LEARNING, TEACHING AND ASSESSMENT STRATEGY 2008 2012 APRIL 2008

LEARNING, TEACHING AND ASSESSMENT STRATEGY 2008 2012 APRIL 2008 Summary The aim of our Learning, Teaching and Assessment Strategy is: To make effective provision for an educational experience of the highest quality for all our students, with a strong emphasis on both progressive independence and collaboration in learning. This aim reflects the institutional mission to be the UK s leading university for world class professionals and is driven by the ambition to achieve the highest standards in the sector in each of the following areas: Flexible approaches to programme delivery and student support Encouragement and support of a diverse and inclusive learning community The development of core and transferable skills to enhance employability at all levels A culture of reflection and innovation, founded in scholarly practice, in all aspects of learning, teaching and assessment The strategy will provide a clear framework for programme development, learning support and reliable assessment as well as contributing to the development of the University s other strategies, all of which impact on student learning. 17/07/2008 1

Overview Introduction Aim of the Strategy The aim of our Learning, Teaching and Assessment Strategy is: To make effective provision for an educational experience of the highest quality for all our students, with a strong emphasis on both progressive independence and collaboration in learning. Objectives of the Strategy Our strategy has the following explicit objectives: 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. 2. To provide a supportive and inclusive learning environment which will enable success for all learners. 3. To encourage the development of students intellectual and imaginative powers, creativity, independent judgement, critical self awareness, confidence, imagination and skills that will enhance global employment opportunities on graduation in all programmes. 4. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University's vision and strategic objectives. 5. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions. Scope of the Strategy The strategy covers learning, teaching and assessment on all registered awards as well as short course and collaborative provision. Principal Aspects of the Strategy The provision of a high quality learning environment and learning experiences in a range of learning situations is central to the University s mission and strategic planning (MMU 2007). The University will equip students with the skills to enable them to remain effective lifelong, independent learners and to make a significant contribution to a knowledge enriched national economic and social infrastructure in their subsequent employment and life experiences. These priorities articulate closely with those of the Higher Education Funding Council for England (HEFCE, 2007). 17/07/2008 2

Reaching our goals through five key objectives 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. The defining elements of the University vision for Learning, Teaching and Assessment are: the provision of flexible and appropriate learning opportunities established through a dynamic and responsive design process that takes full account of models of the student learner and of new understandings of student learning. the progressive development of mature, independent learners equipped for a life of learning, who are able, upon graduation, to play a full part in society and have the knowledge and skills to continue their development as world class professionals. Commitment to this vision requires a move beyond the traditional paradigm of University teaching and learning. The institution has a long history of innovative practice which will provide a foundation for new flexibilities and engagements with learners that will drive improved performance in diversity, inclusion and employability. This prioritisation will require a thorough review of curriculum arrangements over the coming period. Institutional Programme Approval and Review processes will be guided by these defining elements of the vision. Innovation in curriculum practices will be supported by a corresponding and enabling transformation of the institution s physical infrastructure and its usage. An Estates Strategy comprising several major capital projects will provide new learning centres and learning spaces for students as well as continuing the development of the institutional managed learning environment and allied technologies to support research and learning. The ongoing development of both physical and virtual learning environments will be guided by the strategic aims of flexible provision, independent learning and collaboration in learning. At the same time, a review and realignment of administration and service provision for students will lead to the establishment of student hubs that will deliver high quality, integrated, one stop services to students on our transformed campuses. This far reaching effort will be underpinned by a culture of innovation and quality enhancement across the whole institution that is focussed on learner success. Good practice and effective innovations will be evaluated, documented and disseminated so that subject groups and programme teams are able to develop curricula that are aligned with the institutional vision. This focus on the embedded development of the dependent, intra dependent and independent learner will be evident within all LTA approaches. 2. To provide a supportive and inclusive learning environment which will enable success for all learners. We will continue to develop our established profile as an institution that attracts students from a broad socio economic base, including students from less advantaged backgrounds and from non traditional routes into Higher Education. Through our outreach activities, we will continue to recruit students and staff locally, regionally, nationally and internationally. We will provide student centred learning activities which accommodate different learning styles and enable 17/07/2008 3

students to build on their prior experiences. We will incorporate international perspectives into the curricula and encourage cross cultural awareness. We will provide appropriate learning support opportunities for all students, paying particular regard to inclusive practice for disabled students. We will provide staff development opportunities to enable staff to identify good practice from across the university and elsewhere and encourage debate and discussion about the best approaches to support and retain a diverse learning community. Our institutional policies relating to equality will inform our learning, teaching and assessment practice. We will provide learning environments, both physical and virtual, that are free from discrimination and focussed on success for all learners within our diverse community. We will offer equivalence of learning experience for all our learners, whoever they are and wherever they study. We will encourage participation by all members of the community in evaluation of learning, teaching and assessment provision. We will work with student representatives from across the university to review and to improve our arrangements for diversity and inclusion. We will seek to enhance our institutional data relating to diversity and inclusion. We will monitor progression rates and take all necessary action to build a learning community founded on principles of diversity and inclusion. 3. To enhance students' employability by encouraging the development of students intellectual powers, creativity, independent judgement, critical self awareness, confidence, imagination and skills that will enhance their lifelong employment opportunities. The Leitch Review of Skills (2006) placed skills development at the heart of national educational endeavour. The institutional vision of MMU as the university for world class professionals foregrounds skills development in our LTA practice. All of our programmes will emphasise the development of skills and personal attributes that will enhance employment opportunities on completion. This will be achieved by the appropriate embedding of employability within academic curricula; a focus on information and media literacy; an emphasis on personal development planning; extensive opportunities for work based learning and volunteering; opportunities for practical explanation and assessment of abstract and theoretical principles, and high quality careers education and guidance. Staff development provision for academic and related staff will support curricular practices with a strong emphasis on enterprise and employability. Core and transferable skills which the University expects all graduates to develop during their studies will be identified and documented for both undergraduate and postgraduate awards by an inclusive process of debate and agreement which will involve all stakeholders including staff, students, professional bodies, industry associations, sector skills councils and potential employers. Through the revised Annual Monitoring Exercise, programme teams will demonstrate how these skills are developed and assessed across the programme. The university s employability strategy, produced by the University for World Class Professionals: Embedding Employability project sets out the detail of the University s plans in this area and is integrated closely with this LTA strategy. 17/07/2008 4

4. To establish a culture of quality enhancement and progressive innovation in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University's vision and strategic objectives. Our existing robust quality assurance and support for learning and teaching functions will be developed in tandem with our flexible approaches to the curriculum to establish a culture of progressive innovation in learning, teaching and assessment that is anticipatory, enabling, rewarding, supportive and fully aligned with the institutional strategic direction. Our staff will be encouraged to be reflective and developmental at all stages in the cycle of a programme and will be supported by the University in their endeavours. Staff and students will also be encouraged and supported to develop their awareness and their experiences as part of local, national and international communities of learners. We will develop the existing ways in which we evaluate programme delivery and will introduce new ways of listening to the student voice and acting on the findings. Building cross institutional capability in curriculum innovation will be prioritised. We will continue and develop successful initiatives to achieve this, particularly: Faculty and institutional events and conferences relating to innovation in LTA. Dissemination of good practice through in house publications relating to LTA. Development of comprehensive Web resources to support innovation activity. Dedicated, accredited Continuing Professional Development opportunities with a strong emphasis on analysis, planning, implementation and evaluation of innovation. Enhanced institutional capability and support for innovation through seed funding, awards and support for external funding bids. Developing and supporting cross institutional communities focussed on innovation in LTA. Work with subject groups to encourage sharing of good LTA practice in a new organisational context Raising awareness amongst staff of the role of sectoral bodies working to secure high professional standards in LTA (The Higher Education Academy, Subject Centres), promoting individual membership where appropriate. The institution will seek to further its commitment to the reward and recognition of staff who are engaged in learning, teaching and development activity as a professional priority. Human Resource policies in this area will be continuously monitored and reviewed. The successful Senior Learning and Teaching Fellowship scheme has been revised and re launched to provide a robust route for career development for those who demonstrate particular expertise in leadership in learning, teaching and assessment. The coming period will see a further extension of this trend as arrangements for a Professorial scheme with explicit criteria relating to learning, teaching and assessment are considered. In order to ensure that new curricula are properly aligned with societal developments, mechanisms for encouraging and supporting extra institutional activity of staff will also be extended. 17/07/2008 5

