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Developing Cross-Institutional Communities of Academic Practice: From Groundhog Day to The Wizard of Oz

Developing Cross-Institutional Communities of Academic Practice: From Groundhog Day to The Wizard of Oz. Maureen Dawson Rachel Forsyth Robert Ready. Groundhog Day. Big institution; Similar concerns; Repetition of projects;

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Developing Cross-Institutional Communities of Academic Practice: From Groundhog Day to The Wizard of Oz

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  1. Developing Cross-Institutional Communities of Academic Practice: From Groundhog Day to The Wizard of Oz Maureen Dawson Rachel Forsyth Robert Ready

  2. Groundhog Day Big institution; Similar concerns; Repetition of projects; Lack of structure for informal guidance rather than formal regulation; Central support challenged by all this!

  3. Conversations → Action • Special Interest Groups (SIGs) • SLTFs; • FAPs; • Communities of Practice (CoPs) • Speed dating; • Consultation; • All staff email.

  4. Communities of Practice • Assessment, • Blended Learning, • Diversity and Inclusion, • Pedagogy and Curriculum, • PDP, • Scholarship and Learning, • Student Feedback and Experience, • Student Support and Retention, • Staff Development, and………..

  5. Communities of Practice • Podcasting

  6. Further developments MMU e-learning Pathfinder project (May07-08) ‘The broad aim of this project is to understand the barriers and enablers of inter and intra faculty collaboration on the development, use and re-use of e-learning resources and to therefore increase such collaborative activity by managed change’ Bill Johnstone, Robin Johnson Work Package : From SIGs to CoPs

  7. Central Co-ordination • Facilitating communication between CoP members; • Facilitating links between the CoPs and CeLT; • Facilitating dissemination of CoP activities; • Involving the CoPs in decision-making processes within the institution; • Facilitating CoP-related research.

  8. Communication • Email; • Face to Face; • Webpages; • Wikis; • Annual Away Day (SLTFs, FAPs, CoPs and CeLT: Working together to share good practice)

  9. CoP activities discuss aspects of learning/teaching and assessment; arrange meetings; exchange information (about conferences, seminars, resources, funding opportunities); seek help; offer advice; comment on and/or propose policy and framework documents;

  10. CoP activities • work on documents and presentations; • send reports of meetings arrange and publicise workshops; • provide focus groups (for other projects); • draw up research proposals; • offer to supervise research projects;

  11. CoP activities • request and/or provide speakers for internal and external events; • invite expressions of interest (eg in external projects); • produce resources collaboratively; • survey members’ opinions;

  12. Assessment CoP • drafting an assessment framework; • guidance for thorny issues; • penalties for excessive word length in submissions, • guidance on student assessment workload, • students answering too many exam questions, • research projects; • tips, advice, shared experiences;

  13. Diverse activities email list; wiki – essential for drafting; presentations, Wizard of Oz, It’s a Wonderful Life.

  14. Where we are now • Some reorganisation; • Some additions; • Web2, • Second Life, • Programme Leaders, • Aid4A. • Some deletions; • Some guidelines/ground rules.

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