Title: European%20LINK%20Network%20and%20Skill's%20Annual%20Higher%20Education%20Conference
1 European LINK Network and Skill's Annual Higher
Education Conference
SKILL
- Monday 30 NovemberRadisson SAS Manchester Airport
2Bringing about change through a strategic
approach to inclusive learning and teaching
November 30th 2009
3Higher Education Academy Project (Sep 2007- Dec
2008)
- Title
- Developing Inclusive Curricula in Higher
Education - Research focus
- How can we engage the interest and commitment of
academic staff to further develop their inclusive
learning and teaching practice?
4Process
- Methodology Appreciative Inquiry
- University project team included a disabled
student - Student researchers from a single Institute
- n7
- range of impairments
- range of courses
- Time frame for student involvement Jan 04 Mar
31 2008
5Inclusive Learning and Teaching
- By inclusive learning we mean the
- greatest degree of match or fit between
- the individual learners requirements and
- the provision that is made for them
- Tomlinson J. (1996)
6Appreciative Inquiry
- Based on David Cooperiders (1999) doctoral work
at Case Western Reserve University - Eschews former Organization Development (OD)
deficit models - Espouses a positive approach to change that
builds a vision for the future based upon what
already works well within an existing system - self-empowering philosophy
- 4-D process (Discover, Dream, Design and
Destiny) - Focus on collaborative working of all
stakeholders - Engages all stakeholders in systematic
participation in a jointly constructed vision of
an organizations future
7Appreciative Inquiry
8Deficit model
- identify problem
- analyse the root cause
- brainstorm solutions and analyse
- develop an action plan
- implement action plan
- review and revise
9AI can be used to
- Consult with people
- Learn from past experience
- Involve a whole organisation or community in
change - Motivate and create active interest
- Build a vision for the future that everyone can
share and help put into practice
10Appreciative Inquiry (AI) process at UW
START
DISCOVERY
Briefing on inclusion and AI
Students interviews (VI)
Pre-workshop activity
Generation of adjectives
AI workshop (students)
Roll out model to additional departments
Students Post-it activity
Student presentation
Focus group with disabled student researchers
Generation of propositional statements
Focus group interview Questions
Staff development
Further planning embedding
Inaugural ISES staff/student research summit
Staff response
Prioritisation meeting
Inclusion survey
DREAM
DESIGN
DESTINY
11Discovery phase (Jan/Feb 08)
- Selection of student researchers
- Pre-workshop activity
- AI workshop
- Data collection by student researchers
- Post it exercise
- Disabled students interviews with disabled peers
- Focus group interview (conducted by student
member of project team) - Answers to reflective questions (pre-workshop
activity) - Development of propositional statements
12Data sets
- Pre AI workshop reflective accounts from disabled
student researchers - Transcript of focus group interview with disabled
student researchers conducted by disabled student
project team member - Transcripts of disabled students interviews with
disabled peers - List of positive adjectives from large sample of
all ISES students
13Dream phase (Mar 08)
- Inaugural Institute of Sport and Exercise Science
(ISES) staff/student research summit - Student researchers presentation
- Audience
- Vice Chancellor
- Guest speaker Chief Executive, British
Paralympic Association - ISES staff
- Departmental Learning and Teaching (LT)
representatives
14Post-it data from sample of ISES students
- Top four adjectives (n265)
- Enjoyable
- Interesting
- Challenging
- Fun
15Post-it data staff perceptions
- Top four responses
- Challenging
- Rewarding
- Practical / applied
- Interesting
16Propositional statements
- All students make a positive contribution to the
learning of their peers. - Students value the Schools strong sense of
community and being made to feel part of it. - Students love it when staff support and celebrate
their achievements. - Staff inspire students through being role models.
- Students really enjoy learning through doing.
17Propositional statement
- 6. The School of Sports and Exercise Science
offers students a ticket to their future it
gives them the opportunity to do things for
themselves, to become more independent, to
reinvent themselves and be their own person.
It offers a liberating and transformative
experience.
18Design phase (Apr 08)
- Prioritisation meeting with ISES team to
determine - Individual priorities
- Draft priorities for referral to departmental
Learning and Teaching Committee - Staff survey ISES staff confidence ratings in
inclusive practice (via survey monkey, 78
response rate) - Analysed to determine staff development
priorities
19Departmental priorities agreed at ISES meeting
- Share innovative practice champion good
practice act as advocates for recruitment of
disabled ISES staff and students - Use peer observation to focus on inclusion
- Ensure effective screening to identify
disabled/dyslexic students and/or issues - Monitor retention achievement in order to
identify issues
20Aspirational goal
Within the next two years the ISES team will have
an international reputation as leaders in the
field of inclusive practice in sport and exercise
science.
21Destiny phase (Ongoing)
- Supplemental resources
- SCIPS (Strategies for Creating Inclusive
Programmes of Study) www.scips.worc.ac.uk - (used 24/7, page ranked by Google 5/10)
- Implementation of innovative staff development
package - Embedding inclusive policy and practice in
existing departmental structures and systems e.g.
peer observation
22http//www.scips.worc.ac.uk/
23(No Transcript)
24http//uk.qatrain2.eu/
25(No Transcript)
26Additional projects in progress
- National teaching Fellowship Scheme project
Employability and Disability - Usemyability (http//www.usemyability.org/)
- Two Minute Tips
- Multi formats
- e.g. how to guide a blind person video
- Qatrain4 students
- Web resource for disabled students (VET)
27(No Transcript)