Session 1 – Changing the learning Landscape

 John Slater

 Partners: NUs JISC plc, ALT, Leardership foundation, HE Academy

ALT occasional paper


LT is more important and poorly understood by senior management. Thus can be poorly managed and executed. Thus let institutional teams achieve something. YAFunding initiative?? So what different about this project? The partners especially NUS (NUs JISC plc, ALT, Leardership foundation, HE Academy)

What did it do?England only. Three strands. Intensive programme for leaders. Programme for consultancy (up to 6 days). CPD programme – 8 f2f events.

Leadership programme.Six month programme. Led by Leadership Foundation. Each institution identify a project that involves the ‘student voice’. Practical strategic change projecy within each institution. Expert coaching support supplied by external experts to 16 universities. Projects included ‘What to change in the lecture rooms’, several were on ‘student feedback’.

Consultancy.Short term focused consultancy (up to 6 days). Had to be LT focus, They had to be Intended, identified, demonstrable impacts.

CPD. Focus on effective practice and academic. Especially Staff with roles in programme and course leadership. Also there was a focus on OEResources and there was some new money form HEA to support projects.

Impact and Evaluation. Aim to enhance the student experience. Participants cited league tables and importantly NSS.

W(h)ither next? Funding in 2013/14 already underway. Holding about 70 strategic conversations (48 already signed up)…so there are still some 20 to still bid for.

The big surprise. The 5 partners worked well together. They enjoyed it and they want to do it again.

Session 2

Session on Lecture Capture was full so I couldn’t get in! so I wen to the session on Ideas. Missed the start of ‘Tag and track; Analytics as a development and evaluation tool.’ Here there was quite a detailed presentation about Google Analytics. Short term results. What the students say they want is not always what they ACTUALLY want (based on the data from Google analytics).

‘The long and winding road from Elgg to G+ (but not via Facebook)’.

Elgg – to be honest I couldn’t understand the presenter’s description of this. Anyway, she didn’t seem to like it so she looked at other products. She first turned to Blogger, this didn’t seem to work. So she next turned to WebCT blogs, again she didn’t like this either. So then she turned to students creating their own PLN’s where the students choose their own tools. Then in Sept 2012 turned to Google + teaching Research methods module. She created a circle in Google + for her students. Still problems as only ‘engaged’ students joined. December 2012 Google + set up ‘Communities’ which meant students could easily post comments in a private space. At the end of the end she received some very positive comments from her students.

Is LaTTLE the perfect blend? (The journey from the teaching room into the learning space) Rachel Challen previously Uni of Wolverhampton.

How to develop a classroom.Traditionally Estates build the rooms, Registry timetable the rooms and they look very traditional ie. Rows of tables with a projector at the front.

They tried to develop a new approach. They set up a test environment which was a ‘real’ classroom. They talked to all the various stakeholders, crucially the academics and students. Next the presenters presented a 3D version of an ‘ideal’ classroom layout. Rows of tables were replaced with tables that students can cluster around. Moveable podium at the front of the class.

Did it work? Evaluation was very intensive. Mainly by observation in the class looking at different lessons and how the students interacted in the space. Also did focus and questionnaires with the students. Next they looked at the impact, in terms of student relationships to one another and between students and staff which improve communications and interaction. Finally ‘dissemination’, has been mainly internal so far, spreading the impact of the room changes on the learning experience.

Now they our being consulted at the design stage of the Uni’s new buildings.

See the websites for more details:

Session 3

The Learning Design Studio: Collaborative Design Inquiry as Teachers professional Development Yishay Mor.

Opening quote from John Dewery and Donald Schon. Contrasting what school should be and are actually like. The disconnection between schools being places for reflective practice (‘reflective conversation with materials’) and the reality of being ‘education factories’

Further discussion of what is meant by Inquiry and Design (see Latour)

This presentation just flicked from one idea to another ….I couldn’t really follow it. There were lots of really good headings, ‘learning by design’ ‘reflective conversation with materials’ ‘design science – how do we make things bette’ ‘how to make the world a better place’. ‘Educational design research’….

Teachers don’t have time to engage in full scale scientific research. So Design Enquiry of learning. Educational challenge, backround research, Review examples, Reflect and put into practical context.

Take the ‘Studio’ model and put it into a educational context.

Dream bazaar….Imagine (this the change I would like)…..Team up (with others)…..investigate (different tools)….Connect….Conceptualise(storyboard)… build prototype….evaluate prototype….reflect on whole process.

Loads of interesting ideas but this was too much to fit in the time (for me) maybe I’m not familiar enough with some of these concepts and ideas.

Intergrating technologies into ‘authentic’ assessment design. An affordances approach.

Collaborate project – JISC funded

3 threads: Employability – Assessment – Technology.

Embed these into modules in the curriculum.

Authentic Assessment. Originated in US. Focused on real world problems (thus related to employability) but is ‘real’ so now called ‘work integrated Assessment. This involves, Real world problems, collaborative working, Varied audiences, Multiple assessment points, Light structure, peer/self review. Developed a ‘thinking tool’ which involves three concepts (Analyse, Design and Evaluate)

Rating technologies against dimensions done via focus groups. Led to Technology ‘Top Trumps’. These are still a work in progress but they look quite interesting!

For further information see:

Session 4

OER Research Hub: Understanding the impact of open educational resources.

Beatriz de los Arcos


Work across 4 different educational sectors. What evidence is there to say that OER improve student performance and satisfaction and Open licensing is important in educational reuse?

Performance and satisfaction are highly subjective terms. Started with a survey with OpenLearn educators and OpenLearn learners. Students results not a positive as educators. Two case studies, ByronHigh school in Minnesota – used the ‘flipped classroom’ and opentext books led increase from 29.9% to 73.8% in 2011 in Maths Mastery – whatever that means!!! ‘Bride to Success’ – Succeed with Math; pass rate increased from 50.6% to 68.6%. Seems like really flaky evidence to me.

Openstax 120k downloads, 200 institutions formally adopted Openstax materials. $3m saving for students.

Does open licencing make a difference? Flipped Learning Network FLN survey. 47 K12 teachers familiar with CC logo. 70% say Open licencing is very important. 43% but only 5% teachers publish materials using CC licence.

Fantastic interactive activity on OER-archery!!!!

Atribute Images

Steve Stapleton

Xpert to find resources.

It is basically a search engine for images.

Searches images in Flickr with a creative commons license. and adds CC atribtion to the immage. Have used it loads of times its really good, simple and quick!

Also went to a really good session on ‘How to get published’ at the end of the day but was too knackered to take notes! Still got me thinking about whether some of my blog posts should be developed further into published articles…or not:)