Update on the Compass project

Each of the 28 universities in the Phase 1 Pathfinder project was challenged to present its project at the Interim Meeting in York on the 12th and 13th of February using a single PowerPoint slide. This is the mindmap that we developed to represent LSBU's venture:

The skills line (red)

A set of 17 skills-centred modules has been identified as being necessary to enable staff in various roles to engage with the technology necessary to their particular positions. There is a small core of modules which are generally appropriate to all roles; the majority are related to particular positions and it is appropriate to take individual pathways through the programme. A .2 learning technologist has been appointed and is engaged in further development of the skills-centred modules.

The pedagogic line (green)

An 18^th module – Pedagogy of eLearning – has been proposed for incorporation into the existing set of skills-focussed modules. The new module will be developed by Ruth Brown. There are strong links between the sub-projects line and the pedagogic line which are forged in the relationship with the University of Leicester's ADDER project and the Carpe Diem workshops with course teams.

The sub-project line (purple)

Three core groups have emerged from the sub-project groups initially approached to feed into Compass; these are centred around assessment, induction and online course delivery. A granular approach is being taken to writing up the case studies emerging from these groups: mini-studies that address different aspects are being written up. These can then be incorporated in a “mix ’n match” framework by different individuals or teams wishing to use the outputs from the Compass project.

Arising out of the “assessment” part of the Compass project, LSBU is submitting an expression of interest to the HE Academy for funding to explore the use of online feedback to students as a means to create individual feedback profiles for students, and thus to identify those areas in which individual students would benefit by focussing upon.

The induction group is inviting other interested parties to join in brainstorming how the virtual learning environment can be used as a tool that improves the rate of converting offers to potential students into enrolments.

The mainline connection (pink/white)

The 3 Carpe Diem workshops with course teams from Media, Psychology and Education, run by a team from Leicester's ADDER project, have been generally well-received, and a follow-up "embedding day" is being arranged for each of the course teams. In addition to 16 members of course teams from the Faculty of Arts and Human Sciences who participated in the 3 workshops, academics from each of the other 3 faculties played different roles in the workshops - as reality checkers and learning technologists; 3 information advisors were involved; and members of the Staff Development Unit and the Learning and Teaching Enhancement Unit were also on hand.

In all, 32 members of LSBU's staff were involved in the workshops, along with 2 observers from other universities - Reading and New South Wales. We believe that engaging as many staff members as we did will lead to the methodology being adapted and embedded at LSBU.

Zone 1 & 2 activities

The university's forthcoming Learning & Teaching conference is an opportunity to headline the work of the participating sub-projects, and to incorporate innovative approaches to e-learning from external presenters. There will be 2 strands representing pedagogy and practice.

Zone 3 activities

On 7 December, cluster C met at Reading, and a further meeting is scheduled at Brunel; there was also an opportunity to meet at the phase 1 interim meeting in York on 12/13 February. The time at Reading was spent preparing for the presentation the following week at the York meeting, and designing a workshop which we have submitted to AltC’s September conference.

A case study paper about the Compass project, “Equipping academics to adapt to the complexities of the digital age”, has been accepted for EdMedia 2008. Cluster C is also working on a symposium submission under the 2^nd call for papers that focuses on different strategies to embed e-learning and engage academics across institutions.

A workshop proposal, “Strategies for adopting an evidence-based approach to embedding e-learning” has been submitted to AltC 2008. This workshop uses an interactive poster methodology.

Ruth Brown has been invited by the University of Leicester to represent their ADDER project at Transforming Assessment and Feedback: A blueprint for change.