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Facilitating Innovation Through Collaboration: Central Teaching Laboratories’ Education Brokers

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Publicada em

Cate Cropper, Lis Rushworth & Helen Vaughan, Central Teaching Laboratory
@LivUniCTL
Exploration of the development and support for the Central Teaching Laboratories at the University of Liverpool

Publicada em: Educação
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Facilitating Innovation Through Collaboration: Central Teaching Laboratories’ Education Brokers

  1. 1. Facilitating Innovation Through Collaboration: Central Teaching Laboratories’ Education Brokers Cate Cropper, Lis Rushworth & Helen Vaughan, Central Teaching Laboratory @LivUniCTL
  2. 2. CTL Physics Chemistry Archaeology Environmental Sciences CTL: The Building Conceived in 2006, due to a need to refurbish existing laboratories. Main drivers for collaboration: • More Space • Higher occupancy • New equipment • Facilities for new teaching activities
  3. 3. Main barriers to sharing space, equipment and pedagogy Funding Operation Discipline pedagogy
  4. 4. Main benefits to sharing space equipment and pedagogy University •Modern, professional teaching hub & conference venue ExistingDisciplines •Modern, accessible specialised environments & equipment Students •Access to research & industry standard equipment Other •Focal point for scholarship
  5. 5. Benefit to University • Modern and professional venue for learning and teaching • Capacity for increased student numbers • Hub of technical skills development in support staff • Focal point for teaching innovation in sciences • Professional and flexible venue for international conferences Benefits to the University Outward statement of University’s belief in teaching and learning
  6. 6. Benefits to Existing Disciplines Benefits to Existing Disciplines • Modern, accessible laboratories and social space • Access to specialised laboratory environments & equipment for all disciplines • Flexible availability for non- timetabled access to support project work • Promoting new and improved pedagogies e.g. comfortable environment for group work, spiral lab curriculum Curriculum Expansion
  7. 7. Benefits to Students • Access to research and industry standard equipment • Access to internships • Expansion of project opportunities • Cross-disciplinary skills • Improved opportunities to develop communication skills Benefits to Students Resulting in improved employability skills
  8. 8. Other benefits • Focal point for scholarship • Venue for Outreach • Employers Benefits to Students Relationship with the community
  9. 9. How do we do it? Education Broker Model
  10. 10. Education Broker Broker noun a person who acts as an agent for other people in buying and selling goods or property [usually for commission] a negotiator or middleman [ref.]John Murray Learning. (2017) Chambers – search chambers. Available at: http://chambers.co.uk/search/?query=broker&ti tle=21st (Accessed: 11 January 2017). Education Broker noun a scholar who acts as an agent for other academics in developing new or using existing resources and educational literature for scholarly commission a negotiator and implementer of change in educational practices Our definition is still in development
  11. 11. Faculty of Science and Engineering Advisors Implementers Researchers School of Physical Sciences Faculty of Humanities and Social Sciences Department of Archaeology, Classics and Egyptology School of Environmental Sciences Education Brokers CTL L&T Education Broker team: where do we fit in? A group of co-located satellite academics who orchestrate collaboration between disciplines
  12. 12. Traits of an Education Broker Team Core aim: to improve teaching in the Physical and Environmental Sciences Discipline specific lecturers with cross-discipline pedagogical interests and different administrative roles Co-located Other’s promotion Freedom to be selfless Education Brokers: Traits Discipline & Public Engagement Skills Operation & Admin Pedagogical Interests
  13. 13. Education Broker team activities: A richer student experience at all scales Module developers / leaders Programme developers / leaders Collaboration with other departments & industry to facilitate projects and modules Direct supervision of BSc/Masters/PhD projects Summer intern projects • Physics with Education • Geology and Physical Geography • Chemistry and Engineering(AEG) • MAST collaboration • Geoarchaeology • Physics and archaeology • Electronic laboratory note books • Planetarium • Curriculum development
  14. 14. Education Broker driven activities for Outreach and Public Engagement: Supporting students to communicate with the wider community Facilitating cross- university outreach & public engagement activities Supporting students & colleagues to deliver outreach Personal delivery of outreach activities • Science Jamboree • HiPy • “In house” science days for schools • Science communication modules • Ness Science Fair / VG&M events • SIAS • Café Sci
  15. 15. Abilities of an Education Broker at CTL • Network across University and with external parties • Coordinate • Negotiate • Investigate potential resources • Identify & act on opportunities • Implement and then hand over • Ability to collaborate Education Brokers: Traits Discipline & Public Engagement Skills Operation & Admin Pedagogical Interests
  16. 16. Idea from Dr Rob Treharne (DTC manager) for PG students to learn Python. Visited CTL academics who expanded the vision to include UG & Schools for HEAR statement. Found initial space & equipment and helped promotion of the venture through our networks. Led to departments rethinking current programming provision Now attended by UG, PG, staff from across the university and externals. Potential pedagogical research project… Winner of a Faculty Teaching and Learning Award 2017 HiPy - Hive Learning of Python An example success story
  17. 17. Collaborative Working
  18. 18. Model for collaborative working Walsh & Kahn (2009) – Page 16 Walsh, L. and Kahn, P., 2009. Collaborative working in higher education: The social academy. Routledge. Social Vehicles Context Professional Dialogues Engagement Practice
  19. 19. Model for collaborative working Walsh & Kahn (2009) – Page 16 Walsh, L. and Kahn, P., 2009. Collaborative working in higher education: The social academy. Routledge. Social Vehicles Context Professional Dialogues Engagement Practice Social structure, relationships, medium for communicating How much you want or can participate in a project. Knowledge development & transfer Approaches taken by individuals, groups or institutions
  20. 20. How much you want or can participate in a project. Social structure, relationships, medium for communicating Model applied to CTL Walsh, L. and Kahn, P., 2009. Collaborative working in higher education: The social academy. Routledge. Social Vehicles Context Professional Dialogues Engagement Practice Knowledge development & transfer Approaches taken by individuals, groups or institutions Beaded cobweb by Myriams-Fotos /CC0 New ways of working…. Enthusiasm and common goal
  21. 21. • Twitter • Google Docs • Slack • Shared network • Good old email! Working together in digital space
  22. 22. What would we have done differently? • More open spaces • Different AV • Breakout rooms • Power / charging points • Another floor (at least!) • Social areas – e-notice boards (more) • Outreach lab • An outreach broker • Café • Virtual lab • More storage • Glove boxes
  23. 23. Cultural Change @ UoL • A building that encourages people to • Collaborate • Interact • Be curious • Be creative • Be messy
  24. 24. Sharing has made us stronger In January 2017 the team was awarded the Higher Education Academy’s (HEA) Collaborative Awards for Teaching Excellence (CATE). Please contact us for further details about supporting your department or university to learn about our model Looking for hosts for Practitioner Workshops for academic teams to develop education brokers at different institutions Case Study being written. Focussing on how Education Broker Model has influenced institutional practice.
  25. 25. Central Teaching Lab is a vehicle for pedagogy across disciplines Sharing is facilitated by education brokers who have autonomy, discipline specific skills & institutional support

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