The required acceleration of development and innovation in learning, teaching and assessment strategies will be driven in part by further strengthening of institutional arrangements for CPD activity for all staff. The recent period has seen a commitment to an institutional CPD Framework. The Masters in Academic Practice and the nested Post Graduate Certificate in Academic Practice will continue to develop and to provide the principal organising point of staff development for academic and related staff. Continuing effort to extend and broaden the flexible pathway approach that lies at the heart of the CPD Framework will lay the foundations for many more staff from across the institution to pursue both formal accredited staff development activity and to engage in short course provision and stand alone workshops that support the institutional vision for development in learning, teaching and assessment. The institution will continue to work closely with The Higher Education Academy (HEA) in promoting professional standards relating to the sector. We will continue to promote the professional development and recognition of our staff through the HEA s arrangements for Professional Recognition. Our programmes and structural arrangements for CPD will continue to be accredited by the HEA, and we will seek effective dialogue with Subject Centres and Centres of Excellence in Teaching and Learning, where appropriate. Work already begun to promote this activity will be continued through the maintenance of representative networks to facilitate a productive engagement. 5. To provide a learning experience that is informed by research, scholarship and reflective practice. The University has identified the securing of stronger links between research and learning and teaching practices as a powerful driver of development towards this vision. Putting this strong connection at the heart of practice lays the foundations for life long learning, and ensures that our graduates have the flexibility, adaptability and knowledge skills that are required to function as world class professionals. Existing arrangements will be built upon to ensure that: learning and assessment are situated within a research focussed culture, engendered by inclusive communities of practice within the disciplines. student learning is designed around enquiry, problem solving and analysis of personal and professional practices in order to engender attitudes and skill sets consistent with autonomous and collaborative practices. research and scholarship relating to student learning, teaching and assessment are embedded at all levels of provision. Implementation and Support Responsibility The PVC for Learning and Teaching has overall responsibility for the implementation, evaluation and review of the LTA strategy. Faculties, Departments and Schools and Student & Academic Services will all have responsibilities for aspects of the strategy, working in partnership with the Centre for Learning and Teaching which will co ordinate the work. All central services will work in appropriate partnerships to support activity related to the LTA strategy. Individual services will develop Action Plans in support of institutional LTA objectives and commitments. 17/07/2008 6

Process The Strategy and its associated Action Plan has been discussed and will be further developed by key stakeholders from across the institution. A draft was presented to the Learning, Teaching and Assessment subcommittee of the Academic Development Committee in November 2007. Consultation with Faculties has taken place during the Autumn and Spring Terms and the strategy will be presented to Academic Development Committee and Academic Board in the Summer Term 2008. The strategy will be launched in September 2008 and Faculty Academic Development Committees will be requested to prepare their own complementary action plans to integrate with the institutional planning cycle. The Centre for Learning and Teaching will coordinate the work in the Action Plans and provide support to Faculties and to central divisions as appropriate. Support Given the prioritisation of curriculum review and innovation within the strategy, much of the required resource to secure the strategy is located within Faculties in Programme and Unit teams and with those responsible for approval and review as part of systems of quality assurance and enhancement. Support for this effort will come first from those identified within Faculties to exercise a leadership function in learning, teaching and assessment. Support for the Faculty commitment in this area comes from cross institutional services organised principally as Student & Academic Services and the Services Group. These two service providers, supported by Finance and Human Resource functions are custodians of institutional strategy and supporting initiatives. They collaborate within themselves, with one another and with the Faculties to secure institutional goals. The following table describes their organisational form and key responsibilities with regard to learning, teaching and assessment, as expressed in this strategy: 17/07/2008 7

Crossinstitutional service: Student & Academic Services Services Group Service element: Centre for Learning and Teaching Centre for Academic Standards and Quality Enhancement Student Services Research, Enterprise and Development Planning and Management Information Campus and Faculty S&AS Recruitment and Admissions Collaborative Partnerships International Office Employability Project Retention and Student Success Project Learning & Research Information Services: Information & Communications Technology Services Learning & Research Services Facilities: Campus & Residential Services Strategic partner in: Learning, Teaching and Assessment Strategy Continuing Professional Development Learning, Teaching and Assessment Strategy Employability Strategy Diversity and Inclusion Research Strategy Enterprise Strategy Regional Strategy Institutional Planning Cycle Diversity and Inclusion Student Experience Recruitment and Admissions Strategy Diversity and Inclusion WP Strategy International Strategy Regional Strategy Diversity and Inclusion International Strategy Diversity and Inclusion Employability Strategy Retention and Student Success Strategy Estates Strategy Retention and Student Success Strategy Learning, Teaching and Assessment Strategy Student Experience Information Systems Strategy Learning infrastructure (including Learning and Research Centres and Social Learning Spaces) Research Strategy Employability Strategy Diversity and Inclusion International Strategy 17/07/2008 8

Human Resources Property Management Performance Team Development and Training Human Resource Strategy Equal Opportunities Policy Continuing Professional Development Evaluation and Review An annual review of progress on the Action plans will be conducted as part of the Annual Monitoring Exercise and the overarching institutional planning cycle. Outcomes of this evaluation and review, including revised plans for action, will be reported to appropriate committees at all levels. References HEFCE (2007) 2007/09: HEFCE Strategic Plan 2006 11 http://www.hefce.ac.uk/pubs/hefce/2007/07_09/07_09.doc Leitch (2006) Prosperity for all in the global economy world class skills http://www.dfes.gov.uk/furthereducation/uploads/documents/2006 12%20LeitchReview1.pdf MMU (2007) 2020 Vision: Institutional Strategic Plan 2007 2020 17/07/2008 9

