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…
Emoticons
Step Away Raise Hand
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
Adjust your
microphone
level
Adjust speaker
volume
Microphone is OFF
Microphone is ON

Adjusting the layout (1) Detach panel
This panel can be
detached & moved
anywhere on your
screen.
 Return to the original layout
– View > Restore Default Layout

Adjusting the layout (2)
Resize the panel
 Return to the original layout
– View > Restore Default Layout
Resize the panel

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

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 PartnershipToolkit
What is the Change Agents’ Network (CAN)?
http://can.jiscinvolve.org @CANagogy

Change Agents’ Network
14
» 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

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
• ResearchArticles
• Book Reviews
• Technology Reviews

» Join the network mailing list CAN@jiscmail.ac.uk by visiting
http://www.jiscmail.ac.uk/CAN
» Follow us onTwitter @CANagogy #JiscCAN
» Visit our website for the CAN Student PartnershipsToolkit –
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

Network
conference:
17 & 18 March
2015 (Tuesday-Wednesday)
Etc.Venues, Maple House,
Birmingham
Webinar:
27 April, 12:30 - 1:30pm
• Digital Capabilities Survey
Rebecca McCreedy and Gillian Fielding, UCISA
• Student Engagement in practice
Paul Chapman
Head of Student Engagement at Birmingham City
University.
Events in March/April
http://can.jiscinvolve.org

23
The structure, organisation and eligibility of
the Institutional Change Leader award

» SEDAValues:
» 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
(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

» 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:
(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.

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.

Design and rationale

Key goals:
Activity focused
Social
Collaborative
Learning community

After Beetham, 2013

After Laurillard, 2013
‘Types’ of learning:
Acquisition
Production
Discussion
Inquiry
Collaboration
Reflection
Practice

44
The courseVLE
&
The first course activity

45
Questions?

Find out more…
02/03/2015 46
sarah.knight@jisc.ac.uk
peter.chatterton@daedalus-e-world.com
mark.Kerrigan@anglia.ac.uk
S.Walker@greenwich.ac.uk
can.jiscinvolve.org
#JiscICL @CANagogy
www.jiscmail.ac.uk/can
Except where otherwise noted, this
work is licensed under CC-BY-NC-ND

Change Agents' Network: Institutional Change Leader course - Induction

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