Dundalk Institute of Technology Learning and Teaching Strategy

Dundalk Institute of Technology Learning and Teaching Strategy

Table of Contents 1.1 Overview... 2 1.2 Vision... 2 1.3 Context... 3 1.4 Objective 1: Embed Learner-centred Approaches to Learning... 6 1.5 Objective 2: Become More Accessible To Learners And Develop Flexible Approaches which support Lifelong Learning... 7 1.6 Objective 3: Encourage and Implement Learner Centred Approaches to Blended and elearning... 8 1.7 Objective 4: Introduce Regular Review of Programmes and Modules... 9 1.8 Objective 5: Develop a Value Added Component in Learners Learning Experience... 10 1.9 Objective 6: Focus On The Experience of 1st year for DkIT Learners... 11 1.10 Objective 7: Linking Teaching, Learning and Research... 12 1.11 Objective 8: Develop Staff Personally And Professionally To Support The Practice Of Learning and Teaching.... 13 DkIT Learning and Teaching Strategy Page 1

1.1 Overview This Strategy, which has been developed by a Working Group of the Learning and Teaching Sub-Committee of Academic Council, brings together many strands in DkIT s activities, hopes and intention about Learning and Teaching in the Institute. Teaching and Learning impacts every member of DkIT and is the core of what we do. The establishment of a Teaching and Learning Sub-Committee at Academic Council illustrates the importance now accorded to Learning and Teaching by the Institute. In developing the Strategy it is anticipated that it will: - Transform DkIT s existing approaches to learning and teaching - Enable flexible and responsive change to the needs of staff and students - Foster the use of best practice in teaching and learning using both traditional and innovative approaches - Allow all to be learners - Influence learners in DkIT by giving them skills, competences, knowledge and attitudes to facilitate their participation in the Knowledge Society - Encourage participation and reflection among learners resulting in insight and action - Impact on the development of the North East and border region in providing knowledge transfer, skilled graduates and a knowledge infrastructure and research capacity - Empower and motivate the Learning Community of DkIT - Offer a source of Competitive Advantage. 1.2 Vision The vision for education in DkIT is that of the Institute as a community which responds holistically to all learners, builds on strong traditions of teaching by fostering the use of best practice in traditional and innovative approaches to learning, and encourages participation, insight and reflection. It aims to give all learners the DkIT Learning and Teaching Strategy (Revised March 2010) Page 2

knowledge, skills, and competences that are required for personal development and to contribute to the economic and social well-being of their communities. 1.3 Context DkIT s overall Strategy in relation to learning and teaching, as defined by the Institute s Strategic Plan, is: STRATEGIC OBJECTIVE 1: To transform the teaching and learning process of the Institute so as to create a learnercentred and empowering environment in which learners take responsibility for their own learning and in which the staff-learner relationship is based on equality and mutual respect. Objective 1 refers to the development and implementation of an approach to learning which focuses on the process of learning. It is written in response to trends apparent in today s changing society, including: Globalisation Environment Community Technology Information Economy and Society Knowledge The mobility of people, markets and products. The rise of markets and commodity, including education as a commodity The rise of the consumer The need for a radical re-think about the way the earth s resources are used A shift from traditional patterns of societal living to: Active Citizenship Social Capital Diversity A transforming force in almost every aspect of daily life A shift in all processes and thinking so that know-how, knowledge and information may be created and applied in new ways Knowledge can change and be re-shaped as we work, reflect and analyse it. DkIT Learning and Teaching Strategy (Revised March 2010) Page 3

In contemporary Irish society and economy, there is: - Need for a workforce with developed skills of creative thinking, critical analysis, entrepreneurship and sustainability capabilities - Need to support flexible access to education in order to facilitate ongoing education, learning at work and lifelong learning - Need for citizens who can think creatively and act with generosity - Need to embrace diversity and - Need to support Ireland s role in a global knowledge economy. It should be noted that within higher education in Ireland today: - Educational opportunity is becoming more and more available to everyone - More learners and entrants to third level come from non-traditional backgrounds - Access to education is no longer bound by geography or social class - There is strong competition among providers in the education market - There is the beginning of differentiation among higher education providers - Accountability is increasing - The impact of external issues such as the regulation of course delivery is growing - There is a need for reform of processes and structures - Most learners will combine work with study - More learners will come from non-traditional backgrounds, including more mature learners, more ethnically diverse learners, more disadvantaged and more disabled learners - The experience of 2 nd level schooling impacts on expectations of learning at third level - Education must support Ireland s role in the knowledge economy - There is need, therefore: ~ To develop excellence in every aspect of teaching DkIT Learning and Teaching Strategy (Revised March 2010) Page 4

