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FACOB AIRLINES WELCOMES YOU ABOARD

FACOB AIRLINES WELCOMES YOU ABOARD. A one and a half hour interactive flight. Faculty of Business FACOB Learning and Teaching Plan. Flight of the Conchords. Introduction. C ollection and use of data. R esourcing for teaching and learning. Background. P rocess. A ccountability.

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FACOB AIRLINES WELCOMES YOU ABOARD

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  1. FACOB AIRLINES WELCOMES YOU ABOARD

  2. A one and a half hour interactive flight Faculty of Business FACOB Learning and Teaching Plan

  3. Flight of the Conchords

  4. Introduction • Collection and use of data • Resourcing for teaching and learning Background • Process Accountability • Engagement Of Staff • Engagement of students • Scope and terms of reference

  5. Background • The three key strategic documents that have provided the imperatives for this Learning and Teaching Plan are : • The Tertiary Education Strategy 2010-2015; at national level • MIT’s Academic Plan 2010; at Institute level AND • The Faculty of Business Strategic Plan 2010- 2015at Faculty level. • The Learning and Teaching Plan aims to address issues for staff and students at the chalkface – metaphorically speaking. The Learning and Teaching Work group seeks your input to develop our Learning and Teaching Plan as an organic document to guide our implementation and action of the Faculty’s Strategic Plan over the next few years.   Back

  6. Process Outline of process  • Teaching and Learning Working group formed as a part of the overall Strategic Planning process. • Literature review • Staff forum discussions • Student forum discussion • Consultation with: TuTangata • Principal lecturers • Met with LT work group • Workshop with staff at Faculty meeting 29 October • Rework plan • Final Learning and Plan presented at Faculty meeting in November • Full implementation in 2011. Back

  7. Scope and terms of reference • Develop a sound Faculty wide learning and teaching culture of continuous improvement through supporting, encouraging and disseminating innovative practice, and improving teaching and student learning outcomes • Recommend provision of appropriate resources to improve and maintain quality learning environments (virtual, physical and social), for all students but with particular emphasis on students in the 18-25 year age group, TagataWhenua and TagataPasifika. • Review the learning, teaching and assessment practices in courses in relation to MIT’s Academic Plan and MIT Graduate Capabilities and provide an action plan to support change and share good practice where appropriate • Review the collection and usage of data to inform and improve student retention and success as well as teaching practice • Enhance learning through the integration of ICTs (information and communication technologies) and a variety of teaching theories and strategies in “best fit for purpose” applications. • Develop, support and recognise excellence in teaching Back

  8. Accountability • Accountable to our stakeholders • Stakeholders: Anyone who shows an interest before, during and after a Programme • Academic staff • Students • Parents • Employers • External bodies :ITO'S, NZQA,ITPQ, COMMUNITY GROUPS, PTES, SCHOOLS • Government : Ministry of Education, TEC. • Internal MIT groups : other faculties, student services, registry; marketing, library, LTC, ADC, Sub Committees of Academic Board • Anyone else ? • COMMENTS Back

  9. Academic Shifts Back What are the implications for the Faculty ? How do we translate this into action and achievable outcomes ?

  10. Engagement Of Staff Engage staff in transformative learning and teaching practice to prepare for the move to MTC and to meet the overall objectives of the Faculty Strategic Plan and MIT Academic Plan. 2011 1. Create a Faculty Learning and Teaching workgroup to champion learning and teaching with the following objectives: • identify and disseminate best practice in the Faculty • identify performance measures to reward outstanding practice (see Faculty Strategic Plan) • provide guidance and support for staff  by staff to engage in implementing academic shifts (see MIT Academic Plan) • create a framework for professional conversations (face to face and online) to enable knowledge creation, retrieval , sharing, transfer, and application.

