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Co-designing a global PD program
for 120+ Navitas Colleges
July 2019
Pauline Farrell – Director, Learning & Teaching
Christina Del Medico – Associate Director, Learning & Teaching Transformations
Session Overview
• What is TEN?
• Co-designing the process
• Self-assessing your PD needs
• TEN PD Program
• Education model
• myTEN
• Micro and macro badging
• Next steps
What is TEN?
Teaching Excellence at Navitas (TEN) is a strategic and
innovative approach to the delivery and management of
academic staffs' professional development program at
Navitas.
At Navitas we aim to have teachers with a range of
capabilities, and who embrace learning and teaching
challenges and are responsive to changes in the education
environment.
Navitas recognises the need to transform the student
learning experience.
To equip teaching staff to bring about this transformation
involves professional development.
Co-design with College and Academic Directors
• We benchmarked nationally and globally
• We workshopped the domains and capability sets with
our College Directors, Academic Directors, Deans and
Provost
• At version 13, we had to make a “call:
• Each new group wanted to re-design or re-develop
• We finally agreed on a the skills sets that provided a
baseline with an understanding that in two years we
would evolve further along the innovation continuum
The Teaching Excellence at Navitas (TEN)
Capability Framework
The TEN Capability Framework guides and
supports our teaching and academic staff in the
delivery of high-quality student learning
experiences.
The framework offers a means to discuss,
benchmark and evidence performance, progress
and impact as appropriate across the diversity of
learning and teaching contexts at Navitas
Colleges and Business Units.
The framework offers a definition of the specific
knowledge, skills and principles which contribute
to ‘teaching excellence’ across seven
interdependent domains.
These domains each include a set of capabilities
which are then mapped to professional
development offerings.
Capability Explorer
We identified the change transformation opportunities:
• Individual LNA
• College LNA
• Divisional LNS
• Regional LNG
• Global LNA
Co-designing a global pd program for 120 Navitas colleges
We then designed the Micro PDs
Micro-PD Parameters
• 3-hour commitment over a 2-week duration
• Assessment is tied to actual practice (e-portfolio)
• Mode of delivery can be:
• Synchronous
• Asynchronous
• Face to face workshop
• Embedding “innovation” in every PD program
Page 9Design & Development of Micro-PD
Apply
Understand
Remember
Pedagogical Structure of the Micro-PD Module
Page 10
Micro-PD Module: From Map to Storyboard
30 mins
1 hour
1 hour
25 mins
05 mins
[LO1 : Knowledge]
[LO2: Skills]
[LO3: Application]
Create
Evaluate
Analyse
Activity 3
Activity 2B
Activity 2A
Activity 1B
Activity 1A
Assessment
Remember
Understand
Apply
Analyse
Evaluate
Create
Acquire
Knowledge
Develop Skills
Apply
30 mins 120 mins 30 mins
• Read an article
• Understand theory
• Share your views
• Analyse a challenge
• Offer your perspective on the challenge
• Share your recommendations
• Apply what you have learnt
• Evidence your learning
• Reflect on your learning
Micro-PD Design
Engagement
Time
Design & Development of Micro-PD
Assessment Strategy
Page 12Design & Development of Micro-PD
Knowledge
Assessment 1
Formative assessment or a
consolidation activity
Read, research reflect
Skills
Assessment 2
Formative assessment or a
consolidation activity
Simulation
Case study
Role play
Practice of colleagues
Application
Assessment 3
Summative assessment
Project – application of
knowledge
ePortfolio
Demonstration of skill
application
Example
Design & Development of Micro-PD
myTEN
Page 15Presentation Heading - xx / xx / xx
TEN: Power BI Dashboards
Moving to dynamic dashboards based on real-time data​
Badging
The current program of 35 professional development modules reflects teaching and
academic support staffs’ current needs but also our future strategic direction. This
volume of PD allows us to take a nuanced and customised approach to reflect the
differences in learning and teaching skills evident in each college. A one-size-fits-all
approach would not meet our divergent and evolving needs.
The micro badges will allow us to deliver PD and assess the change in behaviour whilst
evidencing the learning and acknowledging completion of a module with a badge.
Macro Badging
Macro Badging options Description
Domains
There are seven domains within the TEN Capability Framework.