To position learning as a core focus at all levels To value the practice of teaching To appraise the value and relevance of programmes To balance recognition of the value and contribution of traditional methods with the need for change. This Strategy seeks to address these issues and support transformation to a learner centred approach within DkIT. Doing so requires a shift in philosophy, pedagogy, the organisation of learning and in the Institute s approaches to staff development. It posits the idea of DkIT as a learning organisation which must develop the capacity of shifting and changing, of developing new skills and attitudes: in short the capability of learning. The Strategy re-frames the traditional learner-lecturer relationship into one in which all become learners and seek to learn about learning itself, using that insight to affect practice. It also implies a definition of learning that goes beyond the transmission of content and ideas and envisages the idea of learning as a movement of mind. DkIT Learning and Teaching Strategy (Revised March 2010) Page 5

Initiatives/Actions Staff and Students focus on learning together Review modularisation and determine its benefits and value Link learning and development of the whole person Use self assessment, peer assessment, less examination focused approaches Learner has more autonomy and choice as to how, what, when they study as modularisation and more flexible delivery options are introduced Learners are expected to be actively involved in their own learning, to set the learning agenda and identify and self- assess their own learning needs Learner experience is valued and is the basis for learning Review all programmes to ensure that learning outcomes, learning experiences and assessments are aligned on all programmes Establishment of learner support centres which consider students on diversified courses, support all learners, including international and learners with disabilities. Provide a social and academic environment in which learners are encouraged to discuss issues and problems with staff, thereby developing social and intellectual confidence. Identify set of core DkIT experiences which are incorporated into all activities for example participation, responsibility, diversity, international experience, community activity Upgrade existing facilities Responsibility - DkIT community - Executive Management Board - Academic Council Time Frame By 2011 DkIT Learning and Teaching Strategy (Revised March 2010) Page 6

1.5 Objective 2: Become More Accessible To Learners And Develop Flexible Approaches which support Lifelong Learning Initiatives/Actions Integrate Lifelong Learning into mainstream activities in DkIT with access to full-time programmes being made available in new ways to lifelong learners. Support and meet needs of diverse learner communities by allowing for flexible admission, credit recognition (APL) and provision of flexible programmes. Flexible assessment methods. Programme design to focus on supporting flexible learning, multiple entry routes, different delivery strategies, different assessment methods. Support for and recognition of learning at work through negotiated learning contracts. Recognise that most DkIT learners are non-traditional and that our processes need to be more flexible to support this. Implement full modularisation in all programmes. Develop access targets for all programmes. Establish Access Champions in Departments. Responsibility - DkIT community - Executive Management Board - Academic Council Time Frame By 2011 DkIT Learning and Teaching Strategy (Revised March 2010) Page 7

1.6 Objective 3: Encourage and Implement Learner Centred Approaches to Blended and elearning Initiatives/Actions Establish an e- Learning support function which supports learner-centred pedagogies and offers technical support. Identify and cultivate Champions in all departments. Encourage and support staff in the adoption of learner centred IT solutions through appropriate learning interventions. Develop IT infrastructure required to support widespread use of IT in class and lecture-rooms. Provide a variety of spaces for teaching and learning, including creativity labs and seminar spaces with wireless access. Provide IT infrastructure which supports e- learning, including more wireless access and projectors in all rooms. Establishment of NDLR Communities of Practice in DkIT and involvement of DkIT staff in these. Make available a managed virtual learning environment to support learning and teaching and associated administration, including integration of other web and IT functions into a Virtual Learning Environment. The above to be read in conjunction with Institute s e-learning policy (see DkIT CELT website) Responsibility - DkIT community - Executive Management Board Time Frame By 2011 DkIT Learning and Teaching Strategy (Revised March 2010) Page 8

