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Rapid technological changes - keeping up with trends and adapting to new tools, such as A.I

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Sustainability of solutions - long-term maintenance and scalability

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Resource limitations - limited budget and staffing constraints

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Integration with existing systems - compatibility issues and data privacy and security

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Ensuring user-centric design - understanding user needs and iterative testing and feedback

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Resistance to change - cultural barriers and fear of technology

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Balancing diverse needs - varied skill levels and discipline-specific requirements.

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Commitment to equity and inclusion - equitable access and inclusive practices.

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Emphasis on student well-being - holistic support services and work-life balance

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Continuous assessments and improvement - data-driven decision making and iterative feedback loops

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Flexible learning environments - adaptable physical spaces and hybrid learning options.

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Clear communication and transparency - consistent messaging and feedback mechanisms.

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Engagement of students and stakeholders - student voice and involvement, stakeholder collaboration.

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Access to resources and materials - digital content and tools, library and research support

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Robust technology infrastructure - VLE and technical support

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Professional development for faculties - training and support, communities of practice.

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Strong leadership and vision - institutional commitment and strategic planning

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Innovative Assessment Methods

Move beyond traditional exams and essays to incorporate diverse assessment methods such as portfolios, project-based evaluations, and peer assessments. These approaches can provide a more comprehensive view of student learning and skills application.

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Peer-Led Learning Communities

Create structured peer-led learning communities where students can take on leadership roles, facilitating discussions, study groups, or projects. This model encourages collaboration and allows students to learn from each other in a supportive environment.

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Gamification of Learning

Integrate gamification elements into the course design to boost motivation and engagement. This could include leaderboards, achievement badges, and interactive challenges that encourage participation and collaboration among students.

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Hybrid Learning Spaces

Design physical and virtual learning environments that facilitate both in-person and online collaboration. Flexible classroom setups equipped with technology to support video conferencing, digital whiteboards, and interactive tools can enhance engagement for both on-campus and remote learners.

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Th university experience at DMU to be described as a holistic, transformative journey that prioritises student engagement, support, and growth. When others speak of the university in these terms, it reflects a commitment to fostering an enriching educational environment that prepares students for success in their academic and personal lives.

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Empowering

The university empowers students to take ownership of their learning journey, encouraging them to set goals, seek opportunities, and become proactive in their education. This sense of empowerment fosters confidence and independence.

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Transformational

The university experience is described as life-changing, enabling students to grow academically, personally, and professionally. Graduates leave equipped with critical thinking skills, resilience, and a deeper understanding of themselves and the world.

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Supportive

Students experience a strong support network, including accessible faculty, mentoring programs, and resources that help them navigate academic and personal challenges. This support contributes to their overall well-being and success.

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Engaging

The learning environment is characterised by active engagement, where students are motivated to participate in discussions, collaborate on projects, and explore ideas creatively. The use of blended and block teaching methods enhances this engagement.

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Inclusive

DMU fosters an inclusive atmosphere where diversity is celebrated, and every student feels welcomed, valued, and supported. This environment encourages collaboration among students from different backgrounds and perspectives.

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Innovative

DMU is seen as a leader in adopting cutting-edge teaching methods and technologies, providing students with modern and relevant learning experiences that prepare them for the future.

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Valued

It’s important that students feel their contributions, perspectives, and feedback are valued. This sense of worth can enhance their engagement and encourage them to take risks in their learning.

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Supported

It’s essential that students feel adequately supported throughout their learning experiences. They should know that help is available, whether through resources, peer networks, or instructor guidance, fostering a sense of safety in asking questions and seeking assistance.

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Connected

Students should feel a strong sense of community and belonging, both with their peers and instructors. This connection enhances collaboration and support, helping them to feel that they are part of a larger learning journey.

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Engaged

Students should feel actively involved in their learning processes. They should look forward to participating in both synchronous (in-person or live online) and asynchronous (self-paced) activities, recognising their value in enhancing understanding.

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Empowered

Students should believe they can take charge of their educational journey, making choices about how, when, and where they engage with content and activities.

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Staff perspective -

Staff feel equipped to use a variety of teaching strategies to engage students in different contexts and confidently design and deliver learning experiences that are pedagogically sound and aligned with intended outcomes.

Staff develop an enhanced teaching flexibility and innovation on hoe to deliver content and interact with students. They feel empowered to try new approaches.

Positive student feedback and outcomes.

Staff feel that they are continuously improving their teaching practices and digital skills and feel part of a community of practice where they can share experiences and learn from peers.

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Student Perspective -

Cohesive journey where on and off campus activities compliment ech other and are interconnected. Success is when students can easily navigate between different learning environments (face-to-face, online, independent study) without feeling overwhelmed.

Enhanced engagement and motivation. Motivation is maintained or increased as students feel that the learning activities are relevant, dynamic and aligned to their personal and academic needs.

Flexible learning and work-life balance. Learning design accommodates the students' individual circumstances.

Sense of community and belonging. Students feel connected with their peers regardless which learning environment they are in.

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There will be a consistent terminology in practice such as "We will engage in an integrated learning experience, where immersive workshops (in learning spaces) such as face-to-face learning are complemented by independent and collaborative tasks (in other learning contexts), all aligned to deepen your understanding of the subject.

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Staff - double teaching implications (if double teaching (for cohort size )taking place is this manageable for staff?

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Vocational university with first in families coming to DMU.

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Meeting individual goals.

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Implication for international students if supported open learning is timetabled - attendance is then monitored for these students and their visa, what is the implication? Is their an EDI implication?

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Inclusive university where anything is possible!

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Value is essential to success - what value do students perceive in xyz activity?

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To be able to follow their chosen career path.

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That they are getting valued for money.

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Enjoy their experience, feel supported, feel valued.

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Can not use this model for every course offering in regards to module specifications, need flexibility.

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Concern: How will student interpret supported open learning? If they can do that off campus will they default to this?

Is it timetabled?

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Supported Open Learning is it the same as Self Directed Learning? What is the difference?

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Improvement and giving students structure, able to plan - caring responsibilities, jobs.

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Massive issues with timetabling this properly.

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We want them to feel that their time is valued.

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Notes from group feedback - are we using right terminology eg on campus, sounds like separate things not one seamless thing. Experience of school seeing it all as learning, not calling it blended etc.

assumption about starting points and students don’t all have the same start point (international/home) or staff experience of pedagogy

Industry professionals first and foremost different knowledge base in staff skills and how they prioritise, if don’t have much teaching experience may prioritise synchronous time.

University processes are a barrier. Don’t recognise distance and blended learning in the same way. Focus on undergraduate. Risky and time consuming to work against this.

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Ensuring validity that digital learning / asynchronous is just as valuable as in-person

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Different levels of starting points - i.e. international staff or students; inclusion; digital poverty agendas

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Red tape but need to do this quality requirement

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Change the way you teach – looking at the way we are teaching – we can't ignore the assessment – assess along the way?

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Risk aversion – radical changes in your teaching and students could have a negative experience and people play safe

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Terminology used - on campus or blended - rather than a seamless delivery?

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Active support and opportunity to develop the skills to view asynchronous learning as as valuable as synchronous (especially in the context of workload)

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Yes very much so. A t&l delivery for all. Enabling and compelling to encourage rather than demand student engagement and attendance both online and on campus. Mark

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Ensuring digital approaches still foster community and belonging

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We will be able to describe our multi modal offer to students and applicants in a clear way

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Transitioning from fully on campus block delivery to a digital experience?

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Hello is this working