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Category Archives: announcement
#LTHEchat 164: Using media-rich ePortfolio assessments with Lydia Arnold @HarperEdDev and Duncan Cross @duncan_cross
The last decade has seen rapid and dramatic changes in the higher education landscape in the UK. The lifting of the ‘cap’ on student numbers led to increased competition between higher education institutions (HEIs) and the influence of new market forces, whilst the introduction of the OfS has seen the replacement of a relatively benign funding body, with a new sector regulator.
In this LTHE Chat session the aim is to encourage colleagues across the sector to reflect on the current position of their own institutions in relation to Curriculum Frameworks (i.e. has a perceived need for one been identified? Is a debate underway? Is a framework in place? Is it being implemented?), and to consider the potential benefits that an institutional level Curriculum Framework might bring?
Furthermore, we’d like colleagues to consider what a Curriculum Frameworks focus on? Structural reform or consistency, regulatory consistency, innovative approaches to learning and teaching, student co-creation, or inclusivity? Or a combination of all of these things? What are the obstacles and constraints encountered elsewhere or likely to inhibit such developments and how can these be overcome?
Who should be the key stakeholders, collaborators and/or champions? How can buy-in be secured, not just from senior managers, but also from academic and professional services staff, and students? What are the legitimate objectives of a Curriculum Framework, and how might we measure its impact?
What may have seemed like stability has been replaced by a culture of what sometimes feels like an avalanche of rapid and fundamental changes, some of which impinge on the financial sustainability of institutions and some of which have driven major cultural changes – not least a rapid shift in student expectations of the higher education experience, and the relationship between institutions and their students. The relative strengths and performance of HEIs is now more transparent than ever, and reflected (however crudely) via published university league tables, NSS results and TEF rankings. Continue reading
#LTHEchat 163: The Role of Curriculum Frameworks in Higher Education with Adam Longcroft @AdamL50 and Iain Cross @iain_d_cross
The last decade has seen rapid and dramatic changes in the higher education landscape in the UK. The lifting of the ‘cap’ on student numbers led to increased competition between higher education institutions (HEIs) and the influence of new market forces, whilst the introduction of the OfS has seen the replacement of a relatively benign funding body, with a new sector regulator.
In this LTHE Chat session the aim is to encourage colleagues across the sector to reflect on the current position of their own institutions in relation to Curriculum Frameworks (i.e. has a perceived need for one been identified? Is a debate underway? Is a framework in place? Is it being implemented?), and to consider the potential benefits that an institutional level Curriculum Framework might bring?
Furthermore, we’d like colleagues to consider what a Curriculum Frameworks focus on? Structural reform or consistency, regulatory consistency, innovative approaches to learning and teaching, student co-creation, or inclusivity? Or a combination of all of these things? What are the obstacles and constraints encountered elsewhere or likely to inhibit such developments and how can these be overcome?
Who should be the key stakeholders, collaborators and/or champions? How can buy-in be secured, not just from senior managers, but also from academic and professional services staff, and students? What are the legitimate objectives of a Curriculum Framework, and how might we measure its impact?
What may have seemed like stability has been replaced by a culture of what sometimes feels like an avalanche of rapid and fundamental changes, some of which impinge on the financial sustainability of institutions and some of which have driven major cultural changes – not least a rapid shift in student expectations of the higher education experience, and the relationship between institutions and their students. The relative strengths and performance of HEIs is now more transparent than ever, and reflected (however crudely) via published university league tables, NSS results and TEF rankings. Continue reading
#LTHEchat 162: 'Playful Learning Technologies' with Katie Piatt @katiepiatt facilitated by Rachelle O'Brien @rachelleebrien
Katie has previously led an LTHEchat on Playful learning experiences (https://lthechat.com/2017/12/03/lthechat-98-engagement-through-playful-learning-experiences-with-katie-piatt-katiepiatt-and-fiona-macneill-fmacneill/) – but tonight we are thinking about how we can use technology in a playful way and not just the easy things (like a Kahoot) but making the VLE, … Continue reading
#LTHEchat 161: 'Social Media in HE' with Chris Rowell @chri5rowell
Social media isn’t the ‘new kid on the block’ anymore, it is part of the mainstream of university life. It’s been around for more than a decade now and most staff and students have engaged with at least one of … Continue reading
#LTHEchat 159 Contract Cheating with Dr Thomas Lancaster @DrLancaster
How should we address contract cheating in higher education? Contract cheating has been an area of personal interest to me since Robert Clarke and I published the first paper referring to this type of academic misconduct back in 2006. Even … Continue reading
#LTHEchat 158 ‘The Emerging Field of Learning Development’ with Dr Helen Webster @scholastic_rat and Dr Kim Shahabudin @kimshahabudin
This week’s discussion focusses on the emerging field of Learning Development in the context of significant changes in Higher Education (HE). These changes are being brought about by the Widening Participation agenda, increasing internationalisation, massification and marketisation of HE and … Continue reading
#LTHEchat 157 A Proposal for a Sector-wide Framework for Personal Tutoring in HE with Ben Walker @benwwalker1
The Higher Education Research Act established a regulatory framework and the Teaching Excellence Framework with associated metrics for student retention, progression and employability. In meeting these requirements, the significance of personal tutoring is clear. Despite this, according to existing institutional … Continue reading
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#LTHEchat 156 ’Simulation as an assessment tool to promote authentic learning in Higher Education’ with Gustavo Espinoza Ramos @tavoer8
Authentic assessment The traditional forms of assessment are based on conventional methods of testing that usually involves the production of written document including tests, essays and reports; and follow the transmission of knowledge from teacher to learner that creates a … Continue reading
#LTHEchat 154: Design for Active and Blended Learning with Andrew Middleton @andrewmid
Active learning embraces a number of educational theories and pedagogic strategies including problem-based learning, enquiry-based learning, project-based learning, and team-based learning. Such philosophies and approaches are often presented in binary opposition to lecturing and other teaching-led methods – approaches which are often how today’s ‘lecturers’ experienced university. In reality, active learning and blended learning are integrated amongst a range of techniques that address and involve the student in different ways. This can be different according to discipline, teacher and cohort. This melding of approaches is seen most obviously in the concept of flipped learning where essential knowledge is first provided online where it creates the basis for a deeper social exploration through vibrant class-based activities. Continue reading
#LTHEchat 153 Beyond the course team – the role of educational/curriculum development support with University of Liverpool Centre of Innovation in Education @LivUniCIE
There is no doubt that regardless of the criticism levelled at the Teaching Excellence Framework (TEF) it has raised the profile of how important high quality teaching and the associated curriculum is to students and to the Office for Students … Continue reading