1. Designing Learning and Teaching
2. Facilitating and Delivering Learning and Teaching
3. Transforming Assessment
4. Optimising Digital Technologies for Learning and Teaching
5. Transforming the Broader Student Experience
6. Industry and Academic Collaboration & Currency
7. Innovating in Learning and Teaching
Completing four PD modules in each domain would enable a teacher to achieve a Macro badge to reflect their expertise within
this domain
Inductions for new staff
A suite of four PD programs will be selected working in consultation with the College and Academic Directors to identify the most
relevant. This will be reviewed annually
Inductions for new roles
A suite of four PD programs will be selected working in consultation with the College and Academic Directors to identify the most
relevant for each role. For example a different suite of PD Programs will be selected for a promotion to a Program Coordinator
versus an Academic Director. This will be reviewed annually
HEA Application A suite of four PD Programs that provide clear recognition of the skills required for the HEA Fellowship application
College specific programs
A number of Colleges have requested to select a suite of programs that all their staff need to complete as a baseline for teaching
within their College. ACAP is leading this pilot initiative.
Skill based macro collections
As the PD program evolves we will choose Navitas specific skill sets to reflect the strategic direction and imperatives to provide
Navitas NLT the ability to drive change across the organisation. i.e Future Technologies and Careers could be an example of
educating our workforce to understand the changing workforce and prepare our staff to think more futuristically and innovatively
as a group.
Induction
Building a professional teacher
identity
Developing learner-focused
feedback strategies
Moderating and validating
assessments
Wellbeing strategies to build
student resilience




So.. What does that mean….and how did we co-design?
The Macro-badging strategy
Macro-badge Description Badge Awarded Macro-badge Description Badge Awarded
Domain badge
Drawing on the 7 domains within the TEN
Capability Framework, participants can accrue
four badges from one domain to be awarded a
“Domain Badge”.
Inductions for new roles
Four modules may be selected to identify the
most relevant for each role e.g. a promotion to a
Program Coordinator
HEA
Four modules may be selected that provide a
recommended pathway for the HEA Fellowship
application
College specific programs
Four modules may be selected as a baseline for
teaching within a specific College.
Induction for new staff
Four modules may be selected to identify the
most relevant capabilities for new teaching staff.
This will be reviewed annually.
Skills for the Future programs
Four modules will be designed that cover:
New industries and technologies
Governance and policy implementation
Academic Leadership
• Designing lesson plans
• Teaching in the Navitas context
• Providing effective feedback
• Optimising technology-enhanced
learning
HEA
• Building a professional teacher identify
• Developing learner-focused feedback
strategies
• Moderating & validating assessment
• Wellbeing strategies to build student
resilience
Developing Teachers
• Designing for diversity & inclusivity
• Designing active learning
• Designing rubrics
• Understanding the student lifecycle
Onboarding
• Designing blended learning environments
• Embedding future workforce skills
• Showcasing innovative teaching practices
• Leveraging learning analytics to improve
student learning
NIC
• Nurturing self-regulated learning in
students
• Developing learner-focused feedback
strategies
• Providing effective feedback
• Engaging students in the assessment
process
ELICOS
• Creating a portfolio of professional practice
• Providing productive feedback to a learning
& teaching innovation project
• Analysing a learning & teaching innovation
project
• Sharing best practice in innovating
teaching practice
Innovation
• Designing lesson plans
• Reflecting on teaching practice
• Optimising technology-enhanced
learning
• Promoting digital literacy in students
Technology in Action
Macro-Credentials
Teaching in the Navitas context
Designing active learning
Building a professional teacher identity
Elective (from Assessment domain)
Induction
• Building a professional teacher identity
• Engaging & networking with industry
• Creating a portfolio of professional
practice
• Creating a portfolio of discipline currency
Leadership
• Designing for diversity & inclusivity
• Embedding future workforce skills
• Providing effective feedback
• Understanding the student lifecycle
Connected Practitioner • Reflecting on teaching practice
• Reflecting on technology-enhanced
practices
• Creating a portfolio of professional
practice
• Developing an action research project
Reflective Practitioner
• Designing for diversity & inclusivity
• Designing lesson plans
• Designing active learning
• Building a professional teacher identity
Designing Learning & Teaching
• Building a professional teacher identity
• Showcasing innovative teaching practices
• Engaging & networking with industry
• Creating a portfolio of professional practice
Empowering Teachers
Macro-Credentials
• Designing for diversity & inclusion
