Using SOTL to develop a pedagogy for the Valleys Haydn Blackey – Head of CELT

Outline SoTL as an agent of change The context of ‘The Valleys’ Our approach - How can we achieve this? Towards a pedagogy of the Valleys

SoTL as an agent of change

Change SOTL is meant to be “a social change agent in your institution and discipline...” McKinney (2009) “… SOTL program is an inclusive, broad- based, cross-disciplinary effort ” Indiana University Bloomington (2008)

Level of change “most SoTL work remains institutionally marginalized at the level of classroom inquiry” Schroeder(2007) SoTL can “lead to development and improved teaching for the individual but not necessarily contribute to the development of the institution.” Roxå, T., Olsson, T. & Mårtensson, K. (2007)

What we are aiming for A “conceptual space in which communities of educators... come together to share ideas about teaching and learning” Huber and Hutchings (2006) In other words fostering and sustaining SOTL communities of practice to effective institutional change

The context of ‘The Valleys’

The Valleys

As the poet says: In our little valley they closed the colliery down, and the pithead baths is a supermarket now. Empty gurneys red with rust roll to rest among the rust, and the pithead baths is a supermarket now. Max Boyce (1973)

What we face Recent interventions have not significantly addressed key social and economic issues that have characterised the Heads of the Valleys region … weak skills profiles remain (for example 26% adult population in Merthyr have no qualifications) Welsh Assembly Government (2009)

Our approach - How can we achieve this?

What we need to achieve We need to promote educational engagement in the region which goes beyond traditional widening access approaches to engage directly with specific population groups in the region and achieve outcomes which support their personal skills development as well as the regeneration of the region

Ways forward SoTL has long recognised that students from disadvantaged educational and socio-economic backgrounds face considerable barriers to participation, academic attainment and completion (CF Talbert 2004; Law, Phillips & Turney 2004).

Universal Design for Learning “The use of UDL principles will ensure that all students have an equal opportunity to learn. These principles are not only helpful for students with disabilities but they benefit all students by increasing understanding and engagement.” Van Roekel (2009)

What can UDL do for us? UDL is a proactive approach: Academic staff are asked to anticipate the needs of their students But how can I anticipate the needs of students I don’t (yet) have?

Issue identification Childcare Work commitments Lack of confidence Lack of basic skills Lack of 'cultural capital’ No tradition of higher level education

Using SoTL to address these issues HE academics with previous experience of learners from these marginalised areas Reflect and critically review successful intervention to inform future delivery as a community of practice via a wiki m

Towards a pedagogy of the Valleys

Emerging outcomes Flexibility Multiple locations Multiple modes of delivery Learning in work Learning from work Using technology

Pontypridd Physical Hubs - Merthyr Tydfil / Ebbw Vale Delivery Locations

Key pedagogic themes Learning through Employment Informal learning and APEL Changing support for Learning Focus on transition into Higher Education Using technology to deliver flexible learning

UHOVI and the Scholarship of L&T Putting the theory into practice and getting staff engaged as learning enablers for students who may never see the University buildings. A challenge but one that fits so well with the workbased agenda of Government and employers.

Thanks for listening To contact me: Haydn Blackey: