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Develop staff blended learning training for the 27th of September

Including:

1. Vision

2. Aims

3. Audit doc to access canvas in current state (Katey to help?)

4. Planning doc- modules to fully integrate blended learning

5. Rhetoric for students- the necessity of engaging with online learning (additional doc to be created for lectures to share with students week 1-2)

6. Guide to 10 quick wins

7. Introduction to genially

8. Timetable for training on all of these 11 things

9. ITB drop in sessions- to be appointmented?

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link with in class requirements.
videos- interactive. Physical activity. Bring in to class room.
Staff not understanding what blended learning is. Expectations-
Staff training- canvas
Fashion students- live recording and tutorials. videos need to discuss specific skills.
explanation- of content- must link to real life
role play-student FAQs and how to get over those. Forum use
focus on measurement- and what is expected.
institution wants-

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Simulation for hospitality- search for

Edmundo has been trialled.  HOTS is in use

Search for alternative platforms for hospitality business strategy module- exploring second life- developing a hotel and running it.

Teams- look into avatar license- pretty please.

Canvas- capacity.

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Launch pilot blended courses. Gather ongoing student feedback.

Analyze data from pilots - student grades, engagement, satisfaction surveys. Tweak approach as needed.

Showcase successes from pilot courses to expand buy-in for blended learning initiatives.

Develop plan for scaling blended learning redesigns more widely, including timeline, resources needed, and approaches tailored to different disciplines.

Create blended learning community of practice for faculty to share ideas and effective practices.

Report on progress of blended learning initiatives and make recommendations for next phase.

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Audit current courses offered in a blended format - analyse syllabi, course design, assessments, and student feedback. Prepare report summarizing findings.

Present findings and recommendations from course audits to academic leadership and faculty.

Lead workshops and training sessions for faculty on blended learning best practices, course re-design, and using technology tools effectively.

Create working group of blended learning champions to lead on developments, audits and reviews. Utilize GTAs in the system.

Identify 2-3 pilot courses to redesign in a blended format using new pedagogical framework. Support faculty directly in course redesign process.

Develop student tutorials and resources on effectively learning online and using college learning platforms.

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Day 1-30:

Meet with key stakeholders (CDs, SMT, administration) to understand current blended learning practices and gather feedback on what's working well and what could be improved.

Collate best practices in blended learning, innovative technologies, and pedagogical approaches that could enhance the student experience.

Work with SMT and externals to develop my Canvas knowledge. Review GUS AI doc to find quick wins.

Develop blended learning design strategy and pedagogical framework tailored to the college and disciplines.

Meet with SLs and set expectations for the SOW and array of content for BL provision.

Make a blended learning training matrix for staff utilising training videos.

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Meet CDs find out needs and current setup
Meet mentors/tutors/academic advisors
Meet student admin
Create list of easy wins and how to bulk content quick
Curate a study skills library for staff to share with students.
Policy and comms to ensure student engagement
Training and support for all staff
GTA in place to make resources and drive change
Pilots for Articulate, Kami and simulations.

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Working with Bianca to utilise GTAs to create blended learning resources. Developing training and support for them to then work with each department and support lectures with digital learning needs.
Possible projects:

Study skills resource development (ITB to also meet with mentors and  HW to discuss this)

Employability Blended learning resources- CV support, career journey interviews, Cover letter support, How to network, spotting opportunities, developing personal brand etc

Subject based tutorial development- especially for Creatives.

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Working with Bianca and Regine to pilot Genially with the Foundation cohort. Looking at chunked learning and study skills

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Working with Sharma to develop the blended learning for BIEM to pilot use of Articulate and Psychometric testing.

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Business innovation and entrepreneurial mindset

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To create a guide and/or role descriptor for this responsibility. arrange regular meetings, tracking documents and feedback loops. Extra training to be given to further digital badges and strengthen blended learning team.

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CPD sessions run by ITB and other members of team fortnightly- looking at blended learning ideas, design, uses of AI, quick tips and support.
All to be summarised in email to all staff.
Teams site/canvas page to be created containing tutorials, tips and support for staff with blended learning.
Exploration of future learn to see whether courses will help staff.
Liaise with Canvas LMS team to arrange a costumer liaison lead and training for staff.

