1. Sue Roberts Dean of Learning Services and Director of SOLSTICE, Centre for Excellence in Learning and Teaching Edge Hill University (UK) and Margaret Weaver Head of Learning and Information Services and Change Academy St Martin’s College of HE (UK) Changing Faces: Changing Places Perspectives on leadership and the new ‘academic team’

2. Introduction and Overview The UK Higher Education Context Spaces and Places: challenges in blended learning Case studies: St Martin’s College and Edge Hill University: Approaches to the development of the new academic team Conditions for Learning: transferable principles

3. Background…

4. Strategic Drivers ‘Convergence’HE policy – what is a university? ‘Widening participation’ Mission and Purpose Student (and others) expectations and needs/wants Learning and Teaching innovation Blended and flexible learning Learning Environments/ Learner Support and Development Technological possibilities Why is the new “academic team” emerging in UK HEIs ?

5. Challenges for libraries in ‘eLearning’ “New collaborations and partnerships between staff with different professional backgrounds are emerging… within the new ‘space’ for educational activity that has resulted from the convergence and rapid development of ICT.” (Levy and Roberts, 2005) Challenges in ‘Blended Learning’

6. Library as place/space… “The death-of-place prognostications simply do not square with the countless people I have interviewed, the focus groups I’ve observed, and the statistical research I’ve done. Place and community are more critical factors than ever before…the economy itself increasingly takes form around real concentrations of people in real places.” Richard Florida (2000) The Rise of the Creative Class and how it’s transforming work, leisure, community and everyday life. Importance of Spaces/Places

7. Challenges for libraries in ‘eLearning’Case Studies

8. Introduction and OverviewThe Learning Gateway: St Martin’s College the Learning Gateway is not just a building – but a metaphor for change and a driver of institutional academic and cultural development This outcome has not been brought about by accident, but by the purposeful juxtaposition of strategy, vision and leadership exhibited by staff The LG is not a library but a space-to-learn-in conceived by placing learners at the centre It is technology rich, affording new opportunities for social, informal and formal learning

9. Challenges for libraries in ‘eLearning’ Literature on Learner-centred environments Pedagogical Principles Collaborative Learning approaches SMART Learners Flexible, adaptable, accessible spaces Formal, informal and social learning Seamless integration of ICT Changing roles – tutors, students, supporters Emergent, complex and cultural change Learning First

10. Challenges for libraries in ‘eLearning’ How can the space and facilities be a place where students can grow and develop? How can the space be made adaptable so that students and staff can learn from each other? Learning how to learn - how can the space can be used to support independent learning and new partnerships? SMC approach: Development of the new academic team The Change Academy Challenges in supporting ‘Blended Learning’ View of the atrium showing the infiltration of light

11. Introduction and Overview Perspectives on Learning

12. Challenges for libraries in ‘eLearning’ “in matters of teaching and learning, we [librarians] are often Just out of peripheral vision and, in the case of online learning, we are not even in the picture.” (Peacock, 2005) “New collaborations and partnerships between staff with different professional backgrounds are emerging…within the new ‘space’ for educational activity that has resulted from the convergence and rapid development of ICT.” (Levy and Roberts, 2005) The Change Academy

13. The Student Journey – a rich picture What are the challenges of working in multi-professional teams? Envision Co-create Contextualise Trust Intuition Belief

14. Challenges for libraries in ‘eLearning’ “ FDL Framework – Leadership in Action “To engage all staff involved in academic delivery in a supportive process that encourages them to further examine flexible and distributed learning, including e- learning options and to embed them in their academic courses.” Stage 1 Faculties identify courses- linked to business expansion plans Stage 2 Planning – outcome, L&T approach, expertise Stage 3 Partnership workshop; learning contract Stage 4 Production of materials Validation process Developing Influence Vision Hybrid Skills and knowledge Boundary crossing “blending the changes we want to promote in student learning with the support we must give staff to achieve it” Risk taking Pedagogy and Facilitation Academic Identity and Alignment: Team building

15. www.edgehill.ac.uk/solstice SOLSTICE: Edge Hill University

16. Between ‘new academic teams’ - academics, learning and technology support roles, stakeholders etc. Constructively aligned design (learning – teaching – assessment – evaluation) Bespoke, tailored – alignment of purpose with audience to determine form Grounded in notions of active learning and social constructivist pedagogies Informed by, and generative of, research and scholarship Enhancement and dissemination focused Characterised by teaching and learning approaches - cognitive processing, interaction supported by technology SOLSTICE – an ‘intelligence informed dialogue’ Key features of SOLSTICE

17. Our position A “vision of a multi-professional team of academics, learning technologists and information specialists creating a learning environment and learning experiences with the learner at the centre” “Intelligent deployment of technologies must be predicated upon multi-professional dialogue” Current thinking From hybrid individuals to hybrid teams Salad not soup New Academic Teams

18. Examples of the teams in action

19. Learning Spaces Developing Social Learning Spaces

20. Multi-professional teams – current experiences What are your experiences of working in multi-professional teams on blended learning developments? What worked well/ what issues arose? What are the implications for leadership?

21. Conditions for working/learning together Potential barriers Professional silos Role perceptions Professional territoriality Group norms, culture etc. Pace of change Lack of self-confidence Lack of strategic direction Time! Individualism Short-termism re: projects Institutional culture Partners in educational development Could “eliminate competition and turf protection within our organisations.” (Stoffle, 1996)

22. Conditions for working/learning together Potential enablers Focus on common purpose Pedagogy at centre Strategic direction/support Leadership Learning from each other Pilot collaborations and evaluation Co-analysis, evaluation and research Climate of trust Reward and recognition Blended learning as vehicle The ‘right people’!

23. Conclusions: Implications for CPD CPD Learning technologies Pedagogy Team(s) - leadership of teams - pedagogy central - Mix of strengths and approaches - ‘building bridges’ Individual - role analysis - reflecting critically… - recognise where to get support - exploring the ‘art of the possible’ - knowing your limitations - collaboration - designing for learning - ‘instructional design’ - literacies for learning

24. Introduction and OverviewCommon Lessons Learnt for Leadership Building Strong Central Services Gaining and using external recognition ‘Letting go’ and taking risks Breaking down silos Networks of support Nurturing potential

25. Introduction and Overview Further Resources See Bibliography Plus… See St Martin’s Learning Gateway http://www.ucsm.ac.uk/lis/learninggateway See Edge Hill’s SOLSTICE http://www.edgehill.ac.uk/solstice http://www.edgehill.ac.uk/solstice

26. Introduction and Overview Your Questions?