Norman Jackson LTSN Generic Centre and University of Surrey .
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Transcript of Norman Jackson LTSN Generic Centre and University of Surrey .
Norman JacksonLTSN Generic Centre and University of Surrey
www.ltsn.ac.uk/genericcentre/inst_facilitators.asp
Quality enhancement- a deliberate process of change that leads to improvement
Quality assurance - a deliberate process to check, evaluate and make judgements about quality and standards. It may or may not promoteenhancement. MUST MAKE PEOPLE THINK
Untangling QA & QE
LTSN QE debate ltsn.ac.uk/enhancement
Moral purpose for QE
Teachers and HEIs voluntarily engage in enhancement activities in order to improve student learning and their experiences of HE and to respond to the ever changing needs and interests of society.
‘I define the enhancement of my role as a teacher to be one of promoting deeper and better learning in my students. To achieve this I need to understand how they learn in different circumstances and teach accordingly.’
QA & QE as part of the institutional management and self-regulation paradigm
QA
QUALITY ENHANCEMENT
control ®ulationrules, regulations,codes,standards,PIs,audit,assessment,appraisal,
vision & leadership planning/decision making strategy & policy
research &development innovation andexperimentation,collaborative learning,research,enquiry,evaluation
ACCOUNTABILITY DEVELOPMENT
QA
Actions that lead to enhancement * Doing existing things better * Doing new things * Adding new things to existing things * Making better use of something* Connecting things to make different things* Expanding something* Abandoning something
1) DOING things to CHANGE and CHANGING2) PERSONAL and COLLECTIVE CREATIVITY
scale and nature of QE
4 Radical transformation 3. Doing new things 2.Small incremental change maintaining direction
1.Making what we do explicit- checking for alignment with intentions
QE by QA
QE by R&D
in
crea
sing ris
k but
gre
ater
pot
ential
ben
efits
Why and how we change?
self-motivation (intrinsic) response to external pressure (extrinsic)
Contexts for Quality Enhancement
Personal - improve students’ learning and their experiences of HE, solve problems, improve own professional experience, response to external pressures.
Institutional - improve quality of students’ learningand their experiences of HE, protect standards, improvecompetitiveness, respond to needs and interests of local/regional communities and society.
National - improve opportunities for participation in HE,respond to changing needs and interests of society, improve reputation of UKplc and its competitiveness in the global market.
standards &
accountability
professionalisation of
teaching & management
employability skills
market
competition
more students andmore diverse students
doin
g m
ore
w
ith le
ss
learning through life
institutional policies L&T & WP strategies
Sources of resistanceoverwork, too much change, weariness, conflicting values, beliefs. Reward systems thatvalue research over teaching.
intrinsic and extrinsic pressures and resistances
communications & IT
leg
isla
tio
n
To understand QE we need to understandhow/why people and HE institutions change
How do HE teachers develop/change?
* Think of something you have changed in your teaching or course.* Why did you do it?* What did you do in order to change?* What did you actually do?* What was the result?
How do experienced teachersacquire new knowledge about T& L?
Learning through doing high priority* Personal experimentation with new ideas * Discussion with other practitioners* Working in activity groups
Learning through reading a low priority* exchange of information by practitioners* examples of practice
Little knowledge gained through reading aboutT&L or reading QA documents.
1. CONCRETE teaching
2. REVIEW question own practice develop personal knowledge
3. DO - active experimentation
4. ABSTRACT THE LEARNINGenriched pedagogy
TEACHING INVOLVES COMPLEX LEARNING (adapted from Kolb 1988 and Cowan 2001)
self-awareness
1. TEACHING
2. REVIEW
3. DO IT
4. ABSTRACT THE LEARNING
Intrinsic motivation for professional learning
DEFINES &SEEKS OWNKNOWLEDGEFOR CHANGE1 student feedback2 reading3.discussion4 personal engagement5 external examining6 EXPERIMENT
‘I moved gently to my aim so that I was comfortable by the time I taught the module for the third time... I had more resources and strategies.’
deeper knowledge of this type of learning in this context
INNOVATION
1. TEACHING
2. REVIEW
3. DO IT
4. ABSTRACT THE LEARNING
Extrinsic motivation for professional learning seeking accountability
QA / APPRAISALretrospective self-evaluation usingtemplate or checklist taking on boardstudent feedback,results, newexpectations,benchmarks...
mainlysurface learning
no sense of heightened self-awarenessCOMPLIANCEor LEARNING
1. TEACHING
2. REVIEW
3. DO IT
4. ABSTRACT THE LEARNING
Extrinsic motivation for professional learning through collaborative institutional research INSTITUTIONAL
RESEARCH1.negotiated focus and research design2.research enquiry3.evaluation of results4.planned intervention
consciousevaluationleading to deep learning
research informed intervention heightened self-awareness
COLLECTIVELEARNING
How do HEI’s change?
technical-rational managerial world
cultural world (subjects)
psychological
change in HE institutionsPRESSURE
CHANGE
plans, strategies, rules, policies, interventions
culturalideas &myths
values &beliefs
Opportunities for collaborative working and learning mainly linked to QA eg. module /programme curriculum review; preparing subject review;also PG Cert HE T&L courses.
cultural context
CHANGE
Strong regulatory frameworks. Increasing focus on strategy. Audit/appraisal systems seeking compliance and accountability.
