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Measuring:

Quant - comparative between groups data on cohort attendance, VLE engagement, assessment submission, assessment results data, Panopto data etc.

Qual - qualitative anonymous survey co-designed with students; student focus groups for deeper dive; colleague focus groups

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We are also concerned about HOW they are engaged. If the engagement is only superficial it could be detrimental or lacking the necessary support.

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A clear way to frame for senior leaders

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Data, attainment etc

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University comms to support the way of learning and managing expectations of all stakeholders

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Cocreate posters with students and then share the outputs of that engagement with senior managers to illustrate and persuade.

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How do we involve student support processes, poorly designed approaches can impact significantly on curriculum and perceptions of the curriculum. Libraries are often involved but careers services, mental health services, money services etc. can often be missed in different modalities.

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Strategic lenses could be used , particularly the support section, with some tweaking for conversations amongst general support services

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They will begin to talk in a different way, they will begin to communicate the things we have been saying to them, they will start to drive the change too

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Choice and Pace with an understanding of the student background that will impact engagement.

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Colleague buy-in

Working with professional services and digital learning colleagues re. data

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How to effectively flex learning for students

Measuring engagement

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vox pops, video logs/reflections, change stories

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To measure and evaluate the key outcomes of change resulting from our pilot project, we will implement a thorough and strategic evaluation framework. This framework will include a combination of quantitative and qualitative approaches, ensuring that we capture both the measurable impact and the experiential feedback from stakeholders. Here’s how we plan to proceed:

1. Collect Staff Feedback on Curriculum Design Roadshows:
We will gather detailed feedback from academic staff who participate in our Curriculum Design roadshows at Sunderland, London, and Hong Kong campuses. This will involve post-session surveys, structured interviews, and focus groups to understand their confidence in applying the new curriculum design principles. Key evaluation metrics will include their perceived relevance, usability, and how well the roadshows equipped them to use Jisc's curriculum design model in their work.

2. Assess Student Voice Feedback:
The student voice will be crucial in measuring the effectiveness of curriculum changes. We will incorporate targeted questions into our annual digital student experience survey, aiming to capture students' perceptions of the newly implemented curriculum design principles. We will also engage student representatives through the Enhancement to the Student Experience Group (ESEG), gathering insights on how the curriculum has influenced their learning experiences and overall satisfaction.

3. Measure the Adoption of Curriculum Design Principles:
A significant outcome will be the visible integration of Jisc’s curriculum design process model into our institutional practices. We will evaluate how confidently and comprehensively academic staff apply these principles by conducting audits of program and module design documentation. These audits will check for consistent use of the new principles and will assess how well these have been embedded into course planning and delivery.

4. Track Institutional Approval and Integration:
We will monitor progress through the stages of institutional approval, capturing meeting minutes and feedback from key committees, such as ESEG and the Student Success Committee (SSC). Evidence of formal adoption and endorsement will serve as a key measure of success, alongside any policy changes reflected in our quality handbook and programme validation processes.

5. Conduct Pre- and Post-Pilot Comparative Analysis:
We will perform a comparative analysis between baseline data collected prior to the pilot and post-pilot data. This will include metrics such as staff engagement levels, changes in curriculum quality as assessed by Threshold Standards audits, and improvements in program design reflected in audit reports.

6. Evaluate Changes in TEF and Quality Assurance Contributions:
Our evaluation will look at how well the pilot outcomes contribute to our Teaching Excellence Framework (TEF) submission. We will document specific improvements linked to the curriculum design model and how these are evidenced in program validation and quality assurance processes.

7. Longitudinal Monitoring and Reporting:
Finally, we will implement a longitudinal evaluation to track the sustainability of changes over time. We will continue to monitor student experience and satisfaction metrics annually and report on the impact at key academic conferences, including our University of Sunderland Learning and Teaching Conference.

In summary, our comprehensive evaluation framework will ensure that we capture the impact of the pilot from multiple angles, integrating staff feedback, student voice, and institutional data to measure the success of the curriculum design transformation.

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Number of blended modules and courses.

Engagement metrics

Student feedback

NSS outcomes around resources, VLE, learning environments, intellectually stimulating and engaging

Reducing the awarding gap

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using blank posters, blank versions of the six pillars (lenses), blank ‘session cards’ - to develop resources in context - but also they could act as data collectors - how do we collectively understand this space? How is it changing?

‘You said, we did’ as both communication and evaluation

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Improved mid module reviews, end of module reports, improved attendance and engagement.

Recognition by external examiners

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How to reach beyond the usual suspects.

How to change culture (to embrace beyond blended) amongst staff who support learning and teaching.

Where to start in the strategic landscape?!

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measuring

baseline the students confidence, expectations of what their responsibilities for engagement

Look at VLE data conduct focus groups

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See new terms being adopted. Not enough to jus use the term but also enrich and make real with examples so people can relate to the terms

Logos, colour and branding can also be vocabulary

Different groups of stakeholders may need some translation as they will use different languages.

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•Study 1:

•JISC qualitative anonymous survey co-designed with Level 6 student researchers.

•Thematic analysis will inform…

Stage 2:

•L6 Student-researcher and staff led follow-up focus group interviews with participants

•Thematic analysis feedback into module design

Stage 3:

•Between groups comparative study AY23.24 and AY24.25 on cohort attendance, VLE engagement, assessment submission, assessment results data

•Independent groups parametric T-Tests (normal distribution); independent groups non-parametric T-tests (non-normal distribution)

Stage 4:

•Staff focus groups

•Thematic analysis feedback into Pre-Live-Post model

Currently going through ethics to turn this into a research project, but key sticking point is consent to use previous cohort data. Any ideas gratefully received :) Alison

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Increased engagement and hopefully better attainment. Students have increased understanding of the LDF and the value of learning in this way.

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Sheila's blog post offers some ideas about how you can use the BB resources

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Sheila's blog post offers some ideas about how you can use the BB resources

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Navigating through the beyond blended resources – some scenarios

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The Jisc Beyond Blended web resource which I have been working on with Helen Beetham, Sarah Knight, Elizabeth Newall and Lou McGill, is quite a substantial resource. As well as our 2 research repor…

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Using the framework in formal teaching - PG Caps

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Using the framework in formal teaching - PG Caps

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Sheila mentions "Similarly if I was an academic/educational developer I’d be looking at these same resources, but I might be thinking about using them as part of formal CPD courses such as PG Caps.

I could use the comparing live and asynchronous time and comparing in-place and online sessions resources as a basis for group activities around sharing practice and thinking about different approaches to teaching.

I could do the same with the session types – but here maybe make more direct links to pedagogical theories, and overall development of critical perspectives on modes of teaching and learning."

It would be interesting to hear more ideas around this envisaged usage.