Margaret Weaver Head of Learning and Information Services and Change Academy University of Cumbria (UK)

1. Enhancing the Learning Culture Margaret Weaver Head of Learning and Information Services and Change Academy University of Cumbria (UK) Development of the new ‘academic team’ at St Martin’s College (now the University of Cumbria)

2. Introduction and Overview Introduction and Overview The UK Higher Education Context Spaces and Places: challenges in blended learning Case studies: University of Cumbria Approaches to the development of the new academic team Conditions for Learning together: transferable principles

3. ‘Convergence’ HE policy – what is a university? ‘Widening participation’ Collaboration Mission and Purpose Learning Environments/ Learner Support and Development Student (and others) expectations and needs/wants Learning and Teaching innovation Blended and flexible learning StrategicDrivers Technologicalpossibilities Why is the new “academic team” emerging in UK HEIs ?

4. “New collaborations and partnerships between staff with different professional backgrounds are emerging within the new space for educational activity that has resulted from the convergence and rapid development of ICT”Levy and Roberts, 2005

6. Why did the University want to bring about a step change in its Learning Culture? “to inspire every student to achieve their potential by providing progressive teaching in an innovative and flexible learning environment which encourage independent thinking, tolerance and social responsibility”University of Cumbria Strategic Plan

7. Literature on Learner-centred environments Pedagogical Principles Collaborative Learning approaches Flexible, adaptable, accessible spaces Formal, informal and social learning Seamless integration of ICT Changing roles – tutors, students, supporters Emergent, complex and cultural change Challenges of Blended Learning

8. the Learning Gateway is not just a building – but a metaphor for change and a driver of institutional academic and cultural development This outcome has not been brought about by accident, but by the purposeful juxtaposition of strategy, vision and leadership exhibited by staff The LG is not a library but a space-to-learn-in conceived by placing learners at the centre It is technology rich, affording new opportunities for social, informal and formal learning

9. How can the space and facilities be a place where students can grow anddevelop? How can the space be made adaptable so that students and staff can learn from each other? Learning how to learn - how can the space can be used to support independent learning and new partnerships? SMC/University approach: Flexible and Distributed Learning Development of the new academic team The Change Academy Setting up of the LTDU View of the atrium showing the infiltration of light

10. The Change Academy Process: birth of the new academic team Intuition, Trust and Self belief Co-creation The Student Journey: Flexible and Distributed Learning A new Learning and Teaching Strategy for the University

11. Challenges for libraries in ‘eLearning’ FDL Framework – Leadership in Action “To engage all staff involved in academic delivery in a supportive process that encourages them to further examine flexible and distributed learning, including e-learning options and to embed them in their academic courses.” “ Academic Identity and Alignment: Stage 1 Faculties identify courses- linked to business expansion plans Developing Influence Boundary crossing Vision Stage 2 Planning – outcome, L&T approach, expertise Team building Risk taking Hybrid Skills and knowledge Stage 3 Partnership workshop; learning contract Pedagogy and Facilitation “blending the changes we want to promote in student learning with the support we must give staff to achieve it” Weaver, 2006 Stage 4 Production of materials Validation process

12. What are your experiences of working in multi-professional teams? on blended learning developments? What worked well/ what issues arose? What are the implications for the institution? For you? What are the implications for continuing professional development? Multi-disciplinary working-current experiences

13. Potential barriers • Professional silos • Role perceptions • Professional territoriality • Group norms, culture etc. • Pace of change Lack of strategic direction Time! Individualism Short-termism re: projects Self-confidence Institutional culture Partners in educational development Could “eliminate competition and turf protection within our organisations.” (Stoffle, 1996) Challenges of multi-disciplinary working

14. Potential enablers • Focus on common purpose • Pedagogy at centre • Strategic direction/support • Leadership • Learning from each other • Pilot collaborations and • evaluation Co-analysis, evaluation and research Climate of trust Reward and recognition Blended learning as vehicle Flexibility The ‘right people’!

15. Learningtechnologies • exploring the ‘art of the possible’ • knowing your limitations • collaboration • role analysis - reflecting critically… • recognise when and where to get support • customer service/advocacy CPD Individual Team(s) • designing for learning • ‘instructional design’ • literacies for learning • academic understanding • Values and beliefs • leadership of teams • pedagogy central • Mix of strengths and approaches • ‘building bridges’ Pedagogy Conclusions: holistic CPD for multi-professional contexts

16. Thank you Questions? Contact margaret.weaver@cumbria.ac.uk http://www.cumbria.ac.uk Challenges of multi-disciplinary working