• Wellbeing strategies to build student resilience
• Nurturing self-regulated learning
• Understanding the student lifecycle
Engaging the whole student
• Building a professional teacher identify
• Developing learner-focused feedback strategies
• Moderating & validating assessment
• Wellbeing strategies to build student resilience
Developing Teachers
• Designing for diversity & inclusivity
• Teaching in the Navitas context
• Providing effective feedback
• Evaluating teaching practice to
improve retention
Induction
• Designing lesson plans
• Teaching in the Navitas context
• Providing effective feedback
• Optimising technology-enhanced
learning
HEA
• Building a professional teacher identify
• Developing learner-focused feedback
strategies
• Moderating & validating assessment
• Wellbeing strategies to build student
resilience
Developing Teachers
• Designing for diversity & inclusivity
• Designing active learning
• Designing rubrics
• Understanding the student lifecycle
Onboarding
• Designing blended learning environments
• Embedding future workforce skills
• Showcasing innovative teaching practices
• Leveraging learning analytics to improve
student learning
NIC
• Nurturing self-regulated learning in
students
• Developing learner-focused feedback
strategies
• Providing effective feedback
• Engaging students in the assessment
process
ELICOS
• Creating a portfolio of professional practice
• Providing productive feedback to a learning
& teaching innovation project
• Analysing a learning & teaching innovation
project
• Sharing best practice in innovating
teaching practice
Innovation
• Designing lesson plans
• Reflecting on teaching practice
• Optimising technology-enhanced
learning
• Promoting digital literacy in students
Technology in Action
Macro-Credentials
Macro-badge strategy
Credential Micro Badge MacroBadge Micro Credential Macrocredentials
Hours 3 hour micro PD module 4 x 3 hour micro PD modules +
capstone task
4 x 4 macro badges +
capstone project
Further exploration
required for the award
of AQF 9 qualifications
Nominal hours Assessed response =
one micro badge
3 hours
Assessed response x 4 = one
macro badge 12 hours +
capstone project
48 hours + 4 x
threaded capstone projects
16 Micro PD’s in pre-determined
clusters – equivalent of 4 AQF 8
subjects as an equivalent to one
subject
Between 12 and 16
units in total
Qualification
Awards
Micro badge Macro badge Post Graduate Certificate –
Micro Masters
Masters
AQF Level
equivalent
6 7 8 9
• Designing for diversity & inclusivity
• Teaching in the Navitas context
• Providing effective feedback
• Evaluating teaching practice to
improve retention
Induction
• Designing lesson plans
• Teaching in the Navitas context
• Providing effective feedback
• Optimising technology-enhanced
learning
HEA
• Designing for diversity & inclusivity
• Designing active learning
• Designing rubrics
• Understanding the student lifecycle
Onboarding
• Designing blended learning environments
• Embedding future workforce skills
• Showcasing innovative teaching practices
• Leveraging learning analytics to improve
student learning
NIC
• Nurturing self-regulated learning in
students
• Developing learner-focused feedback
strategies
• Providing effective feedback
• Engaging students in the assessment
process
ELICOS
• Creating a portfolio of professional practice
• Providing productive feedback to a learning
& teaching innovation project
• Analysing a learning & teaching innovation
project
• Sharing best practice in innovating
teaching practice
Innovation
• Designing lesson plans
• Reflecting on teaching practice
• Optimising technology-enhanced
learning
• Promoting digital literacy in students
Technology in Action
Macro-Credentials
• Teaching in the Navitas context
• Designing active learning
• Building a professional teacher identity
• Elective (from Assessment domain)
Induction
Next steps
Stage 3A Stage 4: Workforce Development Stage 5: Leadership
Timelines: Nov-Dec 2019 Timelines: Jan-Apr 2020 Timelines: Jun-Oct 2020
Gap Training Digital Literacies - All staff Learning Leadership – Academic
Directors
Extend Quality and Compliance –
Academic Staff (ie Coordinators
and Directors)
Future of the Workshop – All staff
Academic Leadership
Questions

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Co-designing a global pd program for 120 Navitas colleges

  • 1. Co-designing a global PD program for 120+ Navitas Colleges July 2019 Pauline Farrell – Director, Learning & Teaching Christina Del Medico – Associate Director, Learning & Teaching Transformations
  • 2. Session Overview • What is TEN? • Co-designing the process • Self-assessing your PD needs • TEN PD Program • Education model • myTEN • Micro and macro badging • Next steps
  • 3. What is TEN? Teaching Excellence at Navitas (TEN) is a strategic and innovative approach to the delivery and management of academic staffs' professional development program at Navitas. At Navitas we aim to have teachers with a range of capabilities, and who embrace learning and teaching challenges and are responsive to changes in the education environment. Navitas recognises the need to transform the student learning experience. To equip teaching staff to bring about this transformation involves professional development.
