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Learning and Teaching Strategy Workshop 21 July

July 16, 2010

Goal:

• To give participants an opportunity for reflection on the future development of their own work and the New Learning and Teaching strategy of the University.

• To help participants work together as a team through understanding strategic decision-making in their own context more deeply.

Content:

The workshop is divided into three parts.

The first will introduce the participants to innovative and creative ways for building strategies for the future, using concepts and methods for opening up new idea tracks.

In the second part the participants will practice creating decision trees, identifying workable ideas and “signatures of change”.

The third part of the workshop will consist of a discussion of the resulting ideas for the future Learning and Teaching Strategy of UoL.

Materials/Venue:

The workshop will involve group and individual work on laptops using online tools. The equipment is provided by the Media Zoo of the Beyond Distance Research Alliance and full support and guidance for the use of the online tools will be available for each participant. Coffee, tea and cakes will be provided.

The Media Zoo is located at: 103-105 Princess Road East Map: http://tinyurl.com/35tvuj7

 Outcomes:

Participants will have reflected on a set of questions regarding their own work:

– What areas do we think a new Learning and Teaching strategy needs to address that are relevant for our work? How much emphasis will be put on each? How will we address those areas?

– What can make the new strategy a winner or a flop?

– How can the university obtain the results envisaged in the new strategy?

Are Students Facing a Future of Higher Fees and More Competition for Places?

May 28, 2010

The recent changes in the political scene in Britain and especially the announcement of the budgetary plans of the new Liberal-Conservative administration intensified the debate about the future of higher education in the UK. Below you can find a selection of opinions and analyses about what lies ahead for students:

The Independent asks if “Universities’ response to cuts ‘could lead to £40,000 student loans'”

The Guardian comments on the demand of the Russel Group universities for “Universities to set their own fees”

The Mirror adds to the drama in their characteristical manner: “Graduates could repay their uni loans earlier and at a higher interest rate”

And the Financial Times balances it out with a sound throrough analysis: “Top universities seek higher study fees and costlier loans”

Finally, the voice of the students’ is also heard in an article by Times Higher and Times Online.

Cognitive Mapping for Learning Futures

May 28, 2010

Cognitive mapping has been shown by previous research to be particularly useful for uncovering individual’s thinking of causal relationships, objectives, resources and underlying assumptions. Cognitive maps are a kind of a mind map. they, however, represent mental models of perceived causal relationships, rather than just associations or sequencing. Cognitive mapping was identified as a tool which can help the processes of foresight and the creation of learning futures.

Here is a short video, prepared using Xtranormal, on the CALF project’s use of cognitive mapping:

You can refer to the CALF project website for downloadable models of research events, based on cognitive mappin here:

http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/calf/downloadable-resources

MA 20 Century Art and Design students imagined the Future of Learning

March 15, 2010

Eight students and faculty on the MA course in 20th Century Art and Design spent their Saturday on March 13th imagining possible futures for their studies instead of enjoying the Cornish spring sun. During the CALF workshop they collaborated on the CALF wiki, learnt how to create Wordles from their future scenarios, polished their Google doc skills and most importantly – had fun. The CALF Learning Futures model emphasises the importance of ensuring students’ engagement and active involvement in the process of imagining the future as a crucial first step. It is essential to support participants in the Learning  Futures activities in building knowledge and experience in new learning technologies which they can use as inspiration and building blocks fopr their future scenarios. Below is an excerpt from a scenario from the workshop, in response to the question how the MA course in 20th century Art and Design might change in the future:

“1. self-organised course, not necessarily run by university, but created by users interested in runing and attending a subject specific course
2. meetings take place through various media: second life, video links and chat rooms, but also importantly face2face

Why will this happen?
With the present crisis happening in every possible field: economy, politics, university etc. there won’t be much infrustructure to support the the existing models and organisations, unless they totally follow the neoliberal agenda. so in order to participate in an alternative education that not necessarily is measured by how it can be applied to business etc, it will be necessary to self-organise. this is already happening now, but i guess in 10 years time it will be omnipresent…

Participation in education is global and happen via technological tools and media. meetigngs (people at the same place at the same time) are still important and take place in various forms….”

 Follow the CALF channel on Youtube to learn more about the CALF Learning Futures process.

Forthcoming event at University College Falmouth – 13 March 2010

March 10, 2010

Students on the MA course 20th Century Art and Design in Falmouth will participate in a day-long workshop on Learning Futures.

Expected outcomes of the event are:

–          Awareness of Internet resources and e-learning skills that participants need for study and work.

–          Participants have enhanced knowledge and use of e-learning.

–          Participants have articulated visions and expectations for the future of learning and employability with relation to 20th Century Art & Design MA at University College Falmouth.

CALF Learning Futures Event February 2010 University College Falmouth

March 8, 2010

New History Lab event: ‘The Future Is Not What It Used To Be…’ 24/10/09

November 3, 2009

New History Lab in association with the Creating Academic Learning Futures Project organised a joint event on Saturday 24th October 2009 from 10:00 to 16:30 at University of Leicester.

Malcolm Noble, research student in the Centre for Urban History, commented:  “The New History Lab is thrilled to take interdisciplinarity for historians to its logical conclusion, and work with future studies. By looking at how historians might produce histories of the future, we hope to gain a better understanding of how historians conceptualize the past, and how we use documents and sources to do this.”

The New History Lab is a postgraduate workshop, which runs a variety of meetings and events throughout the University term.  It offers MA and PhD students the chance to discuss their ideas and research in an informal arena.  The Lab can also be found online in their blog, www.newhistorylab.org, and on Facebook, http://www.facebook.com/home.php#/group.php

The ten participants in the interactive day workshop looked at comparisons between Historical Research and Future Studies.  The event involved using Facebook, Twitter and Wikipedia to create virtual future histories, and students worked together to discover what the study of history might be in the future. The scenarios, created by the students, imagined increased digitisation and accessibility of learning content, driven by student demand. The increased share of online and distance learning that the students envisaged was the result of the demand for high quality and relevant university courses rather than environmental concerns – the participants felt confident technological progress will become a solution to its own problems. A barrier to increasing virtualisation in learning was seen to be the accreditation and certification of knowledge function of universities. Students considered the implications of the Bologna process for UK higher education and envisaged three types of institutions in the future – Russel group type of institutions with a strong “brand” for which there is little incentive to change in the future, “Bologna” universities which will follow the process of unification and standardisation of the Bologna process and “Underground” universities, where lecturers from the first two groups will teach clandestine lectures on interdisciplinary, cross-disciplinary and innovative topics, for which there is no place in the standardised curriculum.

CALF, Leicester

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