Presentation on theme: "Developing Learning and Teaching Plans Paul Luker Senior Associate September 2006."— Presentation transcript:
Developing Learning and Teaching Plans Paul Luker Senior Associate email@example.com September 2006
Format of the workshop ■ Presentation of some of the key considerations when developing plans for learning & teaching noting that the successful plan has to be designed with the size, structure and culture of the institution in mind ■ Discussion around some of the key questions that arise to enable you to share what has worked in your institution (and why) and what has not worked (and why)
What is the plan for? ■ Is it a statement of what you are already doing? ■ Is it only to keep Hefce happy and put on the TQI website? ■ Or is it a vehicle for change?
Who is the plan for? ■ While this relates to the previous question, this is a little more difficult. Candidates include: ►All staff ►Senior managers ►Teaching and learning co-ordinators ►Students ►Hefce ►QAA auditors ►All of the above
The scope of the plan ■ Learning and teaching lies at the heart of the institution’s mission ■ However, don’t include the obvious, the routine ■ Focus on what you are trying to change ■ Don’t try and change everything! ■ What is the main priority, the ‘over-arching vision’? ■ Reality check: does the VC recognise this vision?
Strategy alignment ■ The L&T plan doesn’t exist in a vacuum ■ It must be compatible with the institution’s strategic plan ■ It must be supported by the HR and staff development policies ■ It must support the WP strategy ■ How does it align with the research strategy? ►How does research inform L&T? ►What role is played by pedagogic research?
Lifespan of the plan ■ Stating the obvious: ►A year is too little time to effect change ►Five years is a long time in HE! ►Five-year strategy, annual action plan ■ Lock into the institutional planning cycle ►This also helps secure alignment ■ Review and update action plan annually ►Incorporate enhancements and corrections in strategy
The crux of the plan ■ What are the behaviours that need to change? ■ What are the mechanisms for changing them? ■ What resources will be used to achieve change? ►Eg TQEF money ►Staff time ►Staff development ■ How does it link to NTFS strategy? ■ Who is responsible for delivering the plan?
Monitoring the plan ■ Think about monitoring from the outset ■ How will success be measured? ■ Targets must be: ►meaningful ►challenging but achievable ►clear ►measurable ►set by you, not bean counters
The process of developing the plan ■ This really does depend on structure and culture ■ Top down or bottom up? ■ How do you use the process to elicit initial buy-in? ■ Will the plan enable engagement to be maintained? ►Will the right behaviours be recognised/rewarded? ■ Is there a single plan, or do faculties/schools develop their own plans? ►If so, how do you ensure that they are compatible? ►How do you accommodate different stages of development?
Future proofing ■ How will the changes brought about by the plan be sustained after the life of the plan? For example: ►The focus may shift ►The resources used to effect change are used elsewhere, or disappear ►Personnel change ►Including the VC
Some questions ■ What is the purpose of your plan and at whom is it aimed? ■ How was the plan developed? ■ To what other strategies is it linked, and how? ■ How do you ensure engagement? ■ How do you stop Deans from flying solo? ■ Does your plan involve partners? ■ What has pleased you must about your plan? ■ What has frustrated you most?
Some resources Implementing learning and teaching strategies, Graham Gibbs http://www.heacademy.ac.uk/documents/ilts.pdf Embedding learning and teaching strategies, Hefce 2006/35, September 2006 http://www.hefce.ac.uk/pubs/hefce/2006/06_35/