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


Blackboard Collaborate Orientation for Participants

Configure your headphones & microphone:– Tools > Audio > Audio Setup Wizard– Or click this button

Use a headset (headphones & microphone)– Built-in speakers and microphones create echoes, feedback &

spoil the session for others.

Audio Setup


Participating in today’s session…

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Voting

Moderators

All Participants (listed alphabetically)

Your details


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

Chat panel


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…


Microphones

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Adjusting the layout (1)Detach panel

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Return to the original layout– View > Restore Default Layout


Adjusting the layout (2)

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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


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


Simon Walker


http://can.jiscinvolve.org/


12

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


15

» 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


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18


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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

https://journals.gre.ac.uk/index.php/studentchangeagents


» 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

mailto:[email protected]

http://www.jiscmail.ac.uk/CAN

http://tiny.cc/can001

http://can.jiscinvolve.org/wp/webinars-upcoming-webinars-and-recordings-of-past-webinars/

http://can.jiscinvolve.org/wp/contact-us/



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

https://www.etcvenues.co.uk/venues/maple-house



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The structure, organisation and eligibility of

the Institutional Change Leader award


» 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.


» 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


» 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


» 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.


28

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


29

The course timetable and assessment


30


31


32


33


34


» 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).


36

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


V1,V2,V6

S1,S2

~500 words


V2, V3,V4,V6

C1,C3

S1, S2,S3

~1000 words


V3,V4

S4

~1000 words


V5

C1,C2,C3,C4

S3,S4

~500 words

ICL01

ICL02


» 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.


Section: Content:


(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.


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.


Section: Content:


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.


(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.


Design and rationale


Key goals:

Activity focusedSocialCollaborative

Learning community


After Beetham, 2013


After Laurillard, 2013

‘Types’ of learning:

Acquisition

Production

Discussion

Inquiry

Collaboration

Reflection

Practice


44

The course VLE

&

The first course activity


45

Questions?

Find out more…

02/03/2015 46


[email protected]

[email protected]

[email protected]

[email protected]

can.jiscinvolve.org#JiscICL @CANagogywww.jiscmail.ac.uk/can

Except where otherwise noted, this work is licensed under CC-BY-NC-ND





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