On Tuesday 25th May I was at Oxford Brookes University as part of a review event for the Programme Assessment Strategies (PASS) Project. Also at the event was Graham Gibbs. Graham spoke about his experiences of effecting change within programmes and institutions. His views mirrored our experiences on the ESCAPE project, namely that there is a "hidden" network of influence that you must be able to tap into, if you want to effect change within a school . A component of the "hidden" network are the informal meetings that take place in schools. For example; in the corridor, in social areas, over coffee and at lunchtimes. These informal venues are often where the hierarchy is relaxed and a more open discourse is possible. The discussions are often robust and play key part in forming opinions within schools.

Graham's views certainly mirrored our experiences.It was something that we had anticipated when considering our approach to working with our stakeholders. One of the early parts of the ESCAPE project involved mapping the influences of individuals and teams within schools. We looked at who were the key opinion formers within the schools and how we could get them "on side". Additionally we looked what were the formal and as important, informal channels of communication within schools.

We also looked at how we could encourage collateral effects - how the stakeholders we were working with could influence others. Both over the course of the project and beyond as part of our sustainability planning.

As part of the event I was invited by Peter Hartley - who chaired, to present an outline the ESCAPE project. It was extremely valuable to get the benefit of the teams experience experience in the discussion that followed.

Although the tenure of the meeting was one of looking a programme level interventions rather than at modular level ( - which is the ESCAPE perspective), there are common assessment themes that transcend both projects which started to emerge - such as ownership of the assessment and managing change within teams.

I was able to suggest some alternative approaches for the PASS project that involved taking a cross module approach to assessment that is designed to break down the barriers between modules as a "halfway house" to full programme level assessments. I spoke about the experiences of two of the programmes at the University of Hertfordshire ,that have worked towards implementing a more integrated approach to assessment that attempts to transcend the module based assessment model.

As part of the meeting Graham Gibbs discussed his guide "using assessment to support student learning" which is available at:

http://www.leedsmet.ac.uk/100317_36641_Formative_Assessment3Blue_WEB.pdf

Graham provided me with a copy of the guide during the meeting. It is an extremely useful resource for teams embarking on using assessment as a vehicle for learning. The ideas set out by Graham are illustrated and supported by case studies, which makes it very accessible and relevant to the reader.

On my train journey home I was able to reflect on what had been really useful and informative day!

Interim Reporting and Future Plans

We are just completing our second (and last) interim report. It deals with the project's progress over the last six months. A large part of the report deals with mapping the proposed project objectives and outcomes against what we have been able to achieve so far. One important theme that emerges from the initial draft of the report is the sustainability of the project, that is what will happen when the funding finishes in October. How will we ensure that the projects legacy will continue? The report provides a useful focus for articulating these plans in the light of our experiences over the last 18 months.

First Meeting of the Steering Group

Last Thursday we had our first meeting of the steering group, we had an excellent turnout. It was good to see Malcolm Ryan again - our critical friend from JISC and fellow VW owner and to meet Prof. Margaret Price - from Oxford Brookes University. In addition Prof. David Nicol from the University of Strathclyde joined us via elluminate along with Prof. Peter Bullen head of BLU at UH.

We used a very large plasma screen to display the elluminate interface and Mark managed to solve some technical hitches prior to the start of the meeting so the sound was excellent.

The steering group were very supportive of what we had achieved so far and were in agreement with our approach as detailed in the draft project plan - which was approved. They were able to offer advice on areas where they felt their experience was relevant. It is good to know that we are backed up in our endeavours by such a depth and breadth of experience. The steering group’s guidance and advice will be invaluable to helping make the project a success.

Some things that I got from the meeting:

• look at the student perspective of assessment & compare with the lecturer view
  
• think about how teaching & learning staff development for new (and existing) staff can support the sustainability of the project
  
• create hard data for analysis
  
• what are the staff and student drivers here
  
• students will always want more feedback - we need to encourage and facilitate self regulated learners
  
• look at the national survey of student engagement
  
• think about the context of the change we are trying to achieve - make sure that senior champions are on side
  
• the challenge of using general principles of good assessment practice - of which there are a number of schools of thought - and turning them into actual an assessment regime for a particular subject module.
  

One of the main themes that I picked up on is how much work is being done in similar areas to our own and how we need to be aware of it. One of the discussions that Mark and I have had is his feeling that we need to have a good idea of what is out there - perhaps by carrying out a survey exercise.