Appendix One: Commitments related to each objective 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. We will: 1.1. Identify student needs in relation to flexibility and incorporate this information in curriculum planning. 1.2. Include the development of independent autonomous learners and collaboration in learning as key aims of all university programmes. 1.3. Prioritise flexibility of provision in evaluation of the student experience and ensure that programme development and review are informed by the findings. 1.4. Extend the combined honours framework across the university, as appropriate. 1.5. Continue to develop institutional information and communication technology (ICT) systems to provide a robust platform for the systematic use of learning technologies as part of an appropriately blended, flexible learning experience. 1.6. Maximise the opportunities offered by the capital programme to provide learning, teaching and assessment experiences which reflect the needs and expectations of students. 1.7. Offer equivalence of experience for all students irrespective of learner profile, mode of study or location. 2. To provide a supportive and inclusive learning environment which will enable success for all learners. We will: 2.1. Continue to recruit students from a broad socio economic background including students from less advantaged backgrounds and from non traditional routes into Higher Education. 2.2. Evaluate student needs in relation to their previous qualifications and experience and use this information effectively in learning design. 2.3. Ensure that, in line with our International Strategy, our curricula are effective across a wide range of cultural settings. 2.4. Design and provide pre entry support systems to smooth the transition to University from school, college or elsewhere. 2.5. Collaborate with local, regional and international FE and HE providers to extend opportunity through the further development of progression opportunities. 2.6. Improve the use of statistical information to monitor progression rates in relation to diversity and act, where necessary, to remove barriers to progression, whilst maintaining standards. 2.7. In line with the University's Equal Opportunities Policy and Action Plan, evaluate student experience in relation to discrimination and take action where necessary. This will be in partnership with student representatives from across the university and will 17/07/2008 10

take into account gender, class, socio economic background, race, faith, disability, sexual orientation and age. 2.8. Offer equivalence of experience for all students irrespective of learner profile, mode of study or location. 2.9. Provide robust monitoring systems to quickly identify those students at risk of noncompletion. 2.10. Continue to develop and initiate research informed practices to support groups of students identified as being at risk of non completion. 3. To enhance students' employability by encouraging the development of students intellectual powers, creativity, independent judgement, critical self awareness, confidence, imagination and skills that will enhance their lifelong employment opportunities. We will: 3.1. Ensure that all programmes provide for the development of core and transferable skills commensurate with the creation of world class professionals. 3.2. Develop student awareness of their employability and support them through workbased learning, placements, volunteering and enterprise opportunities. 3.3. Foster, develop, monitor and review Personal Development Planning opportunities for all students within programmes of study so that it is relevant, coherent and linked to the student s academic programme. 3.4. Implement a kite marking scheme, as part of institutional Quality Enhancement processes, which promotes the inclusion of relevant key employability skills for all programmes and units. 3.5. Address employability themes explicitly in each curriculum area. 3.6. Adopt a value added approach to LTA which enables the incorporation of voluntary work, study trips, language learning, cultural activities, external part time work and reflection as determined by the programme team. 3.7. Develop more flexible ways of accrediting employment skills derived from experience (through formal university credits and value added approaches). 3.8. Engage with employers, professional bodies, industry associations, sector skills councils and alumni to create more flexible learning and assessment opportunities and ensure that units and programmes contain externally accredited components where appropriate. 3.9. Provide staff development opportunities for academic and related staff to support curricular practice with a strong emphasis on enterprise and employability. 17/07/2008 11

4. To establish a culture of quality enhancement and progressive innovation in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University s vision and strategic objectives. We will: 4.1. Commit to a comprehensive programme of review and renewal of the curriculum to ensure that institutional objectives as expressed in the LTA Strategy are met. 4.2. Seek opportunities to develop new provision for learners in line with institutional priorities, focussing particularly on new initiatives for post graduate, part time, international and distance learners. 4.3. Review the programme approval process to enable a reflective, developmental approach throughout the lifecycle of a programme. 4.4. Review the methods used to evaluate programme delivery and student satisfaction. 4.5. Establish new approaches to student polling to provide an enhanced evidence base upon which informed decisions relating to provision and services can be made. 4.6. Reward and recognise staff who make an outstanding contribution to teaching. 4.7. Continue to strengthen PDR processes for academic staff, to ensure that learning, teaching and assessment issues form a central element of the process of agreeing a developmental agenda. 4.8. Provide incentives for innovation in Learning, Teaching and Assessment. 4.9. Build cross institutional capability in curriculum innovation through support for subject groups, cross institutional networks, workshops and events. 4.10. Build up the institutional profile of staff and student participation in international exchanges and community work linked to learning and teaching. 4.11. Drive the development of a quality enhancement culture through the further development of a framework for Continuing Professional Development for all our staff. 5. To provide a learning experience that is informed by research, scholarship and reflective practice. We will: 5.1. As part of programme review and validation, prioritise curriculum development that: 5.1.1. forges strong connections between research activity and learning and teaching at all levels. 5.1.2. enables, through day to day activity, participation in a community informed by research. 5.1.3. values active, collaborative, enquiring models of learning using a research model to encourage the development of mature, independent learners with highly advanced knowledge skills. 5.1.4. establishes more opportunities and capability for research informed reflection and decision making relating to learning and teaching practices. 5.2. Extend and deepen current provision of research methods, techniques and skills within programmes in embedded and relevant ways. 17/07/2008 12

5.3. Make proper connections in learning and teaching at all levels between the historical context, current issues and the contemporary research agenda. 5.4. Provide systematic opportunities for reflection on learning and teaching practice through the Quality Enhancement process and CPD provision. 17/07/2008 13

Appendix 2: Centre for Learning and Teaching support for LTA commitments LTA objectives and commitments Related CeLT activity 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students We will 1.1. Identify student needs in relation to flexibility and incorporate this information in curriculum planning. 1.2. Include the development of independent autonomous learners and collaboration in learning as key aims of all university programmes. 1.3. Prioritise flexibility of provision in evaluation of the student experience and ensure that programme development and review are informed by the findings. Support and further develop the Definition of the Student Learner initiative that now forms part of the annual institutional planning cycle. Support Fellowship in Academic Practice (FAP) activity in this area. Disseminate good practice and encourage consistency of approach in Faculties. Articulate outcomes of activity relating to models of the student learner, linking with other activities focussed on the student voice. Provide specific CPD activity which supports this commitment. Develop web based resources to support work in this area. Provide examples of student centred learning. Develop and disseminate guidance relating to appropriate curriculum design and allied assessment practices. Improve involvement with Faculties and Programme teams via PARM and AME procedures. Provide specific CPD activity which supports this commitment. Contribute to ongoing development of student voice initiative. Contribute to the ongoing development of programme and unit evaluation systems. Contribute to the planning of flexible learning spaces and provide examples showing how their use can be integrated into curriculum planning. 17/07/2008 14

LTA objectives and commitments 1.4. Extend the combined honours framework across the university, as appropriate. 1.5. Continue to develop institutional information and communication technology (ICT) systems to provide a robust platform for the systematic use of learning technologies as part of an appropriately blended, flexible learning experience. 1.6. Maximise the opportunities offered by the capital programme to provide learning, teaching and assessment experiences which reflect the needs and expectations of students. 1.7. Offer equivalence of experience for all students irrespective of learner profile, mode of study or location. Related CeLT activity Support for combined honours programme team to provide CPD and guidance to subject teams in new areas. Play a key role in institutional VLE project (Web CT Vista), providing project leadership, pedagogical consultancy, staff development and support for user community. Support Faculty e learning groups and associated action plans. Support FAP activity in this area. Support Senior Learning and Teaching Fellow (SLTF) activity in this area. Continue to build Web based resources to support learning technology initiatives. Provide specific CPD activity which supports this commitment. Play a key role in the development of teaching, learning and assessment spaces in the institution s capital programme. Provide specific resources and CPD activity which supports this commitment. Work with programme and subject teams to identify differences and to develop teaching and assessment strategies which enable all students to achieve intended learning outcomes. 17/07/2008 15

