Your Lifes Work - conference.ub.uni-bielefeld.de

Your Life’s Work

people

environments systems

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More…for less Different Better

Jo Richler, Ciel Associates UK Measuring Impact

Bielefeld International Conference 2012

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Measuring Impact: a whole college approach to Curriculum Liaison

Valarie Stewart Business Consultant change model Jo Richler Change model



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Academic Staff and Curriculum Liaison Team

• Reading List activity

• Induction for Success and Research workshops delivered to classes, groups and one-to-ones

• Curriculum Liaison Impact Assessments collated

Quality and Standards Team

• Course and/or Programme Validation utilising Reading List

• Programme Review utilising Reading Lis

Strategic Planning and Review

• Self Assessment Review including Reading Lists

• Curriculum Liaison Activity Register

• Induction for Success Impact Assessments analysed for Curriculum Liaison Development Plan



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Reading lists organised by subject, not course/programme code



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Bielefeld International Conference 2012 16

Reading List Project Timeline PHASE 1: November 2011 - March 2012 • Collate reading list content in hard copy

PHASE 2: June 2012 • Create interactive content with links to library catalogue

and ebooks/journals and locate content on VLE server •

PHASE 3: August 2012

• Make reading lists accessible from College website so

that new students can view their subject reading list before starting at the College



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Induction for Success

Ormond Simpson (2003)

Interventions from Study Support before the first assignment

• Optimum intervention at first assignment.

• UKOU up to 35% of students appear to drop out.

• UKOU study: 2.7% increase in assignments submission rates after a short mail or email contact compared with a control group.

• Much to be done re: systematic evaluation of systematic interventions.

• But the prize in terms of increased retention with all its positive consequences - not least of increased financial benefits to institutions [and to students] - is well worth having.

Ormond Simpson (2003) The Open University Retention Symposium



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• Booked before the first assignment

• Tutor stays and contributes to the session

• Students encouraged to talk about their own learning – how they like to learn- with music – in silence – doing things – watching demonstrations

• Tutor introduces the assignment topic/theme and outlines the assignment brief

• Curriculum Liaison facilitates a resources discovery focusing on the assignment



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Induction for Success



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Measuring impact



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Value Worth

CoLRIC • Are you involved in curriculum

related meetings? • The number of users in relation to

number of study places • Does your use of the learning

centre/library help you with your course(s)?

• How approachable to you find the staff at the learning resources centre/library?

• How often do you find the information you need for your projects and essays in the learning resources centre/library?

Performance and Impact Indicators

• CoLRiC – Council for Learning Resources in Colleges

• Professor Peter Brophy, Director of the Centre for Research in Library & Information Management (2006) – Economy Efficiency Effectiveness

Equity

– ‘how qualified are users to make judgements?’

• SCONUL (The Society of College, National and University Libraries):The VAMP (Value and Impact Measurement ) Programme 2006



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Brophy

• Economy

• Efficiency

• Effectiveness

• Equity

• ‘how qualified are users to make judgements?’

SCONUL

• Target Audience & Benefits:

• Senior institutional stakeholders

• Initial survey of activity 38 responses or 27% of institutions

• 70% had undergone some value and impact measurement

• Only 8 institutions were subject to any mandatory institutional measurement

• Consequently majority of value & impact measurement is library initiated and defined

Sunderland College Annual On Programme Student Feedback Surveys includes 2 new impact indicators for College’s strategic planning and development of e-learning

Student

profile

Internet access at

home - Yes

Use e-resources off campus -

Yes

16 – 18

Further

Education

(7947)

93.0% 51.5%

19+ Further

Education

(1090)

60.6%

34.4%

Higher

Education

(622)

94.7% 69.9%



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Curriculum Liaison Impact Assessments

Course Title: Religious Studies Achievement of Class: 75% completed Was this better than expected? Slightly..yes Any impact of CLO sessions on work submitted? Some students clearly made use of the LC resources and put a lot of effort into finding and using websites and resources

Course Title: National Diploma Sport level 3 Achievement of Class: 14/23 students achieved DISTINCTON in this assignment Was this better than expected? Better use of textbooks referencing noticed from previous years Any impact of CLO sessions on work submitted? Generally a wide range of resources used within students’ work..far more that if they researched individually



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Course Title: AS/A2 English Language & English Literature Any impact of CLO sessions on work submitted? Students more aware of how to locate reliable and relevant resources and more extensive bibliographies and more relevant citations made

Course Title: Access to HE Nursing Any impact of CLO sessions on work submitted? Much more varied and better referenced work also awareness of systems available…. instilling confidence



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Course Title: Pre Access Evening Group Level 2 Any impact of CLO sessions on work submitted? Much wider literary research undertaken and learners have better ‘source evidence’

Course Title: Pre Access Day Groups A&B Any impact of CLO sessions on work submitted? The students automatically logged into the Learning Centre tab and started searching for info in reviewed sites. It has also refreshed my understanding and skills of using e-books/journals and now I demand that students check these sites and resources first



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And finally….



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Useful distinction can be drawn between different types of information demand. Dispersed centres routinely for lots of 'management information' for the Centre. It is descriptive, usually numerical, often financial and concerned with the volume and scope of activity. It is essential for planning and resource allocation.

Saunders, M. (2000) Beginning an evaluation with RUFDATA: theorising a practical approach to evaluation planning. In Evaluation, Volume 6, no 1 pp7-21

This information does not in itself constitute a judgement of value or worth which is at the heart of

measuring impact

Jo Richler

[email protected]



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Saunders, M. (2000) Beginning an evaluation with RUFDATA: theorising a practical approach to evaluation planning. In Evaluation, Volume 6, no 1 pp7-21

“However, to arrive at a judgement on value and worth, an insight into the quality of the experience from the point of view of the key stakeholders is required. This evidence can only be indicative never definitive. Its quality depends on the extent to which a situation, activity or event is depicted evocatively from different stakeholder's points of view”.

And finally (2)….

Your Lifes Work - conference.ub.uni-bielefeld.de

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