Sustaining ESCAPE - Learning from other projects

At the heart of the ESCAPE project is the need to sustain and embed our practice. We are after all about developing sustainable change. Using the standard JISC template for our Project and Evaluation Plans we were required to present some thoughts on Sustainability and Exit. I really like the idea of asking the project to think about these issues at the outset and not at its end. Thumbs up from me!

The University of Bradford are running another JISC funded project - Audio Supported Enhanced Learning (ASEL) - to which we (UH) are partners. The project is nearing completion and today (11 Feb 2009) they ran a UH / Bradford meeting to review how the institutions would sustain the ASEL activity and continue to reap the benefits suggested of audio supported learning.

I am really keen to see legacy activity from these type of projects and not just see all the good work fizzle out and dwindle just because the project and funding has formally closed. I was invited as part of the UH team to attend the day to which I seized the opportunity. I want our project, ESCAPE, to learn from ASEL activities and see how we might sustain ourselves long after we have finished. In particular I am interested in what things we might do now to help our project sustain itself and what questions might we ask at the start of the project that would help us at the project close.

Whilst I was happy to support ASEL, want to see UH benefit from a real legacy of the ASEL project, I also wanted, (more selfishly), to see what lessons I could take away from the meeting to benefit ESCAPE.

We had an interesting start to the day where as a group we explored how the project had met its objectives. I think this will be a useful exercise for ESCAPE too i.e. to keep reminding ourselves what we set out to achieve and constantly relate our activity to that.

Bob Rotheram from the Leeds Metropolitan University followed that session with a great presentation about the JISC funded Sounds Good Project - Sounds Good is about giving better feedback and using audio to support the feedback activity.

After Bob outlined his project and the benefits, I was keen to find out how we going to sustain the Sounds Good activity (i.e. in line with the purpose of the meeting and for my selfish needs!)

Bob spoke about the importance of enthusiasm and then I asked, in addition to enthusiasm what three things do you think are important to sustain Sounds Good.?

Bob spoke about the time savings it could bring staff and qualified this with some great examples.
It is quicker (audio feedback) than written feedback if …
• You give a lot of feedback
• You speak faster than you can write

Be a really useful exercise to quantify this and show staff some break information
Bob also said that technology needs to be simple and useable and not be a barrier to uptake. Some great thoughts.

Naturally Bob also\mentioned the positive benefits to students in terms of receiving audio feedback. I really liked the pragmatism about being both student and staff focused. Staff are very busy and they need convincing of a need to change practice and see the benefits for them and their students

Peter Chatterton asked a follow-up question …

If you had a pot of gold what would you use it for to sustain Sounds Good ?
Fortunately Bob said not much was needed, sounded like a ripple effect was kickimg in, but he did say …
• Give staff decent devices
• Run workshops
• Give a chance for staff to come together to share and discuss activity


It struck me also that just as e-learning was a Trojan Horse to pedagogy so too was the use of Audio. The morning session gave a few examples which suggested, for me, it was not developing pedagogy but giving what we already know about learning to be surfaced.


In the afternoon we broke into our Uni teams and discussed how we might sustain ASEL. Asking ourselves …
why bother?
How do we convince an academic not connected with the project to engage?

We collected many ideas - which will `be posted here when they are summarised, but some things for now …

Provide some training packages
Utilising existing support - not develop new systems
Resources might include how do you do it
What do you need to avoid
i.e. a collection of resources related to ‘how to’
as well as a collection of resources relating to ‘why to’

We also mentioned strengthening the student mentor scheme run at UH - and if new / different skills are needed for audio activity then we need to describe what these are and up-skill the mentors accordingly

* Linking it to podcasting campaign
* Tagging resources so that we don’t reinvent stuff
* Networking
* Sustaining communities
* Inter-faculty meetings/
* Cross University inter-faculty meetings
* Link with the Podcasting for Pedagogic Purposes group?
* Not invent what is already out there

A couple of things ASEL might do now
• Develop crisp selling messages
• Use the right language for different groups
• Tap the why do it into responding to challenges
• Sell to Heads of School
• Share an Executive summary


I was interested in asking the team to map out the audio landscape post ASEL and then establish what is needed to support a vision

i.e. where we will be in
1 week
4 weeks
2 months
6 months
1 year

I would like to do this for ESCAPE - map out what we want UH to look like after ESCAPE and establish what we need to make that vision-landscape a reality.