LTA objectives and commitments Related CeLT activity 2. To provide a supportive and inclusive learning environment which will enable success for all learners. We will 2.1. Continue to recruit students from a broad socioeconomic background, including students from less advantaged backgrounds and from nontraditional routes into Higher Education. 2.2. Evaluate student needs in relation to their previous qualifications and experience and use this information effectively in learning design. 2.3. Ensure that, in line with our International Strategy, our curricula are effective across a wide range of cultural settings. 2.4. Design and provide pre entry support systems to smooth the transition to University from school, college or elsewhere. 2.5. Collaborate with local, regional and international FE and HE providers to extend opportunity through the further development of progression opportunities. Raise awareness relating to the diversity agenda through: o Engagement with programme and unit teams through support for curriculum development. o Participation in PARM processes. o Engagement with Communities of Practice initiative. o Provide specific staff development activity which supports this commitment, including involvement with the Diversity and Inclusion pathway within the CPD Framework. Work with other central services and with faculty teams to develop further diagnostic systems to inform curriculum planning and practices. Provide guidance on the incorporation of international elements into programmes. Develop criteria to monitor such elements. Work within institutional planning cycle, PARM and AME to conduct an annual audit of progress. Identify good practice in pre entry provision both within and external to MMU. Provide guidance on good practice in pre entry provision. Provide support to programme teams developing or reviewing collaborative programmes, such as 14 19 Diplomas and Foundation Degrees. 17/07/2008 16

LTA objectives and commitments 2.6. Improve the use of statistical information to monitor progression rates in relation to diversity and act, where necessary, to remove barriers to progression, whilst maintaining standards. 2.7. In line with the University's Equal Opportunities Policy and Action Plan, evaluate student experience in relation to discrimination and take action where necessary. This will be in partnership with student representatives from across the university and will take into account gender, class, socio economic background, race, faith, disability, sexual orientation and age. 2.8. Offer equivalence of experience for all students irrespective of learner profile, mode of study or location. Related CeLT activity Support action research through Fellowship schemes. Disseminate research through Fellowship seminar series, L&T in Action and Faculty LTA events. Emphasise this objective in all curriculum development engagements, particularly approval and review. Contribution to central initiatives (eg core skills development) that provide equivalence and consistency of experience. Provide consultancy on application of flexible learning technology to deliver benefits in terms of equality. Support FAP activity in this area. Provide specific CPD activity which supports this commitment. Use of learning technologies to support flexible provision will be guided by universal design principles in line with best sectoral practice. Staff development, offered to academic, technical and other support staff through the CPD Framework will support the use of learning technologies. 17/07/2008 17

LTA objectives and commitments 2.9. Provide robust monitoring systems to quickly identify those students at risk of non completion. 2.10. Continue to develop and initiate researchinformed practices to support groups of students identified as being at risk of non completion. Related CeLT activity Work with partners, centrally and in faculties to support the implementation of monitoring systems. Support and guide staff in use of Managed Learning Environment as part of monitoring regime. Participate in cross institutional action research to promote success and progression of at risk students Initiate targeted events to raise awareness of best practice in supporting at risk students Provide guidance on good practice in supporting at risk students in the classroom. 3. To enhance students' employability by encouraging the development of students intellectual powers, creativity, independent judgement, critical self awareness, confidence, imagination and skills that will enhance their lifelong employment opportunities. We will 17/07/2008 18

LTA objectives and commitments 3.1. Ensure that all programmes provide for the development of core and transferable skills commensurate with the creation of world class professionals. 3.2. Develop student awareness of their employability and support them through work based learning, placements, volunteering and enterprise opportunities. 3.3. Foster, develop, monitor and review Personal Development Planning opportunities for all students within programmes of study so that it is relevant, coherent and linked to the student s academic programme. 3.4. Implement a kite marking scheme, as part of institutional Quality Enhancement processes, which promotes the inclusion of relevant key employability skills for all programmes/units. 3.5. Address employability themes explicitly in each curriculum area. Related CeLT activity Work closely with employability champions across the university to provide guidance to programme and unit teams to support the integration of core skills development across all programmes. CPD provision aligned with this commitment. Development of cross institutional resources, typically located within the institutional e learning environment to support skills development. Support FAP activity in this area. Engage with faculties, programme and unit teams through PARM, AME and institutional planning cycle to ensure effective embedding of skills provision. Engage with Careers Service, Communi, Students Union and external agencies (eg GMSA) as well as programme teams, to continue to develop provision of employability related elements within curricula. Work with the CoP for PDP to produce guidelines for good practice in PDP. Work with the e portfolio group to assess and promote their use within PDP. Support action research on best practice through the Fellowship schemes. Support the Employability project manager in the production and implementation of the scheme. Provide guidance on embedding and assessing appropriate skills across the range of curriculum areas, including examples of good practice from across the University and the wider sector. 17/07/2008 19

LTA objectives and commitments 3.6. Adopt a value added approach to LTA which enables the incorporation of voluntary work, study trips, language learning, cultural activities, external part time work and reflection as determined by the programme team. 3.7. Develop more flexible ways of accrediting employment skills derived from experience (through formal university credits and value added approaches). 3.8. Engage with employers and alumni to create more flexible learning and assessment opportunities. 3.9. Provide staff development opportunities for academic and related staff to support curricular practice with a strong emphasis on enterprise and employability. 4. To establish a culture of quality enhancement and progressive innovation in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University's vision and strategic objectives. 4.1. Commit to a comprehensive programme of review and renewal of the curriculum to ensure that institutional objectives as expressed in the LTA Strategy are met. 4.2. Seek opportunities to develop new provision for learners in line with institutional priorities, focussing particularly on new initiatives for postgraduate, part time, international and distance Related CeLT activity Initiate discussion about how these activities can be incorporated into the curriculum and assessed, and provide information about how this is done in other institutions. Work with CASQE and ADC to provide guidance on the implementation of assessment and credit for learning achieved outside the traditional university context. Work with Faculties, and other institutional partners to develop closer links and employer involvement in skills development and assessment. Develop resources and CPD provision aligned with this commitment. Support programme of review and renewal of the curriculum by direct engagement with faculty LTA leaders, programme and unit teams and with the PARM and AME processes. Provide specific CPD activity which supports this commitment. Support Faculty Senior Management Teams in determining feasibility and resource issues for new provision. Disseminate good practice in learning, teaching and assessment across the university. 17/07/2008 20

LTA objectives and commitments learners. 4.3. Review the programme approval, review and moderation process to enable a reflective, developmental approach throughout the lifecycle of a programme. 4.4. Review the methods used to evaluate programme delivery and student satisfaction. 4.5. Establish new approaches to student polling to provide an enhanced evidence base upon which informed decisions relating to provision and services can be made. 4.6. Reward and recognise staff who make an outstanding contribution to teaching. 4.7. Continue to strengthen PDR processes for academic staff, to ensure that learning, teaching and assessment issues form a central element of the process of agreeing a developmental agenda. Related CeLT activity Contribute to the Academic Regulations and Procedures Handbook and to the review of PARM procedures. Provide guidance on interpreting University Quality Enhancement procedures, with examples of good practice from across the HE sector. Continue work in progress to develop institution wide system of unit level evaluation. Work with others to continue development and implementation of new initiatives to gauge student voice. Implement revised Senior Learning and Teaching Fellowship scheme to create a permanent resource in all faculties explicitly committed to provision of leadership in learning, teaching and assessment. Promote development and recognition through advocacy of the The Higher Education Academy s Professional Recognition scheme for academic and related staff. Provide advice for senior staff on ways to support and develop learning, teaching and assessment through the PDR system. 17/07/2008 21

