All Ireland Society for Higher Education
| Name: | Nóirín Hayes |
|---|---|
| Email: | noirin.hayes@dit.ie |
| Institution: | Dublin Institute of Technology |
Jen Harvey, jen.harvery@dit.ie
Lloyd Scott, lloyd.scott@dit.ie
A central theme of the Dublin Institute of Technology (DIT) Strategic Plan, 2001-2015, is to establish and support a multi-level learner-centred environment. The challenges posed by this major paradigm shift have been addressed through the adoption of a centrally managed and locally co-ordinated approach. A key driver in making the transition from policy to local practice was institutional support for appointment at faculty level of Head of Learning Development [HoLD] who, working with the Institute Head of Lifelong Learning, developed and operationalised an institutional learning, teaching and assessment strategy.
Working within and across the Faculties the role of this Learning Development Team evolved into a key strategic tool facilitating the transition towards the modularisation of undergraduate and postgraduate programmes, constructively aligned modules and programmes, effective embedding of elearning resources within the curriculum and the recognition and reward of strategies adopted by lecturers that encouraged a student centred approach.
The tasks of the team included raising awareness of the pedagogical potential of modularisation and the benefits of increasing diversity in learning, teaching and assessment methods whilst also considering the technological and administrative challenges presented. The resultant effect of the work has impacted across a number of academic, administrative and technology boundaries.
This paper assesses the effects since the appointment of the Learning Development team two years ago. It explores the challenges and opportunities of adopting such an approach to support institutional change in practice. Drawing on an external evaluation of the process by the European Universities Association and an internal evaluation carried out by the Learning Development team across faculties at school and programme level the paper considers the achievment of Insititutional targets, the role of the team in identifying and addressing emerging tensions and reflects on how to progress implementation towards ensuring a sustainable effective learning environment for all.