Developing systemic processes for the introduction of innovations in the UoB is a key outcomes of our building capacity project. One approach we are trialing is leveraging current processes and systems within the University as conduits for introducing new approaches and practices around teaching and learning. Common to many institutions we run a HEA accredited Postgraduate Certificate in Teaching and Learning for teachers at Bolton which explicitly recognises in learning outcomes the need to develop our use of technology for learning. The method and outcomes of one such session designed to introduce Jisc project outputs are outlined below.
Method: eight practicing lecturers from a range of subject disciplines were given 1.5 hours to evaluate a selection of Jisc case studies from the Effective Assessment in a Digital Age publication using an evaluation grid followed by group discussion. It is proposed that this approach can be mapped onto the Gartner STREET process with the track and rank element in effect being undertaken by the Jisc team who commissioned the report and the scope activity effectively being undertaken by the cross-institutional team who developed the modules and their learning outcomes based on the UoB strategic priorities and plans. Clearly from a STREET ‘purists’ perspective corners have been cut, but this may provide a realistic and sustainable way of embedding a systemic innovation strategy.
Outcomes: This grid captures some of the views of the staff on the particular outputs they evaluated. In summary, the approach was welcomed by the staff involved, and in particular they reported that:
- the resources useful as a stimulus for new ideas that could be applied to particular issues and challenges they were facing;
- there were numerous examples of where staff were currently undertaking similar approaches and to read of other in similar circumstances was valuable in confirming they were ‘on the right track’;
- without the session, there would be little chance that they would ever read such a publication;
- although useful, the case studies would have been more valuable if they contained more ‘how too’ and some honest evaluations of the success of the approaches including their sustainability beyond project life-span;
- back in the department, away from the ‘time and space’ to think about developing practice it is hard to maintain momentum;
- being told about what and why things didn’t work would be just as useful as successful case studies.
Reflection and feedback for Jisc
As is well recognised, the first stage of impact is ‘engaging with ideas’ and from that perspective this approach can be said to have delivered. The resources when actively used with their target audience were of value, but outside of that deliberate activity they were unlikely to encounter them. The resources themselves could be better if authored from the perspective of the teacher who is seeking practical suggestions based on the experience of other teachers – warts and all! A question that should be asked is can this be best achieved when they are mediated through Jisc who have are seeking to achieve potentially conflicting aims of telling a truthful story but also generating positive publicity.