LTA objectives and commitments 4.8. Provide incentives for innovation in Learning, Teaching and Assessment. 4.9. Build cross institutional capability in curriculum innovation through support for subject groups, cross institutional networks, workshops and events. 4.10. Build up the institutional profile of staff and student participation in international exchanges and community work linked to learning and teaching Related CeLT activity Provide examples of innovation and use best practice in CPD activities. Participate in the introduction of a new academic workload model that properly allows for and rewards innovation in LTA. Review institutional arrangements pertaining to Intellectual Property Rights (IPR) with a view to securing benefits in terms of incentive. Extend current provision of Awards relating to LTA across all faculties and across the institution. Continue to publish a termly journal, Learning and Teaching in Action, which encourages dissemination of innovative practice. Provide support to staff wishing to publish or present research on Learning, Teaching and Assessment in HE. Establish cross institutional leadership capability by working with SLTFs and others in Communities of Practice deriving from LTA priorities. Provision of accredited CPD programmes in Academic Development. Continue to develop support for National Teaching Fellowship Scheme and associated projects with a view to improving the institution s success rate. Disseminate good practice in learning, teaching and assessment across the university and in the wider HE community via o Publication o web resources o events. Support Communities of Practice as they build capability. Support subject groups as they are identified. 17/07/2008 22

LTA objectives and commitments 4.11. Drive the development of a quality enhancement culture through the further development of a framework for Continuing Professional Development for all our staff Related CeLT activity Make significant contributions to the operation of arrangements for CPD institutionally. Make significant contribution to programme leadership, development, delivery and evaluation. 5. To provide a learning experience that is informed by research, scholarship and reflective practice. We will 17/07/2008 23

LTA objectives and commitments 5.1. As part of programme review and validation, prioritise curriculum development that: 5.1.1. forges strong connections between research activity and learning and teaching at all levels. 5.1.2. enables, through day to day activity, participation in a community informed by research. 5.1.3. values active, collaborative, enquiring models of learning using a research model to encourage the development of mature, independent learners with highly advanced knowledge skills. 5.1.4. establishes more opportunities and capability for research informed reflection and decision making relating to learning and teaching practices. 5.2. Extend and deepen current provision of research methods, techniques and skills within programmes in embedded and wholly relevant ways. 5.3. Make proper connections in learning and teaching at all levels between the historical context, current issues and the contemporary research agenda. 5.4. Provide systematic opportunities for reflection on learning and teaching practice through the Quality Enhancement process and CPD provision. Related CeLT activity Support programme of review and renewal of the curriculum by direct engagement with faculty LTA leaders and programme and unit teams Disseminate good practice in learning, teaching and assessment across the university and in the wider HE community via o Publication o web resources o events. Continue to build FAP initiative in this area, linking to CoPs. Support Communities of Practice as capability and interest rise in this area. Establish new links and working arrangements with the research community (eg RED, Research Institutes) to advance agenda in this area. Produce and promote a clear assessment framework to provide a basis for assessment design. Through the Challenging Assessment initiative, enhance implementation of current best practice in assessment. CPD provision aligned with this commitment. Work with other central services and existing practitioners to advance practice base in this area, with particular emphasis on cross institutional resources located in the institutional e learning environment. Provide regularly reviewed guidance on the design and evaluation of learning, teaching and assessment activities. Co ordinate, review and evaluate the institutional commitment to CPD to support Learning, Teaching and Assessment 17/07/2008 24

Appendix 3: Learning and Research Services support for LTA commitments LTA strategy objectives and commitments Related current LRS activity Future LRS activity Partners 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students We currently Liaise with academic staff to define student needs and appropriately reflect these in LRS resources and services Convene the Student Union/Service Forum Evaluate all InfoSkills and other teaching sessions in order to continually inform and improve flexibility of provision Contribute to and support as appropriate Faculty Learning and Teaching plans in this area. For example, LRS have helped the Science & Engineering Faculty meet some of their e learning objectives by delivering Infoskills to level one students via WebCT Vista We will Contribute to the Definition of the Student Learner through the Learning and Teaching Student Hubs Sub Group and ensure LRS future resources and services are responsive to this definition Use the process of applying for Charter Mark status to further improve and extend the way students needs are evaluated in this area Share good practice in this area with others throughout the University as appropriate 1.1. Identify student needs in relation to flexibility and incorporate this information in curriculum planning Academic staff at all faculties Student Union/Service Forum MMU Hubs Learning and Teaching Students Sub Group MMU Hubs SAS and Services Sub Group 17/07/2008 25

LTA strategy objectives and commitments 1.2. Include the development of independent autonomous learners and collaboration in learning as key aims of all university programmes 1.3. Prioritise flexibility of provision in evaluation of the student experience and ensure that programme development and review are informed by the findings Related current LRS activity Contribute to University Programme Approval, Review and Modification (PARM) events to include LRS activities and intrinsically aid the development of autonomous learners, e.g. embedding of assessed InfoSkills activities in YR1 undergraduate programme at MMUBS, Law School, Physiotherapy Gather student feedback from a variety of sources including regular large scale student surveys, mini surveys, comments cards, evaluation forms at teaching sessions, e mail enquiry desks, library website, library catalogue. Information gathered is analysed and used to inform and improve LRS services and resources as appropriate Offer varying and flexible types of learning space including group study, silent study and relaxed seating areas to cater to a variety of learning styles and needs Provide wireless network access via student laptops. At Aytoun, students can utilise ICTS Media Services laptop loan facility within the Library Future LRS activity Pursue the further embedding of InfoSkills (and other relevant LRS services and resources that contribute to the development of independent, self sufficient learners) in courses University wide from Foundation to postgraduate level Investigate the potential of awarding certificates for InfoSkills completion to encourage independent autonomous learners Use the process of applying for Charter Mark status to further improve and extend the way students needs are evaluated in this area Explore alternative methods of engaging students in order to gather feedback, e.g. social networking sites and the establishment of a MMU LRS Facebook Page Continue to develop and enhance those spaces already established with a focus on flexibility and the work to establish the new student hubs Ensure that Faculties are aware and are able to contribute to future development of these spaces to ensure maximum use and appropriateness of provision Share good practice in this area with others throughout the University as appropriate Partners Academic staff at all faculties CeLT ICTS Campus Information and Learning Environment Services (ILES) MMU Hubs Learning and Teaching Students Sub Group MMU Hubs SAS and Services Sub Group Academic staff at all faculties 17/07/2008 26

