Change Agents' Network: Institutional Change Leader course - Induction
Transcript of Change Agents' Network: Institutional Change Leader course - Induction
Institutional Change Leader Course - Induction 2 March 2015
Change agents’ network
Presenters
Institutional Change Leader Course - Induction
Sarah Knight
Jisc
• Review the Change Agents’ Network;
• Discuss the structure, organisation and eligibility of the Institutional Change Leader award;
• Describe the course timetable and assessment;
• Signpost the participants to the VLE;
• Launch the first course activity.
Agenda
Dr Mark Kerrigan
Anglia Ruskin University
Dr Mark Anderson
University of Greenwich
Simon Walker
University of Greenwich
Blackboard Collaborate Orientation for Participants
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Blackboard Collaborate Orientation for Participants
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Blackboard Collaborate Orientation for Participants
Make a comment or ask a question (seen by everyone)– Type in the chat box and press return– Prefix all questions with Q:
Send a private message– Double click the persons name– Type your message in the new tab and press return– Technical problems: send private chat to Peter Chatterton
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Blackboard Collaborate Orientation for Participants
To ask a questions (no mic): – Use Text-Chat– Prefix all questions Q:– eg. Q: How long will this process take?
Questions (using mic)– Use raise your hand icon– Your mic will be enabled
Respond Yes or No / A, B or C
For this session…
Blackboard Collaborate Orientation for Participants
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Saving sessions
• All Webinars are recorded.
• After the Webinar the recordings will be made freely available
through the Change Agents’ Network (CAN) website.
• You can save the Whiteboard, Text-chat and participants list by
selecting “File, Save ….
(probably best to save the Whiteboard as a PDF file)
Presenters
Institutional Change Leader Course - Induction
Sarah Knight
Jisc
• Review the Change Agents’ Network;
• Discuss the structure, organisation and eligibility of the Institutional Change Leader award;
• Describe the course timetable and assessment;
• Signpost the participants to the VLE;
• Launch the first course activity.
• Visit the Change Agents’ Network blog: http://can.jiscinvolve.org
Agenda
Dr Mark Kerrigan
Anglia Ruskin University
Dr Mark Anderson
University of Greenwich
Simon Walker
University of Greenwich
Institutional Change Leader Course - Induction
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Review the Change Agents’ Network
» The Change Agents’ Network supports students working as change agents, digital pioneers, student fellows and students working in partnership with staff on technology related change projects
» Facilitates the sharing of best practice through
› Face to face networking events
› CAN monthly webinar series
› CAN case studies
» Student Partnership Toolkit
What is the Change Agents’ Network (CAN)?
http://can.jiscinvolve.org @CANagogy
Change Agents’ Network
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» Enhance student & staff change agents’ understanding of effective practice and change issues.
» Identify and share effective practice in the area of students/ student groups as change agents working in partnership with staff.
» Provide a forum for support and sharing of ideas with events and webinars.
» Create and link to resources to support staff and students promoting the use of student change agents sector wide.
» A framework to support accreditation through SEDA
» An open access Journal of Educational Innovation, Partnership and Change
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» A series of resources to support staff and students in instituting student partnerships:
› Practice points
› Viewpoints for student partnerships
› Case studies
› List of benefits
› Useful links
› Educational agency initiatives
Change Agents’ Network
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Change Agents’ Network
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Change Agents’ Network
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Change Agents’ Network
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Journal of Educational Innovation , Partnership & Change
02/03/2015 Developing digital literacies 20
https://journals.gre.ac.uk/index.php/studentchangeagents
• Opinion Pieces• Case Studies / Project reports• Research Articles• Book Reviews• Technology Reviews
Change Agents’ Network
» Join the network mailing list [email protected] by visiting http://www.jiscmail.ac.uk/CAN
» Follow us on Twitter @CANagogy #JiscCAN
» Visit our website for the CAN Student Partnerships Toolkit –resources to support staff-student partnership working http://tiny.cc/can001
» Participate in the series of CAN webinars to share best practice
» Share your experiences with us as part of the CAN case studies
» Join us for the CAN Networking event on 17/18 March in Birmingham
» Launch of our Journal of Educational Innovation, Partnership and Change in March
http://can.jiscinvolve.org
Change Agents’ Network
Network conference:
17 & 18 March 2015 (Tuesday-Wednesday)Etc.Venues, Maple House, Birmingham
Webinar:
27 April, 12:30 - 1:30pm
• Digital Capabilities SurveyRebecca McCreedy and Gillian Fielding, UCISA
• Student Engagement in practicePaul ChapmanHead of Student Engagement at Birmingham City University.
Events in March/April
http://can.jiscinvolve.org
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The structure, organisation and eligibility of
the Institutional Change Leader award
Institutional Change Leader Course - Induction
» SEDA Values:
» An understanding of how people learn
» Scholarship, professionalism and ethical practice
» Working in and developing learning communities
» Working effectively with diversity and promoting inclusivity
» Continuing reflection on professional practice
» Developing people and processes.
» SEDA Core Development Outcomes:
» Identify their own professional development goals, directions or priorities
» Plan for their initial and/or continuing professional development
» Undertake appropriate development activities
» Review their development and practice, and the relations between them.