Initiatives/Actions Set up a mechanism which reviews all programmes to ensure coherence with Institutional strategy. Consider value of innovative inter- and multidisciplinary programmes. Responsibility - Executive Management Board - Academic Council Time Frame - By 2011 DkIT Learning and Teaching Strategy (Revised March 2010) Page 9

1.8 Objective 5: Develop a Value Added Component in Learners Learning Experience Initiatives/Actions Provide learners with opportunities to develop key, subject specific and employability skills. Development of core competences in Creativity, Entrepreneurship and Team Work. Development of Reflective Practice. Service Learning Element Leadership Development. Ability to work cross-culturally and on a global scale. Entrepreneurship. Sustainability. Explore possibility of foundation courses to broaden learners learning experiences. Opportunity to undertake international work or study placements. A means to give the learner a lower level exit qualification if they fail. Responsibility - DkIT community - Academic Council Time Frame - By 2011 DkIT Learning and Teaching Strategy (Revised March 2010) Page 10

Initiatives/Actions Develop an holistic approach to Induction, involving all functions and integrating approaches. Practice of pedagogies in 1 st year that support transition and development of learners, including support for autonomous learning, active learning, and learner centred learning. Development of a Semester/year long programme for all first years which develops key competences, introduces learners to new ways of learning and embeds and develops new skills such as problem solving. Provision of social and community supports, including mentoring. Projects which encourage integration of learners. Research the background, circumstances and expectations of first year learners. Monitor these throughout the year. Monitor progression and retention rates, especially of those learners with nontraditional entrance qualifications. Responsibility - DkIT community - Academic Council Time Frame By 2011 DkIT Learning and Teaching Strategy (Revised March 2010) Page 11

1.10 Objective 7: Linking Teaching, Learning and Research Initiatives/Actions Link teaching, learning and research so that each process can be developed in tandem. Use of enquiry based pedagogies at all levels and in all level 8 programmes. Ensure critical understanding and thinking are recognized as learning outcomes on all programmes. Ensure ability to analyse, inquire and problem solve is recognized as learning outcomes on all programmes. Ensure all programmes are informed by current developments and thinking in disciplines. Ensure learners understand need for ethics and appropriate conduct is recognised as learning outcomes on all programmes. Research should be an integral part of all level 8 programmes. Ease of access to active researchers. Active researchers teach on programmes. Embed research thinking and approaches in programmes. Support research into learning and teaching. Seek researchers internally to support and inform this strategy. Responsibility - DkIT Community - Academic Council Time Frame By 2011 DkIT Learning and Teaching Strategy (Revised March 2010) Page 12

1.11 Objective 8: Develop Staff Personally And Professionally To Support The Practice Of Learning and Teaching. Initiatives/Actions Identify and consider ways of managing time and redesigning work so that time for development, reflection and learning can be built into experience of work. Establishment of Excellence in Teaching Award. All new staff required to obtain a Learning and Teaching qualification within a time period. All existing staff encouraged to obtain a Learning and Teaching qualification. Integration of Learning and Teaching experts into all programme development and monitoring. Establish a Centre for Learning and Teaching. Encourage practice of reflection on current pedagogic practice. Help staff move towards implementing more learner-centred teaching methods. Help staff become attentive to their own learning. Facilitate staff and encourage them to collaborate with their peers and their learners regarding their pedagogic practice in an effort to make improvements. Identify and develop incentives to support change. Re-design Staff Induction processes to support shift in expectations and practices. Offer choice of accredited programmes in Teaching and Learning. Development of Learning and Development Plans for all staff. Focus on interventions that allow for deep personal and professional learning. Encourage research into practice of teaching and learning, especially action research. Research activity will have the potential to enhance the quality of teaching and learning both within and beyond DkIT. Facilitate staff in exploration of the role of the lecturer and allow for experimentation with different models. In collaboration with other institutions, avail of support of experts in particular pedagogical approaches, which are then available to all DkIT staff. Develop an integrated approach to foster work-related learning throughout the Institute. DkIT Learning and Teaching Strategy (Revised March 2010) Page 13

Responsibility - DkIT Community - Executive Management Board Time Frame By 2011 DkIT Learning and Teaching Strategy (Revised March 2010) Page 14