LTA strategy objectives and commitments 1.4. Extend the combined honours framework across the university, as appropriate Related current LRS activity Support the Combined honours framework through the provision of InfoSkills sessions and resources. Deliver tailored Infoskills training to some of the subjects within Combined Honours Future LRS activity Further extend and continue support for this framework through the creation and embedding of InfoSkills WebCT materials to cover all subject areas within Combined Honours Partners Academic staff at all faculties 1.5. Continue to develop institutional information and communication technology (ICT) systems to provide a robust platform for the systematic use of learning technologies as part of an appropriately blended, flexible learning experience Create, in liaison with Faculties, WebCT InfoSkills materials which are an intrinsic part of students assessed coursework in some subject areas, e.g. Business School, Law School, Physiotherapy, Chemistry, Engineering and Technology Participate in the Integrated Induction Materials for Physiotherapy(IIMP) project and contribute to the ARGOSI Project aimed at supporting the student induction process through alternate reality gaming Provide a service (MMU LRS Digitisation Service) through which academics can request articles and book chapters not currently available electronically to be digitised and embedded into WebCT courses and reading lists Laptops are available for loan via MMUBS ICTS Media Services (co located within Aytoun Library) for use within the LRS spaces Provided feedback in response to the potential LRS contribution to, and requirements of, the University MLE (MyMMU) Provide further guidance and advice for academic staff to allow them to embed and integrate LRS resources and services into WebCT courses, e.g. rework the WebCT tutorial LibWeb and integrate LRS advice into WebCT Vista help. Enhance and extend support for students at a distance with the implementation of a virtual enquiry service that allows for interaction with users online, e.g. QuestionPoint Pursue the implementation of the MetaLib federated search engine in order to improve the experience of resource and information discovery for all students Help to include the embedding of LRS systems and resources into the the University MLE (MyMMU) Academic staff at all faculties OCLC (suppliers of QuestionPoint ) Ex Libris (suppliers of MetaLib) ICTS Campus Information and Learning Environment Services (ILES) 17/07/2008 27

LTA strategy objectives and commitments 1.6. Maximise the opportunities offered by the capital programme to provide learning, teaching and assessment experiences which reflect the needs and expectations of students 1.7. Offer equivalence of experience for all students irrespective of learner profile, mode of study or location Related current LRS activity Offer varying and flexible types of learning space including group study, silent study and relaxed seating areas to cater to a variety of learning styles and needs Provide standardised zoning and signing across all sites and drop ins Participate fully in discussions over Estates Strategy in relation to future of LRS, relationship with hubs, etc Provide equivalence of opportunity of access to LRS services and resources (subject to legal restrictions) both physically and virtually Future LRS activity Continue to develop and enhance those spaces already established with a focus on flexibility and the work to establish the new student hubs Plan in particular for future layouts at each of All Saints, Didsbury and Crewe Seek to extend access to electronic resources through the implementation of Shibboleth and the subsequent creation of additional permission sets Partners ICTS Campus Information and Learning Environment Services (ILES) MMU Hubs Learning and Teaching Students Sub Group MMU Hubs SAS and Services Sub Group Academic staff at all faculties ICTS Central Operations 2. To provide a supportive and inclusive learning environment which will enable success for all learners. We currently We will 2.1. Continue to recruit students Provide and promote services and Investigate ways to provide additional support for Inspire 17/07/2008 28

LTA strategy objectives and commitments from a broad socioeconomic background, including students from less advantaged backgrounds and from non traditional routes into Higher Education 2.2. Evaluate student needs in relation to their previous qualifications and experience and use this information effectively in learning design Related current LRS activity resources targeted specifically at the needs of these students via InfoSkills, INFORMS, LRS Website, etc Retain membership of Inspire which supports education in a very broad sense and offers access to, and awareness of, MMU and its services/resources to all Liaise with academic staff to establish students needs in relation to their previous qualifications and experience and appropriately reflect these in LRS resources and services Evaluate all InfoSkills and other teaching sessions in order to take into account previous qualifications and experience Offer a suite of InfoSkills materials to support all levels of study Provide a phased Welcome campaign throughout the Autumn Term which avoids information overload during induction week and hopefully assists initial retention Future LRS activity these and other students, e.g. the enhancement and extension of online support through the implementation of a virtual reference service Provide a range of podcasts via the LRS homepage to further detail our services and appeal to another learning style Raise awareness relating to the diversity agenda through participation in University Programme Approval, Review and Modification (PARM) processes and engagement with Communities of Practice initiative Use the process of applying for Charter Mark status to further improve and extend the way students needs are evaluated in this area Share good practice in this area with others throughout the University as appropriate Partners Scheme Academic staff at all faculties CeLT Academic staff in all faculties 2.3. Ensure that, in line with our International Strategy, our curricula are effective across a wide range of cultural settings Provide pre enrolment LRS sessions, which include induction and InfoSkills, tailored to the needs of international students Review our current services and resources to ensure that they are effective across a wide range of cultural settings Investigate the extension of services targeted at MMU International Office 17/07/2008 29

LTA strategy objectives and commitments 2.4. Design and provide pre entry support systems to smooth the transition to University from school, college or elsewhere 2.5. Collaborate with local, regional and international FE and HE providers to extend opportunity through the further development of progression opportunities 2.6. Improve the use of statistical information to monitor progression rates in relation to diversity and act, where necessary, to remove barriers to progression, whilst maintaining standards LTA objectives and commitments Related current LRS activity Offer training to LRS staff in the effective support of international students Provide pre enrolment LRS sessions for international students as above Provide LRS information to all students at registration as part of the LRS welcome campaign Provide reference access to libraries for post 16 students through the Inspire scheme Provide support in terms of resources and services (subject to funding and license restrictions) to students at other institutions but on courses run collaboratively at MMU Future LRS activity international students, e.g. additional information on the LRS website, information in multiple languages, etc Review and seek to improve and extend pre entry support provided, e.g. potential involvement in Higher Futures 4 U Primary School Project @ MMU Extend access to all sixth form colleges in the region Continue to support students from other institutions on courses run collaboratively at MMU and liaise as appropriate with local. Regional and international FE and HE providers Seek to extend access to electronic resources by external students and those who teach them (subject to funding and license restrictions) through the implementation of Shibboleth and the subsequent creation of additional permission sets Consult statistical information and implement appropriate measures if necessary Related Current LRS activity We currently Future LRS activity We will Partners Other HE and FE providers Other HE and FE providers ICTS Central Operations Partners 17/07/2008 30

LTA strategy objectives and commitments 2.7. In line with the University's Equal Opportunities Policy and Action Plan, evaluate student experience in relation to discrimination and take action where necessary. This will be in partnership with student representatives from across the university and will take into account gender, class, socio economic background, race, faith, disability, sexual orientation and age 2.8. Offer equivalence of experience for all students irrespective of learner profile, mode of study or location Related current LRS activity Seek to provide equivalence of opportunity of access to LRS services and resources (subject to legal restrictions) both physically and virtually Provide additional support (in collaboration with the Learning Support Service) to those students who request it through their Personal Learning Plans Provide disabled users with the equipment and support they need to use LRS services and resources Provide training for LRS staff on equal opportunities Seek to provide equivalence of experience for all students through the provision of choice of format whenever possible Offer equivalent and consistent service and delivery irrespective of learner profile, mode of study or location Future LRS activity Continue to provide equivalence of opportunity of access for all to LRS services and resources (subject to legal restrictions) both physically and virtually Review all online and print materials produced to ensure the highest levels of accessibility Continue to review services and resources to ensure that flexibility of provision is maintained and is appropriate for a wide range of learners Partners Learning Support Service 2.9. Provide robust monitoring systems to quickly identify those students at risk of non completion. 2.10. Continue to develop and initiate research informed practices to support groups of students identified as Provide support to students in order to help them complete their studies successfully, e.g. phased induction campaign to introduce and reinforce LRS Work with partners to support the implementation of monitoring systems Investigate the extension of provision of ondemand InfoSkills sessions and one to one sessions to all in order to contribute to the support of those identified at risk of non completion Academic staff at all faculties CeLT Faculty Student Support Officers Student & 17/07/2008 31

