1. ICTL Malaysia 2007 Embedding Excellence in Learning and Teaching Professor Geoff Layer University of Bradford, UK g.layer@bradford.ac.uk

2. Issues include..  What is embedding ?  What is excellence ?  What is covered by Learning and Teaching ? 1

3. Structure  Context  Learning and Teaching Strategies in the UK  Rewarding Teaching  Identifying and Measuring Excellence  Embedding Excellence 2

4. Tensions Teaching Working in a Course Team Student Support Developing Teaching Research Bids Publication Professional Development 3

5.  Elite- 15%  Mass- 15-40%  Universal- more than 40% Trow and Mass HE 4

6. Mass reflects a higher education system where the curriculum fits the scale and nature of demand (Trow) 5

7. Policy Engagement  Lower socio-economic groups  Financial support  Student retention  Employment and further training  Student demand-led 6

8. 14 - 19  Preserve A Levels  Offer new diplomas  Raise school leaving age  Increase apprenticeships / training in workplace 7

9. 18 - 30  50% participate in higher education by 2010  Enhance progression  Target low socio-economic groups  Gifted and Talented 8

10. Source: HEFCE 2001 Participation 9

11. Leitch  Skills shortage  Get 40% of workforce to level 4  75% of 2020 workforce have already left school ! 10

12.  Full-time study  Education Maintenance Allowance + bursaries  Traditional routes  Part-time study  Modular  Employer pays  Innovative HE 18 – 30Leitch 35+ 11

13. Other Routes Standards Access A Levels Vocational Apprenticeship Diplomas Foundation DegreesDegrees Degrees 12

14. 19601970198019902000 YEAR Curriculum requirement Student preparedness for the curriculum 13

15. 19601970198019902000 YEAR Curriculum requirement Student preparedness for the curriculum 14

16. 19601970198019902000 YEAR Curriculum requirement Student preparedness for the curriculum 15

17. LTA Strategies  Origin  Purpose  Typology 16

18. Key Ingredients of a strategy..  Vision  Goals  Process of enhancement  Pedagogical development  Enhancing student experience  Perspective on risk 17

19. Examples of Focus  Personal Development  Employability / Entrepreneurial skills  Internationalisation  e-Learning 18

20. Supporting Learning and Teaching Strategies  QAA and quality enhancement  HE Academy and subject centres  Professional and Statutory Bodies  Centres for Excellence in Teaching and Learning (CETLs) 19

21. CETL examples  Learn Higher  Bridges  CMS 20

22. Rewarding Teaching  Probation  National Teaching Fellows  Promotion Criteria  Learning and Teaching Fellows 21

23. Embedding Consult Refine Measure Impact Project future Agree LTA Assess evidence and review 22

24. Typology of Learning and Teaching Strategies (1988-2001)  Devolved (6% - 35%)  Integrated / Responsive (50% - 5%)  Policy Driven (50% - 5%)  Strategic (x – 34%) (Gibbs 2001) 23

25. Learning and Teaching Priorities (Gibbs 2001) 24

26. Key Change Issues  Training  Staff Development  Reward  e-Learning  Project Funding  Appraisal  Student Feedback  Production of Learning Materials 25

27. Enhancement  Peer observation  Student feedback  Results / Progression  Self reflection  Development plan  Promotion 26

28. Challenges  Can Mass systems support individual learning ?  Is the teacher prepared for individual learning plans ? 27

29. ..by inclusive learning, therefore, we mean the greatest degree of match or fit between the individual learner’s requirements, and the provision that is made for them Tomlinson 27a

30. Tension  Mass customised ‘product’ for school leavers  Individualised learning for Lifelong Learners 28

31. Outcome  False distinction, as assumes some don’t need support  Need individual support for customised ‘product’ 29

32. Pre-arrival support Assess the preparedness Arrival support Diagnose needs Support the learning Prepare for assessment Prepare for next level An example - Transition 30

33. ICTL Malaysia 2007 Embedding Excellence in Learning and Teaching Professor Geoff Layer University of Bradford, UK g.layer@bradford.ac.uk