Flying not flapping on a new campus: from blank canvas to

reality

Professor Alejandro ArmelliniUniversity of Northampton

Ale.Armellini@northampton.ac.uk@alejandroa

Brighton, 4 November 2016

www.northampton.ac.uk/ilt

A new campus…Your three-minute task:

1. Why you would build one2. What is the one feature this campus would have and what would

that feature enable you to do that you can’t do now

Why build a new campus (1)?

Why build a new campus (2)?

Adapted from Clarke, 1998

The new campus: Waterside• 24/7 learning commons• Effective and flexible use of space• Smaller footprint than the combination of both current campuses• In the centre of the town• Personalisation: no lecture theatres• No staff offices• Active blended learning as the new normal

September 2016

The redesign continuum for ‘Waterside readiness’• Active blended learning as our new normal• Large-scale redesign

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% of Waterside ready modules as a percentage of the total number of modules per Faculty

How do we bring colleagues with us?

Evidence

Support

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Support• Needs-driven, HEA-accredited CPD scheme• Not dependent on a PGCert• Leading to professional recognition• Designed for capacity building • Prominent role of peer observation• Embedded in the PDR process• Interacts with QA & QE• CAIeRO (Carpe Diem) as key component• Fully engages professional services as providers

and beneficiaries• Extraordinary team of Learning Designers &

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Agency

Evidence

Support

Agency

How can academic staff development underpin a move to a new learning and teaching environment?

Research• Evidence

Practice• Support &

Agency

Evaluation• Impact

assessment

Policy• Ongoing

review

How can academic staff development underpin a move to a new learning and teaching environment?

Research

Practice

Impact assessment

Policy

Challenges (1): pedagogic

• Views on teaching• The PSRB argument• Contact time

CC College.Library https://www.flickr.com/photos/collegelibrary/8596552756

Challenges (2): workload & space • Large cohorts• Timetabling• Where’s my office??• “Blended learning means

more work”

By NASA - http://spaceflight.nasa.gov/gallery/images/station/crew-6/html/iss006e45283.html, Public Domain, https://commons.wikimedia.org/w/index.php?curid=9008767

Challenges (3): digital transformation

Source: https://goo.gl/YHZu1n

Challenges (3): digital transformationDigital literacy

• I know about some useful tools that can enhance my teaching & can use them with support

Digital competence

• I can decide when, why and how to enhance my teaching by using a range of tools largely autonomously

Challenges (3): digital transformation

Non-literacy

Digital literacy

Digital compet

enceDigital fluency

Images by Juan P. Armellini, used by permission

Challenges (3): digital transformation

Non-literacy

Digital literacy

Digital competence

Digital fluency

Images by Juan P. Armellini, used by permission

Operational Strategic

Challenges (4): communication

Provision of information vs Communication vs A deliberate attempt to consult, engage and find shared ground

By Jorge Franganillo - Flickr: Information overload, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=19644586

Graduate talent at Google• Self-propelled learners• Comfortable with ambiguity• Connectors

Shuvo Saha in THE, 30/09/2016

Staff talent at universities

Self-propelled learners

•Within and beyond our discipline•About the teaching of our discipline and others•To cope with failure•To seek and offer feedback

Comfortable with ambiguity

•Particularly associated with pedagogic change•Forming and sharing opinions•Galvanising teams

Connectors

•Learning with and from those who are not like us•Digitally fluent network agents for positive change

Thank youProfessor Alejandro Armellini

University of NorthamptonAle.Armellini@northampton.ac.uk

@alejandroaBrighton, 4 November 2016