LTA strategy objectives and commitments being at risk of noncompletion Related current LRS activity services and resources, InfoSkills sessions tailored to subject needs, online request of InfoSkills training via the LRS website, enquiry assistance via face to face, e mail enquiry desk and phone Future LRS activity Investigate further collaborative work with Faculty Student Support Officers in this area Showcase and promote LRS services via Student Information Points (SIPs) Partners Academic Services (SAS) 3. To enhance students employability by encouraging the development of students intellectual powers, creativity, independent judgement, critical selfawareness, imagination and skills that will enhance their lifelong employment opportunities. We currently We will 3.1. Ensure that all programmes provide for the development of core and transferable skills commensurate with the creation of world class professionals Contribute to MMU s Employability Steering Group Aim to establish self sufficiency and independence in the core and transferable skills of finding, evaluating and using appropriate information through our InfoSkills programme Deliver InfoSkills sessions to students at all levels and in Faculties and Develop further WebCT InfoSkills materials to become an embedded, compulsory part of the teaching on the University s Foundation Programme as well as extending Combined Honours coverage Collaborate further with Faculties to extend the provision of this core skills teaching Pursue the support of study skills good practice in collaboration with Faculty Student Support MMU s Employability Steering Group Faculty Student Support Officers CoP: Personal 17/07/2008 32

LTA strategy objectives and commitments 3.2. Develop student awareness of their employability and Related current LRS activity Departments across the University (we currently reach over 10,000 students) Embed the teaching and assessment of these core information skills via WebCT into the teaching of some courses e.g. at the Business School, School of Law, Physiotherapy and Science & Engineering Provide training for academic staff in these core skills, e.g. one to one sessions, Retrieving and Managing Research Information unit on the MA in Academic Practice, InfoSkills sessions within PgCert in Academic Practice, Know Your Business awareness sessions at Aytoun Provide training for academic staff and researchers in the use of the bibliographic software EndNote Liaise on Community of Practice (CoP) for Personal Development Plans (PDP) and Employability Identify core and transferable skills through involvement in MMU s Pathfinder Project which is looking at the key skill areas of InfoSkills, research and dissertation support and PDP Report and share good practice with Student Support Officers (SSOs) Participate in the CoP for PDP and employability Future LRS activity Officers Pursue the support of non specialist applications and data manipulation Investigate the training of undergraduates in the use of the bibliographic software EndNote Seek to extend the opportunities for training academic staff in these core skills, e.g. widening delivery of Know Your subject sessions to other Faculties Emphasise InfoSkills as a transferable and core skill useful for future employability when designing Partners Development Plans & Employability MMU Careers Service 17/07/2008 33

LTA strategy objectives and commitments support them through workbased learning, placements, volunteering and enterprise opportunities Related current LRS activity Future LRS activity future materials through collaboration with MMU Careers Service, Communi and Students Union (MMU SU) Investigate ways in which employability can be embedded in InfoSkills training and materials, e.g. Go! Web based portal Partners Communi MMU S.U. 3.3. Foster, develop, monitor and review Personal Development Planning opportunities for all students within programmes of study so that it is relevant, coherent and linked to the student s academic programme 3.4. Implement a kite marking scheme, as part of institutional Quality Enhancement processes, which promotes the inclusion of relevant key employability skills for all programmes/units 3.5. Address employability themes explicitly in each curriculum area 3.6. Adopt a value added approach to LTA which enables the incorporation of Link Infoskills to student PDPs in some areas, e.g. InfoSkills level 1 (online) at MMUBS Participate in the CoP for PDP and employability to produce guidelines for good practice in PDP Extend the link between InfoSkills and PDPs, e.g. as in the good practice model employed at MMUBS Investigate ways in which InfoSkills can contribute to PDPs, e.g. inclusion of self reflection action plans and certificates of attendance for inclusion in PDPs Ensure that InfoSkills is recognised as a relevant key employability skill for all programmes/units Incorporate employability themes, as necessary, in the teaching and materials of the InfoSkills programme Consider how LRS can support this approach by offering work experience opportunities, e.g. Special Collections CoP: Personal Development Plans & Employability Academic staff at all faculties CeLT MMU Careers Service Communi MMU S.U. MMU Careers Service Communi 17/07/2008 34

LTA strategy objectives and commitments voluntary work, study trips, language learning, cultural activities, external part time work and reflection as determined by the programme team 3.7. Develop more flexible ways of accrediting employment skills derived from experience (through formal university credits and value added approaches) 3.8. Engage with employers and alumni to create more flexible learning and assessment opportunities 3.9. Provide staff development opportunities for academic and related staff to support curricula practice with a strong emphasis on enterprise and employability Related current LRS activity Investigate and negotiate the licensing of e resources to alumni Provide a list of resources accessible to external students Future LRS activity Consider how LRS can support this approach Further investigate and negotiate the licensing of e resources to alumni and access the feasibility of access for employers, e.g. MMUBS Innospace Ensure that LRS provides appropriate supporting CPD resources Partners 17/07/2008 35

LTA strategy objectives and commitments Related current LRS activity Future LRS activity Partners 4. To establish a culture of quality enhancement and progressive innovation in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University's vision and strategic objectives. 4.1. Commit to a comprehensive programme of review and renewal of the curriculum to ensure that institutional objectives as expressed in LTA Strategy are met We currently Seek to reflect the institutional LTA strategy in all appropriate LRS strategies, commitments and objectives Engage with the PARM process in faculties We will Continue to review all appropriate LRS strategies, commitments and objectives to ensure they reflect the institutional LTA strategy Extend our engagement with faculties PARM processes and contribute elements to the curriculum which support L&T strategic objectives Academic staff at all faculties CeLT 4.2. Seek opportunities to develop new provision for learners in line with institutional priorities, focussing particularly on new initiatives for postgraduate, part time, international and distance learners Design and teach modules on the Research Student Development Programme Produce the Researchers Weekly Bulletin Provide tailored InfoSkills sessions for postgraduate students Conduct pre enrolment inductions and Infoskills sessions for international Enhance and extend support for students at a distance with the implementation of a virtual enquiry service that allows for interaction with users online, e.g. QuestionPoint. Pursue the implementation of the MetaLib federated search engine in order to simplify and improve the experience of resource and information discovery for all students on and off campus Research Office Academic staff at all faculties OCLC (suppliers of QuestionPoint ) 17/07/2008 36

LTA strategy objectives and commitments 4.3. Review the programme approval, review and moderation process to enable a reflective, developmental approach throughout the lifecycle of a programme 4.4. Review the methods used to evaluate programme delivery and student satisfaction Related current LRS activity students Provide access to services and resources as far as possible on and off campus 24 hours a day Support and collaborate with Departments and Faculties in the programme approval, review and moderation process to ensure that the need for LRS services and resources is appropriately reflected Evaluate all InfoSkills and other teaching sessions and review methods used Future LRS activity Provide podcast information to appeal to alternate learning styles Produce InfoSkills Online for postgraduates Populate Facebook and encourage the development and engagement of an MMU LRS community Further support and collaborate with Departments and Faculties in the PARM process to ensure that the need for LRS services and resources is increasingly and appropriately considered and reflected Use the process of applying for Charter Mark status to further improve the methods used to evaluate InfoSkills and other teaching sessions Partners Ex Libris (suppliers of MetaLib) International Office Academic staff at all faculties 4.5. Establish new approaches to student polling to provide an enhanced evidence base upon which informed decisions relating to provision and services can be made Gather student feedback from a variety of sources including regular large scale student surveys, mini surveys, comments cards, evaluation forms at teaching sessions, e mail enquiry desks, library website, LRS catalogue. Information gathered is analysed and used to inform and improve LRS services and resources as appropriate Use the process of applying for Charter Mark status to further improve the evidence base upon which informed decisions relating to provision and services are made Explore alternative methods of engaging students in order to gather feedback, e.g. social networking sites and the establishment of a MMU LRS Facebook Page 4.6. Reward and recognise staff who make an outstanding contribution to teaching Investigate ways to recognise and reward LRS staff in order to further encourage innovation in teaching and engagement 17/07/2008 37

