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Upskilling staff

Culture change

Learning design and pedagogic practice

Change management

all done simultaneously

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Redesign assessment - more authentic assessment

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Redesign assessment - more authentic assessment

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Great examples from OU

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Changing roles across the world - how technology is changing roles

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Changing roles across the world - how technology is changing roles

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Immersive hospital at Cardiff University

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Immersive hospital at Cardiff University

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What is the problem we are trying to solve rather than being technology led

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What is the problem we are trying to solve rather than being technology led

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Use of simmersive learning at Staffordshire university 

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Use of simmersive learning at Staffordshire university 

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Simmersive Staffordshire: bringing together people, place and pedagogy for practising clinical skills - Jisc

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Bringing academics along with learning design – how do we build the student experience within the governance of the university – to scale courses 

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Bringing academics along with learning design – how do we build the student experience within the governance of the university – to scale courses 

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Work with partners to build centres of excellence around learning design for online learning

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Example of comms approaches that have ‘stuck’ after the pandemic, such as providing information in audio/podcast format that can be consumed whilst out for a walk …

Covid forced us to recognise that screen-breaks are important for our wellbeing and productivity.

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Example of investing in 60 recent graduates on 2 year contracts (driven by the pandemic, but evolving into a longer-term conisderation)

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Can we harness the power of students more?

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Can we harness the power of students more?

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Listen more to student voices

Find the advocates

Engage recent graduates

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Spring-back effect of a return to prior mindsets and defaults. E.g. back to campus, back to the lecture theatre…

We’re starting to “play it safe” again, become suspicious of students … “It’s as if there was an amnesty during the pandemic” (but there’s a sense it’s lifting)

But the same storm is on the horizon e.g. pressures on physical space on campus … will force us to think about the digital space when it comes to considering expansion. (And assessment too.)

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Develop the confident to try/fail/improve/evolve - challenge the default and move at speed.

Adopt “Minimum Viable Governance” i.e. find the necessary guardrails to keep it safe.

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We don’t culturally handle risk well…. Which restricts our ability to innovate and improve.

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In response to a staff comment, asking “when do i/we have time to learn new pedagogies” … Covid forced us to see things differently; it forced us into a state of flux with a different dynamic. Co-creation, experimentation and repositioning came to the fore.

“Being in the fire” forced us into different mindsets; we (educators) made mistakes together with students/learners. The parent>child relationship, hierarchies and power structures had to be challenged.

“It all came from the digital explosion during Covid”

“During Covid there were no rules … we were all forced to focus on the problem” … which is, essentially, is Design Thinking.

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UAL example of a thriving student population to embrace new technologies and approaches …. But staff less forthcoming. (Example of a 100 person event where only 1 mos turned up)

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“What was innovative when we started might not be now…” e.g. microcredentials