1 Alignment betweeninstitutional goalsdept/individual goalsoften problematic.
2. Change driven byextrinsic pressuresand compliance withcodified notions of quality.
3. Investment inand coordination ofsupport infrastructureshighly variable.
4. Little researchon what works.
QA/QE environment for learning and change
topdown
out side-inbottom -up
QE in the really messy world of complexity
QA & QE seen through complexity theory
zone of complexityon the edge of chaos
chaos
rational, technical,political and judgemental decision making
Close to certainty Far from certainty
Clo
se t
o
Far
from
ag
reem
en
t
ag
reem
en
t
QA WORLD
QE WORLD
Paul Tosey ‘Teaching on the Edge of Chaos’
TEACHING CONTEXT* weekly lectures + problem sheets & classes + exam* as classes got bigger teachers stopped marking problem sheets, students stopped doing problems and ‘hid’ in classes.* average exam marks dropped from 55-45%
PROBLEM Teaching response to doing more with less resulted in poor learning outcomes
WHAT WOULD YOU DO?
Example of teaching at the edge of chaos
REVIEW & EXPERIMENT* requirement - do 50 out of 80 problem sheets or don’t sit exam* only exam marks counted* 6 ‘problem solving’ sessions run by administrators * peer assessment of problem sheets using marking scheme * no quality control!* sheets handed back immediately with peer comments* same lectures, same problems, same marking criteria, same exam
RESULT* average mark increased from 45% to 80%!
ABSTRACTION OF PRINCIPLES* what does this tell us about the way students learn?* what are the implications for QA and the assessment of learning?* CAN THIS IDEA BE USED IN OTHER TEACHING CONTEXTS?
mega trends in QA and QE
1992 2002
regulation
development
MEGA TRENDS IN QA & QE for learning, teaching, assessment, curriculum
Investm
en
t/eff
ort
HEFCE
QAAILT
LTSN
researchESRC
HEQC
TLRP3£10.5m
FDTL
Scotland& Wales?
England
HEFCE: TQEF Institutional L&T strategies & coordination teams
DfEE innovations
big issue of fundingresearchinto the impact of policy
Through knowledge development and collaborative strategies for sharing, identifying, understanding and expanding ideas effective/innovative practice.Requires research function to be strengthened.
organizational agents for QE (England)
Through explicit standards, use of codes and other reference points based on acknowledged good practice.
Through Teaching Quality Enhancement Fundlinked to institutional L&T(+WP,HR) strategies,special initiatives to support HEFCE objectives and innovation at subject level (FDTL).
HEFCE
QAA ILT HESDA
LTSN NCTILT
These define three QE contexts - 1) management & planning 2) R&D 3) standards/accountability
How do HEIs connect to and make use of QE agents?
ILT
HESDA
QAA
LTSNGC/SCs
NCT
How do QE agents work together to support HEIs?
other
HEIsmanagers * research to inform planning & decision making* policies & strategies
change agency* organisational, subject, personal learning & development
departments academics* subject and curriculum review and other development process
LTSN
Technologies Centre
Generic Centre
24 Subject Centres
lookingoutsidesystem
GovernmentNational Bodiesand Associations
change agents
AcademicDepartments Subject Communities
Communities of practicenetworks/associations
Learning & Teaching Support Network
JISC universities
what you want to know
LTSN
knowledge & expertise in HE communities
LTSN brokerage servicereactive and proactive modes
InstitutionDepartmentIndividuals
what we think you would like to know
social inclusion, widening participation, fair access, retention, employability, accountability -quality & standards
Funding Councils
HEI responses to external pressures and need to address own agendas
Disciplinary interests
LTSN
Executive priorities
Enhancement driven by concerns for learning and students’ experience of learning in subjects
QAA
curriculafor success
LTSN Generic Centre focus 2002-03
wideningparticipation
e-learning
employability
assessment
COLLABORATIVE LEARNING through BROKERAGE
The QE focus for LTSN subject centres will be determined primarily by subject communities
Specific GC work that might be of interest to Institutional Facilitators
* explanations of educational principles underlying QAA policies
* making sense of QAA policies overviews, guides and interpretations/analysis, practitioner commentaries
* workshop materials eg programme specs
* new developments eg external examining
* understanding QA&QE eg quality enhancement debate
www.ltsn.ac.uk/genericcentre/inst_facilitators.asp
Some ways in which LTSN might support Institutional Facilitators
1 help with understanding the educational principles and implications of QAA policies
2 support for self-study / institutional and inter- institutional research aimed at gaining more QE benefit from QA processes
3 connecting LTSN SCs with review and development work in departments
4 support for network/collaborative working and sharing knowledge of QA and how it impacts on learning, teaching, assessment and curriculum
But what would you like us to do?
LTSN support for institutional self-study and self-improvement
* opportunities for depts to learn from other depts.* support for external examiners and others involved in peer review
LTSN GC
LTSN SCs
reso
urce
s to
sup
port
impr
ovem
ent of
curr
icul
um d
esig
n,
teac
hing
, ass
essm
ent,
* departmental self-evaluation,* curriculum review,* teacher development
change agentsincluding QA units and staff developers
review anddevelopmentprocesses
HEIs