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ITB to work with mentors to create a suite of online resources to support students and answer common questions. To compliment and incorporate current good practice and to ease demands on staff time.

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Doc outline how blended learning should be framed with students highlighting key requirements expectations and benefits. This to be used in induction communication and at the start of term. Will link with the Canvas checklist. Will link to behaviour, engagement and attendance requirements.
Student guide to canvas and are aware what is required of them. Lectures to check they have access to the platform. Lecturers to monitor canvas access- to check they have logged in.

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A document outlining the expectations and requirements of online learning provision. Starting with basic ideas and regulations via GUS and OFS.

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ITB to create a menu of blended learning objects that lectures could curate to strengthen their current teaching provision.
Document to act as a springboard for discussion and to enable lectures to access the topic more easily.
Flipped learning, practical tutorials, visulisers, loom, kami, video adaptation using edpuzzle, articulate etc.
Document to discuss use of multimedia, collaboration and quizzing tools.

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The blended learning approach and requirements will be openly shared with students consistently. Students will understand what they will receive and what is expected of them. On-campus sessions will reflect on previous/future online activities and vice versa so that learning is meaningful. Engagement with blended learning will be praised/encouraged as vigorously as engagement in class.

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Curation of resources must be carefully considered to make sure all learning resources are relevant, clearly labelled and easily consumed/navigated. Aiming to avoid large volumes of irrelevant materials that will overwhelm students.

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Activities must aim to be interactive and to generate student engagement and response. Students must have access to peer-peer and student-lecture relationships to enable active and continuous development.

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Developing students skills and knowledge

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Developing students skills and knowledge

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Materials must enhance students skills and knowledge in these 3 areas:
1. Development of relevant skills and knowledge development within the course
2. Development of study skills and reflection personal progression
3. Develop digital skills related to the relevant subject area eg using industry technology to improve GO.

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Lectures are confident and comfortable with the material

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Lectures are confident and comfortable with the material

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All lectures should feel comfortable with the content they are delivering. Training will be given to develop lecturers understanding of requirements of digital learning. Technology will be used where relevant and where learning can be deepened.

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All decisions and actions related to blended learning must be driven by the desire to improve the learning experience for students. They must promote effective learning for all students increasing attainment and engagement.

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Inclusive teaching and learning in higher education

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Inclusive teaching and learning in higher education

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Resources, support and student engagement

We would be likely to have compliance concerns relating to a university or college's blended learning approach in relation to resources, support and student engagement, if a cohort of students:

1. Does not receive adequate access to appropriate physical spaces for students that allow them to access and engage with digital learning. This would be particularly likely if there is evidence that students are not receiving access to physical resources because of pressures on the supply of those resources which the provider could have mitigated.

2. Does not receive adequate access to sufficient hardware, specialist software and IT infrastructure, as appropriate, to access digital content.

3. Does not receive sufficient support to develop the skills students need for effective digital learning and a high quality academic experience.

4. Does not receive, where relevant, well-produced online lectures, instead, for example receiving poorly recorded audio or video which leads to students missing course content or administrative information relating to their course.

5. Receives re-used lecture recordings that contain incorrect and confusing administrative information.

6. Is not provided with appropriately qualified teaching staff, with sufficient digital skills to effectively deliver their course.

7. Does not receive timely and high quality feedback that supports students to engage with their course and understand subject content, as appropriate to the course.

8. Does not receive appropriate support to develop skills to engage with in-person teaching and learning, informed by consideration of the cohort’s academic needs.

9. Does not receive appropriate support to manage their timetables and overcome the challenges of combining online and in-person delivery and the need to balance on-campus and independent work. This may include a failure to support students to develop skills in knowing how long to spend on tasks or how to prioritise work.

10. Does not receive sufficient resources and support that are appropriate to students’ academic needs, (including those which may be linked to students’ protected characteristics), in order to ensure a high quality academic experience.

