1. Student engagement – working in partnership Changing the learning landscape Developing an institutional strategy for student engagement (support from NUS resources) Understanding students expectations and experiences of technology – Jisc Digital Student project Institutional approaches to engaging students as partners in curriculum design, developing digital literacies and assessment and feedback

2. Changing the learning landscape Join the Jisc supported Change Agent Network – http://www.ChangeAgentsNetwork.co.ukhttp://www.ChangeAgentsNetwork.co.uk and consider attending the event for staff and students at University of Winchester on 18-19 th February #CAN2014 Explore further guidance: Jisc guidance - http://bit.ly/1aZunJWhttp://bit.ly/1aZunJW http://www.heacademy.ac.uk/students-as-partners http://www.nus.org.uk Next steps…

3. Reflection point Changing the learning landscape What approaches to student engagement would work well at UEL? What existing practices can be built on? Key points for noting for later discussions

4. Using technology to enhance curriculum design “Curriculum design and approval is one of the few institutional processes in which almost all faculty level processes and central services have a stake.” – University of Strathclyde

5. Using technology to enhance curriculum design Considered use of technology as part of the curriculum design process can help you to: develop new solutions to address organisational, technical and educational issues communicate in new ways with stakeholders to facilitate discussion and collaboration access, record and capture information to inform your curriculum design improve access to guidance for those designing and describing curricula model, test and refine new approaches in curriculum design

6. Manchester Metropolitan University – SRC Project Manchester Metropolitan University aimed to develop curricula that were more responsive to the needs of students and employers. They developed streamlined documentation and transparent approval and review processes including an innovative board game based on curriculum design and approval processes. Faculty-based approval processes were replaced by a centralised light- touch review and approval system ensuring a more consistent student experience across all units of learning. This work ran alongside another strategic initiative, that of re-engineering the entire undergraduate curriculum to provide a sharper focus on formative assessment. Manchester Metropolitan Universityinnovative board game based on curriculum design and approval processesre-engineering the entire undergraduate curriculum

7. Student Academic Partners – Birmingham City University Changing the learning landscape The Jisc T-SPARC project engaged with students through the University’s Student Academic Partners (SAP) programme as part of a review of curriculum design practices and processes. T-SPARC projectStudent Academic Partners (SAP) SAP aims to integrate students into the teaching and pedagogic research community within BCU in order to develop collaboration between students and staff. The T-SPARC project also produced a wider stakeholder engagement model which could be used when considering the development of student engagement activities.stakeholder engagement model

8. Birmingham City University – T-Sparc Project Birmingham City University has developed a radically new approach to course approval that facilitates the integration of authentic, real-world practices into formal approval processes. One-off, paper-based validation events are replaced by a continuous process of curriculum development and enhancement captured via digital media and supported through Microsoft® SharePoint®. A rough guide to curriculum design takes course teams through the innovative approach and digital recording issues are addressed within the institutional data protection policy. Birmingham City Universitya radically new approach to course approval rough guide to curriculum designinstitutional data protection policy "Our intention has been to move from a position where curriculum design as a process is undertaken primarily as a prelude to an end-point approval event to one that embraces iterative collaborative design from which approval cascades."

9. The Open University – OULDI project Curriculum design is an inherently collaborative activity. Learning design tools enable curriculum designers to model a new or revised curriculum proposal, then share and discuss the outcomes with stakeholders. The Open University developed a tool providing a compendium of approaches in learning design and built into the design the ability to collaborate on design activities at a distance. In addition, they have developed a set of course mapping and profiling templates and activities to help designers visualise the consequences of design decisions on pedagogy, cost and the student experience.Open Universitya compendium of approaches in learning designcourse mapping and profiling templates

10. Technology-enhanced assessment & feedback Changing the learning landscape ‘The wide range of ways in which technology can be used to support assessment and feedback.’ These technologies may be generic (such as VLEs, wikis, podcasts, e-portfolio systems) or purpose-built (such as on- screen assessment systems and tools to support peer review)

11. Technology to support…

12. University of Westminster Changing the learning landscape “It has helped I think because since then my marks have shot up.” See Reflecting on Feedback video case study at http://www.jisc.ac.uk/digias sessReflecting on Feedback http://www.jisc.ac.uk/digias sess

13. Employability – University of Exeter Changing the learning landscape

14. Assessment Management – University of Huddersfield Benefits - Students ‘There is strong evidence to suggest that not only is electronic assessment management their preference, but that those who came to appreciate its attendant benefits then begin to see electronic assessment as their entitlement’ EBEAM final report Increased control and agency Reduced anxiety Improved privacy and security Increased efficiency and convenience Feedback which is clearer and easier to engage with, understand and store for later use

15. Manchester Metropolitan University: Assessment Lifecycle

16. MMU: e-Submission

17. REAP principles of good assessment and feedback Good assessment and feedback should: Clarify what good performance is (goals, criteria, standards). Facilitate the development of reflection and self-assessment in learning Deliver high quality feedback to students: that enables them to self- correct Encourage peer and student-teacher dialogue around learning Encourage positive motivational beliefs & self esteem through assessment Provide opportunities to act on feedback Provide information to teachers that can be used to help shape their teaching (making learning visible) Nicol and Macfarlane-Dick (2006)

18. Principle-led change Viewpoints approach - http://wiki.ulster.ac.uk/ display/VPR/Home “Workshops succeeded, impressively, in creating change locally but, importantly, in seeding change beyond the immediate participation experience." Emeritus Professor David Nicol

19. Actions and next steps Changing the learning landscape