LTA strategy objectives and commitments Related current LRS activity Future LRS activity Partners 4.7. Continue to strengthen PDR processes for academic staff, to ensure that learning, teaching and assessment issues form a central element of the process of agreeing a developmental agenda Actively support the development of LRS staff teaching skills e.g. through participation in in house training i.e. recent session on interactivity and outside training i.e. CLIP Training and Learning Skills Unit, PgCert in Academic Practice, Presentation Skills course as part of Standard Training Programme (STP) for new professionals Offer evaluation and constructive criticism of colleagues teaching using the SEE (Shared Experience and Evaluation) Share experience of teaching InfoSkills sessions through regular LRS wide meetings of InfoSkills champions from all sites and floors Utilise e mail lists and collaborative wikis to share knowledge and expertise Contribute to the training of academic staff through the provision of a Retrieving and Managing Research Information unit on the MA in Academic Practice Contribute to the training of academic staff through the delivery of InfoSkills training on the PgCert in Academic Practice and the MA in Academic Practice Offer faculty based training sessions for academic staff, e.g. Know your business, Lights, Camera, Action, etc Ensure that learning, teaching and assessment issues are included in future development of LRS staff Encourage key in house teaching skills trainers to undertake the PgCert in Academic Practice Seek to increase take up of the Retrieving and managing research information unit on the MA in Academic Practice and to repurpose materials for use in other appropriate LRS InfoSkills sessions NoWAL CeLT CILIP Continuing Professional Development (CPD) Unit 17/07/2008 38

LTA strategy objectives and commitments Related current LRS activity Future LRS activity Partners 4.8. Provide incentives for innovation in Learning, Teaching and Assessment 4.9. Build cross institutional capability in curriculum innovation through support for cross institutional networks, workshops and events 4.10. Build the institutional profile of staff and student participation in international exchanges and community work linked to learning and teaching Encourage LRS staff to be innovative in their teaching through the provision of inhouse training sessions on employing interactive techniques and the use of interactive whiteboards, activote systems, etc. Contribute to the training of academic staff through the provision of an elective unit Retrieving and Managing Research Information on the MA in Academic Practice Contribute to the training of postgraduate research students through the Research Student Development Programme 4 elective units: Writing for publication / The Electronic Library / EndNote / Citation Searching Contribute to the generic training programme for postgraduate students in the Science and Engineering and HLSS Graduate Schools Contribute to MMU s Pathfinder Project (cross institutional project) Hosted and helped to organise the 7 th LILAC Conference in 2007 Exchange of experience with Konstanz University (Germany) and contribution to Konstanz workshop on information literacy Investigate ways to provide incentives for innovation in Learning, Teaching and Assessment Seek to increase take up of the Retrieving and managing research information unit on the MA in Academic Practice and to repurpose materials for use in other appropriate LRS InfoSkills sessions Deliver an LRS induction, to include elements of The Electronic Library unit as part of the induction day for the Research Student Development Programme Seek to increase training of postgraduate students, researchers and academic staff in research methods, techniques and skills Assisting with the organisation of LILAC 2008 (MMU Library is represented on the LILAC Committee) Academic staff at all faculties Research Office Continuing Professional Development (CPD) Unit CILIP 4.11. Drive the development of a Encourage LRS staff to actively pursue Investigate new opportunities for enhancing NoWAL 17/07/2008 39

LTA strategy objectives and commitments quality enhancement culture through the further development of a framework for Continuing Professional Development for all our staff Related current LRS activity their Personal Development Plan (PDP) and offer access to training and development sessions Future LRS activity Partners training for LRS staff CILIP Continuing Professional Development (CPD) Unit 5. To provide a learning experience that is informed by research, scholarship and reflective practice We will We currently We will 5.1. As part of programme review and validation, prioritise curriculum development that: Contribute to the University s research community through the provision of e space, the LRS institutional repository, that aims to make available to all the Seek to increase engagement with e space and explore ways it can be used to enhance connections between research activity and learning and teaching 5.1.1. forges strong connections research outputs of all staff and Seek to increase take up of the unit on the MA in between research activity researchers Academic Practice and to repurpose materials for and learning and teaching Contribute to the development of staff use in other appropriate Library InfoSkills at all levels who are mature, independent learners sessions 5.1.2. enables, through day to with highly advanced knowledge skills, Deliver a Library induction, to include elements of day activity, participation in through the provision of an elective unit The Electronic Library unit as part of the a community informed by Retrieving and Managing Research compulsory part of the induction day for the research Information on the MA in Academic Research Student Development Programme 5.1.3. values active, collaborative, Practice Seek to increase training of postgraduate enquiring models of Contribute to the training of postgraduate students, researchers and academic staff in learning using a research students who are mature, research methods, techniques and skills research model to independent learners with highly encourage the development advanced knowledge skills through the of mature, independent Research Institutes Research Office Continuing Professional Development (CPD) Unit Academic staff at all faculties 17/07/2008 40

LTA strategy objectives and commitments learners with highly advanced knowledge skills 5.1.4. establishes more opportunities and capability for research informed reflection and decision making relating to learning and teaching practices Related current LRS activity Research Student Development Programme and the provision of four elective units Writing for Publication / The Electronic Library / EndNote / Citation Searching Contribute to the generic training programme for postgraduate students in the Science and Engineering and HLSS Graduate Schools Provide services tailored for researchers, e.g. Researcher s Weekly Bulletin, LRS website pages for researchers Future LRS activity Partners 5.2. Extend and deepen current provision of research methods, techniques and skills within programmes in embedded and wholly relevant ways 5.3. Make proper connections in learning and teaching at all Contribute to the training of academic staff through the provision of an elective unit Retrieving and Managing Research Information on the MA in Academic Practice Contribute to the training of postgraduate research students through the Research Student Development Programme 4 elective units Writing for Publication / The Electronic Library / EndNote / Citation Searching Contribute to the generic training programme for postgraduate students in the Science and Engineering and HLSS Graduate Schools Attend and seek representation at all Faculty Academic Development Seek to increase take up of the unit on the MA in Academic Practice and to repurpose materials for use in other appropriate Library InfoSkills sessions Deliver a Library induction, to include elements of The Electronic Library unit as part of the compulsory part of the induction day for the Research Student Development Programme Seek to increase training of postgraduate students, researchers, and academic staff in research methods, techniques and skills Continue to ensure relevant LRS staff are aware of the context, current issues and contemporary Research Institutes Research Office Continuing Professional Development (CPD) Unit Academic staff at all faculties CeLT Academic 17/07/2008 41

LTA strategy objectives and commitments levels between the historical context, current issues and the contemporary research agenda Related current LRS activity Committees (FADC) and other appropriate events to ensure that LRS staff are aware of the context, current issues and contemporary research agenda Future LRS activity research agenda Partners staff at all faculties 17/07/2008 42