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Academic experience

We would be likely to have compliance concerns in relation to academic experience, if a university or college's blended learning approach:

1. Uses lecture recordings that are no longer up-to-date when re-used, or are not appropriately informed by subject matter developments, research, industrial and professional developments, or developments in teaching and learning.

2. Does not facilitate feedback for students that is appropriate to the content of their course, such as where dialogue and immediate feedback is required for course content to be effectively delivered.

3. Does not foster collaborative learning among students registered on a course, which may indicate the course is not being effectively delivered.

4. Does not consider changing expectations for students’ digital skills in related disciplines or industries, if this means that a course is no longer up-to-date, or that a course does not require students to develop relevant skills, in a manner appropriate to the subject matter and level of the course.

5. Does not require students to develop practical skills in a manner appropriate to the subject matter and level of the course.

6. Is driven by an arbitrary fixed blend ratio for a course, rather than using the most appropriate delivery method for the subject material. If decisions about the delivery method (for example: online or in-person) are not being made for sound pedagogical reasons, this may indicate that the course is not being effectively delivered.

7. Is driven by limitations in the supply of physical learning resources, including physical locations, which may indicate that a course is not coherent or effectively delivered, as decisions are not being made for sound pedagogical reasons.

8. Is delivered in a way that results in low attendance and engagement that may mean there is an inappropriate balance between delivery methods or between directed and independent work that indicate that the course is not effectively delivered.

9. Is confusing or difficult to manage for students due to insufficient coordination across modules on a course, meaning there is not an appropriate balance between delivery methods, leading to a course not being effectively delivered.

10. Contains a volume of recorded online lectures and other digital learning resources that is too high for students to engage with effectively and adversely affects their ability to participate fully in their course. This may indicate that a course is not being effectively delivered.

11. Is not communicated effectively to current or prospective students in terms of the pattern of blended delivery, which may suggest that a course is not coherent or being effectively delivered.

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ITB to identify key members of staff among the admin team who are able to discuss Canvas and the students record system in further detail to enable clear communication.

To identify areas that staff would like students to have more understanding. To identify key learning opportunities to share with students eg: ECs, Late submissions, Grades, Exam information, re-enrolment, deferrals etc

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Identify KPIs for the role via discussions and SMT meetings.
SMT away day identify core challenges and areas for opportunity.

Work closely with the Deans to ensure that the blended learning expansion remains pedagogically sound, inline with LCCA vision and values and provides an inclusive, interactive learning experience for all students.

Utilise 1-2-1s with RB to gain insight into vision and direction to ensure ITB is delivering to standard.

link back to OFS blended learning policy and requirements for inclusive practice.

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Business- Lach
Hospitality- Swati
Fashion marketing and management - Lucy
Fashion- Sadie
Graphic Design- Maya
Fashion media and promotion- Zoe
Foundation- Regine and Bianca

Meet with all individually to understand feeling about blended learning, current provision and hopes for the future.

Ask CDs if they can recommend any Academic staff who would be keen to be champions of blended learning

Track and monitor these findings over the next 90 days using learner profile documents and regular meetings

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ITB to work with Student admin to creat a suite of online resources to support students and answer common questions. Step by step guides to be created.

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ITB to meet with the mentoring team to better understand their role and how they support students.
Learn what is already in place, learn from examples of good practice and ask where support is needed to help them develop.
Work with mentors to develop a pilot study skills module that all students can have access to covering a variety of topics: referencing and plagiarism etc

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Academics to promote good blended learning practices.
To develop policies, ideas and blended learning guidelines for the College.
Able to support in canvas audit and department monitoring.
To trial more complex learning systems and create gold standard blended learning- gain training to use all tech and design principles- link to digital badges
Opportunities to develop papers- and become specialists in a variety of blended learning areas.

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Create an audit checklist for all modules to adhere to. https://otl.du.edu/learning-management-system-guidelines/#:~:text=Modules%20should%20include%20relevant%20pages,weekly%20module%20for%20easy%20access. Work with RB, AH, HI and SMT
Items to include
Lecture slides for all weeks
reading lists
SOW
Module handbook
Blended learning activities for each week
assessment guidelines