student voice into seminars

Mobile Learning – 4x Student Fellows as experts supporting staff with app use in seminars

Engaging with the literature: Group Blogging Assignments in Social Work

Formative E-Assessment – Student designed module quizzes in consolidation week