A presentation

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Encouraging learning innovation Recognising and
rewarding good practice
A presentation To the Higher Education
Academy Allison Littlejohn Alison
Nimmo Caledonian Academy Glasgow Caledonian
University, Scotland UK www.academy.gcal.ac.uk
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Vision
Extending reputation
Drivers for transformational change
personalisation
numbers

costs
diversity
standardisation


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Scenario 4
Drivers for transformational change

• Pew Learning and Technology Program
• USA, mm, various funders
• center.rpi.edu/PCR/Outcomes.htm
• UMI
• SHEFC , 1996-2000
• Centres for Excellence in LT
• HEFCE, now
• Transformational Change
• SFC 6m 2005-2007
• TQEF
• HEFCE 181m 1999-2005
• strategy, centres, projects, fellowships
• Local staff development

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Scenario 4
Drivers for transformational change

• (inter)national
• cross institutional
• institutional
• departmental

Centres for Excellence in Learning and Teaching

• Pew Foundation re-engineering
• of course designs in the US
• Transformational Change in Scotland

• TQEF

• local initiatives

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Scenario 4
Tansformational change
Drivers for transformational change

• Target
• Change at institutional
• level
• Model
• Transformational change
• Model linking local
• requirements and learning
• development activities with
• new directions and evidence
• generated through
• international /national
• research

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Scenario 4
Tansformational change
Model for transformational change

• Perpetual transition
• management
• Trigger
• Vision
• Conversion
• Maintenance and renewal
• (Bucanan and McCalmun, 1989)

• external factors, trends, blue skies
• thinking
• future directions, strategy, innovations
• diffusion of ideas, implementation,
• support structures, reward
• reflection, evaluation, enhancement

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Scenario 4
Trigger localised initiatives versus focus on
strategic themes

• Issues
• External factors strongly
• influencing Higher
• Education
• Meta level strategic projects focused on research
  not meaningful to practitioners
• Localised initiatives encourage ownership, but
  are not strategic
• Potential solution
• Themed clusters link local and meta level
  initiatives

Scenario 3



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Scenario 4
Vision communication best practice vs diffusion
of innovation

• Issues
• Achieving a vision requires diffusion
• of innovation in context rather than
• communication of best
• practice solutions
• Benchmarking current practice
• locally and internationally assess
• requirements and readiness for
• change
• Potential solution
• Partnership of opinion
• leaders and innovation leaders
• (Scholars) with education
• research and development staff

Scenario 3



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Scenario 4
Conversion workshops vs collaborative activities

• Issues
• Transformational change requires
• coordinated, collaborative project
• based activity
• This approach requires longer term for
• change, but development of an
• evidence base will lead to more
• effective change.
• Potential Solution
• Project based scholarships linked with
• promotions scheme

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Scenario 4
Renewal lone innovator versus collaborative
networks

• Issues
• New approaches require integration
• of different types of knowledge
• Lone innovator does not have
• necessary knowledge base
• Potential solution
• Interdisciplinary, collaborative
• communities focussed on key themes

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Scenario 4
Caledonian Academy
Aim to develop innovative teaching and learning
within GCU and further afield.

• Mission
• To lead the University in pioneering research and
  scholarship in learning and teaching and to embed
  outputs from research enabling the development of
  new forms of learning and teaching

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Scenario 4
Caledonian Academy

• Integrated activities in
• research and scholarship
• learning development
• professional development

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Scenario 4
Building Leadership Capacity

• No more heroes any more
• results from shared and not delegated
  experiences

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Scenario 4
Model of Distributive Leadership

• Distributive leadership
• is a group activity that works through and within
  relationships, rather than individual action. It
  emerges from a variety of sources depending on
  the issue and who has the relevant expertise or
  creativity. (Oduro 2004)

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Distributive Leadership GCUs Definition

• Develop capability for engaging in, and leading
  innovation in learning and teaching across all
  levels of the teaching community
• Support a cascading model of CPD and encourage
  the development of reflective teachers

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Scenario 4
Transformational Change aligning the processes

• Step 1 Update our Learning, Teaching and
  Assessment Strategy (LTAS)
• Step 2 Develop a new CPD Policy and Framework in
  Learning and Teaching

Scenario 3



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Overall aim of the CPD Framework

• To improve the quality of the students learning
  experience by encouraging staff with a teaching
  of student-engaged role to develop innovation in
  learning and teaching throughout their careers.

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Scenario 4
Transformational Change through Distributive
Leadership

• Accredited Opportunities
• Masters in Learning and Teaching
• Post Experience Certificate Associate Fellow
• PgC Fellow
• Diploma
• Masters PSF/SD3

Scenario 3



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Scenario 4
Transformational Change through Distributive
Leadership

• Non Accredited
• Communities of Practice
• Reading Group/Learning Forums
• School based CPD
• Scholars Associates Scheme

Scenario 3



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Caledonian Scholars and Associates Scheme

• Career progression
• Enhancement and recognition of individual skills
  and profile
• Opportunities to engage with like minded staff
  across GCU
• Take forward innovation in learning and teaching
  to benefit students, Division and/or School

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Caledonian Scholars

• Caledonian Scholars will
• Lead a project in LT over 2 years supported by
  School/CA
• Embed outcomes within their School/across GCU
• Share expertise with colleagues
• Disseminate outcomes
• may
• Combine with Masters/Doctoral studies in LT

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Caledonian Associates

• Caledonian Associates will
• Undertake a small scale, practice focussed 1 year
  project
• Focus on an acknowledge LTAS priority in own
  division
• Promote outcomes across own division and School
• Work with a CA mentor and liaise with other
  Associates
• may
• Combine with PgC or Masters in LT

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Scenario 4
Tansformational change
Integrated Scholarship Approach

• Jane Casestudy
• Examples of action research and scholarship in
  action at GCU so far

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Scenario 4
Tansformational change
Caledonian Academy

• Transition management
• through activity clusters
• Trigger
• Vision
• Conversion
• Maintenance and renewal

• Research, visiting scholarships,
• Reading group, Authentic challenges
• Benchmarking, LTAS, CPD Policy
• Associates Scholars, seminar series
• Support for funding proposals,
• scholarship activities
• Accredited courses, integrated
• projects

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Encouraging learning innovation Recognising and
rewarding good practice
A presentation To the Higher Education
Academy Allison Littlejohn Alison
Nimmo Caledonian Academy Glasgow Caledonian
University, Scotland UK www.academy.gcal.ac.uk