  11. Engagement Of Staff(continue) • Develop a template for staff to frame their individual professional development plans which will inform targeted professional development initiatives and an overall Faculty Professional Development Programme. Staff Individual Professional Developement Plans need to have a learning/teaching focus and a subject matter/content focus. 3. Provide resourcing for "just in time" technical support of staff 4. Develop a faculty wide staff Peer Mentoring programme to provide staff collegial, collaborative sharing opportunities. 5. Since risk-taking is a Faculty value, staff who take risks and initiate and innovate need to be acknowleged. 6. Conduct evidence-based research on blended learning environments Back

  12. Engagement of students 2011 • Analyse available information from Annual Programme Reports to establish pass rates which are indicators of student engagement and persistence. • Survey students to identify if differences exist between what support measures students value and their perceptions of how well this support is delivered. • Following the findings of Maynard and Martinez (2002), provide a framework to engage Programme Leaders and lecturers in an evidence-based process for analysing programme quality and developing and implementing improvement plans. • Use the "student cycle" (recruitment, first contact, orientation, diagnostics/placements, teaching and learning, assessment, pastoral care, destinations) as a framework to establish the extent to which the student experience is successful. • Conduct collaborative staff workshops to analyse programme effectiveness and develop improvement plans where shared experience contributes to the quality and creativity of the outcomes. 

  13. Engagement of students(cont.) • Provide research evidence and report on new ways that 21st century students learn • Gather data from students about their intended outcomes from a programme of study • Investigate the provision of technology for students to engage in 24-7 learning to bridge the gap between students who have access to technology and students who don’t. (see Resourcing section) • Create avenues for student writing about their learning relationships at MIT (for example; NZ Girl Magazine, Spacifiks magazine etc.) • Develop other media opportunities related to their communities • Create a strong sense of student voice so that our knowledge about students is beyond the anecdotal, that we have a clear evidence base about students.  This student voice can be developed on-line and through the media e.g. MIT Radio station • Create a Faculty student forum and members sit on programme committees  to consistently articulate the student voice • Create an Alumni Association and use the opportunity for personal branding for students where they market themselves to prospective employers by developing CVs, business cards, websites etc., using social media • Foster the development of the MIT peer mentoring programme within the Faculty so that students lead and mentor other students. Back

  14. Resourcing for teaching and learning • Manukau Tertiary Centre kept in focus as we develop and re-configure Learning Spaces in the NO,NS,NR, NQ,NP quad. • Preparation in 2010 for 2011. • NQ106 sandpit available to the Faculty to use to trial new and innovative teaching approaches with the intention of gathering evidence-based data to support changes in technology and learning environments. • In conjunction with ICTS, Facilities Management and the Investment Committee propose software, hardware and physical space re-design.  The underlying philosophy is to develop proposals to effect changes in learning and teaching and providing technology as well as re-configure spaces to meet these needs. The driver for change must be learning and teaching. The following key priorities are being investigated for action :

  15. Resourcing for teaching and learning(cont.)

  16. Resourcing for teaching and learning(cont.)

  17. Resourcing for teaching and learning(cont.) 2011 Acquire funds for technology solutions to trial new approaches Develop "Expression of interest" to be presented to major Internet Service Providers (ISP's).  This is to enable students  to use the internet on campus in exactly the same way they can through the major ISPs off campus.This means as a consequence of enrolling at MIT the student will get an account with the selected ISP. The ISP sets up the infrastructure to enable connectivity to the devices set up for student use on the new campus (plus of course to other devices the students themselves own and bring in).  A pilot could be set up in North Campus during 2011 - 2013. Investigate the use of SharePoint for shared documents • The introduction of a content management service visible to the internet for staff to publish content to. Some of this content will be for public consumption and others will have to be limited to enrolled students. • Cost to using Sharepoint and Client Access licenses (CALS).  Could be significant learning curve and training for both staff and students for the use of SharePoint. Investigate the use of student response technology Back

  18. Collection and use of data Our general goal is to ensure that the Faculty Programmes have the best retention and success statistics within MIT over the next five years (2011- 2015) How do we achieve this ? • We have to have the right portfolio of Programmes The Programme Portfolio Review being conducted will perhaps go some way to achieving this goal. 2.    Commitment to the overall Faculty Strategic Plan

  19. Collection and use of data(cont.) What are our annual targets ?

  20. Collection and use of data(cont.)

  21. Collection and use of data(cont.)

  22. Collection and use of data(cont.) Back

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