Institutional Change Leader Course - Induction
» Specialist outcomes:
» Identify the drivers underpinning staff and/or students working as change agents to deliver change and explore the impact on the student experience
» Consider how they and their institution should respond to staff and/or students working as change agents to deliver change in order to contribute to an enhanced student experience
» Reflect on how they are implementing and developing their practice in light of the needs and challenges arising from working as/with staff and students as change agents to deliver change
» Evaluate their effectiveness and contribution to the student experience within the context of staff and/or student change agents to deliver change
Institutional Change Leader Course - Induction
» Eligibility:
» Currently this course is only available to those registered/working, or recently been registered/worked at a UK FE/HE institution. Evidence can be drawn up to 12 months from the completion of a change project. Specific eligibility include:
» Staff and student working together in partnership on a change agent project funded by an institution or sector organisation;
» Staff and student working together in partnership on a university (HE) or college (FE) institutional change agent project;
» Member of staff supporting a student change agent project;
» Student undertaking a change agent project within their institution.
» NB: ‘Staff’ is defined as a person working at an institution or professional body including consultants, hourly-paid and voluntary members.
» NB: ‘Student’ may also include the Students’ Union
Institutional Change Leader Course - Induction
» Organisation:
» The course is led by Dr Mark J.P. Kerrigan;
» Module ICL01 has been designed and is being led by Dr Mark Anderson;
» Module ICL02 has been designed and is being led by Dr Mark J.P. Kerrigan;
» The course is supported by named tutors who will be in contact with you shortly;
» The course is run via the CAN Academic Unit and has recruited an external examiner;
» All reports go to the CAN steering group.
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Learning online1
NA
Becoming a Change Agent
V3,V4,V6,
C1,C2
S1,S2
How people learn
V1,V2
S3
Working with stakeholders
and institutional processes
V2,V3,V4
S1,S2
Planning, running and evaluating a
project
V3,V4,V5,V6
C2,C3,C4
S1,S2,S3,S4
Effective communication
V4,V5
C1,C2
S2,S3
(A) Identifying and describing change
V1,V2,V6
S1,S2
~500 words
(B) Planning and delivering change
V2, V3,V4,V6
C1,C3
S1, S2,S3
~1000 words
(C) Evaluating change
V3,V4
S4
~1000 words
(D) Reflection & personal development
V5
C1,C2,C3,C4
S3,S4
~500 words
ICL01
ICL02
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The course timetable and assessment
Institutional Change Leader Course - Induction
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Institutional Change Leader Course - Induction
» Assessment:
» The course comprises of an online course, delivered via Moodle, and a reflective portfolio;
» The online course is assessed using automated MCQ;
» A named tutor will mark the portfolio;
» The portfolio (online or submitted electronically) is based on a named project undertaken, or supported by, the participant;
» It is expected that the online course take up to 18 hours to complete and the portfolio (3000 words) will require approximately up to 30 hours of effort (excluding project delivery).
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Learning online1
NA
Becoming a Change Agent
V3,V4,V6,
C1,C2
S1,S2
How people learn
V1,V2
S3
Working with stakeholders
and institutional processes
V2,V3,V4
S1,S2
Planning, running and evaluating a
project
V3,V4,V5,V6
C2,C3,C4
S1,S2,S3,S4
Effective communication
V4,V5
C1,C2
S2,S3
(A) Identifying and describing change
V1,V2,V6
S1,S2
~500 words
(B) Planning and delivering change
V2, V3,V4,V6
C1,C3
S1, S2,S3
~1000 words
(C) Evaluating change
V3,V4
S4
~1000 words
(D) Reflection & personal development
V5
C1,C2,C3,C4
S3,S4
~500 words
ICL01
ICL02
Institutional Change Leader Course - Induction
» Assessment:
» ICL01: Online MCQs. There are five in total and participants are required to score 100% in each of these. These are formative and can be taken as many times as required;
» ICL02: 3000 word portfolio. The portfolio comprises of four core sections with suggested word length to help guide the student. Participants will be required to submit A+B and C+D as two pieces of work;
» Reference lists and appendixes do not count in the word length;
» Marked by course tutors.
Institutional Change Leader Course - Induction
Section: Content:
(A) Identifying and describing change
(1) Identify the drivers underpinning a named change; (2) Explore the impact of a named change on the student experience; (3) Describe a named change and explore the associated rationale;(4) Demonstrate an understanding of adult learning and relate to self;(5) Describe the major stakeholders in HE/FE institutions and their impact on the student experience.
(B) Planning and delivering change
1) Outline the role of a project manger when running a named change project, (2) Construct a simple project plan for delivering a named project;(3) Complete a RAG analysis of a project plan to explore the impact on the student experience, inclusivity and stakeholder engagement; (4) Explore the role of ethical practice in change-related projects(5) Reflect on personal practice and development required to deliver a named change.
Institutional Change Leader Course - Induction
Section: Content:
(C) Evaluating change
1) Evaluate own effectiveness and contribution to the student experience in delivering a named change;(2) Undertake a project evaluation and relate to the initial project plan;(3) Evaluate the impact of the project on core stakeholders.
(D) Reflection & personal development
(1) Describe the importance of reflective practice when delivering a change-related project;(2) Identify own professional development goals, directions evaluating priorities relating to change agency;(3) Plan initial and/or continuing professional development in the area of change agency; (4) Evaluate personal strengths and weakness in the area of change agency.
Institutional Change Leader Course - Induction
Design and rationale
Institutional Change Leader Course - Induction
Key goals:
Activity focusedSocialCollaborative
Learning community
Institutional Change Leader Course - Induction
After Beetham, 2013
Institutional Change Leader Course - Induction
After Laurillard, 2013
‘Types’ of learning:
Acquisition
Production
Discussion
Inquiry
Collaboration
Reflection
Practice
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The course VLE
&
The first course activity
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Questions?
Find out more…
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Change Agents’ Network
can.jiscinvolve.org#JiscICL @CANagogywww.jiscmail.ac.uk/can
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