  • 4. Co-design with College and Academic Directors • We benchmarked nationally and globally • We workshopped the domains and capability sets with our College Directors, Academic Directors, Deans and Provost • At version 13, we had to make a “call: • Each new group wanted to re-design or re-develop • We finally agreed on a the skills sets that provided a baseline with an understanding that in two years we would evolve further along the innovation continuum
  • 5. The Teaching Excellence at Navitas (TEN) Capability Framework The TEN Capability Framework guides and supports our teaching and academic staff in the delivery of high-quality student learning experiences. The framework offers a means to discuss, benchmark and evidence performance, progress and impact as appropriate across the diversity of learning and teaching contexts at Navitas Colleges and Business Units. The framework offers a definition of the specific knowledge, skills and principles which contribute to ‘teaching excellence’ across seven interdependent domains. These domains each include a set of capabilities which are then mapped to professional development offerings.
  • 6. Capability Explorer We identified the change transformation opportunities: • Individual LNA • College LNA • Divisional LNS • Regional LNG • Global LNA
  • 8. We then designed the Micro PDs
  • 9. Micro-PD Parameters • 3-hour commitment over a 2-week duration • Assessment is tied to actual practice (e-portfolio) • Mode of delivery can be: • Synchronous • Asynchronous • Face to face workshop • Embedding “innovation” in every PD program Page 9Design & Development of Micro-PD
  • 10. Apply Understand Remember Pedagogical Structure of the Micro-PD Module Page 10 Micro-PD Module: From Map to Storyboard 30 mins 1 hour 1 hour 25 mins 05 mins [LO1 : Knowledge] [LO2: Skills] [LO3: Application] Create Evaluate Analyse Activity 3 Activity 2B Activity 2A Activity 1B Activity 1A Assessment
  • 11. Remember Understand Apply Analyse Evaluate Create Acquire Knowledge Develop Skills Apply 30 mins 120 mins 30 mins • Read an article • Understand theory • Share your views • Analyse a challenge • Offer your perspective on the challenge • Share your recommendations • Apply what you have learnt • Evidence your learning • Reflect on your learning Micro-PD Design Engagement Time Design & Development of Micro-PD
  • 12. Assessment Strategy Page 12Design & Development of Micro-PD Knowledge Assessment 1 Formative assessment or a consolidation activity Read, research reflect Skills Assessment 2 Formative assessment or a consolidation activity Simulation Case study Role play Practice of colleagues Application Assessment 3 Summative assessment Project – application of knowledge ePortfolio Demonstration of skill application
  • 14. myTEN
  • 15. Page 15Presentation Heading - xx / xx / xx TEN: Power BI Dashboards Moving to dynamic dashboards based on real-time data​
  • 16. Badging The current program of 35 professional development modules reflects teaching and academic support staffs’ current needs but also our future strategic direction. This volume of PD allows us to take a nuanced and customised approach to reflect the differences in learning and teaching skills evident in each college. A one-size-fits-all approach would not meet our divergent and evolving needs. The micro badges will allow us to deliver PD and assess the change in behaviour whilst evidencing the learning and acknowledging completion of a module with a badge.
  • 17. Macro Badging Macro Badging options Description Domains There are seven domains within the TEN Capability Framework. 1. Designing Learning and Teaching 2. Facilitating and Delivering Learning and Teaching 3. Transforming Assessment 4. Optimising Digital Technologies for Learning and Teaching 5. Transforming the Broader Student Experience 6. Industry and Academic Collaboration & Currency 7. Innovating in Learning and Teaching Completing four PD modules in each domain would enable a teacher to achieve a Macro badge to reflect their expertise within this domain Inductions for new staff A suite of four PD programs will be selected working in consultation with the College and Academic Directors to identify the most relevant. This will be reviewed annually Inductions for new roles A suite of four PD programs will be selected working in consultation with the College and Academic Directors to identify the most relevant for each role. For example a different suite of PD Programs will be selected for a promotion to a Program Coordinator versus an Academic Director. This will be reviewed annually HEA Application A suite of four PD Programs that provide clear recognition of the skills required for the HEA Fellowship application College specific programs A number of Colleges have requested to select a suite of programs that all their staff need to complete as a baseline for teaching within their College. ACAP is leading this pilot initiative. Skill based macro collections As the PD program evolves we will choose Navitas specific skill sets to reflect the strategic direction and imperatives to provide Navitas NLT the ability to drive change across the organisation. i.e Future Technologies and Careers could be an example of educating our workforce to understand the changing workforce and prepare our staff to think more futuristically and innovatively as a group.
  • 18. Induction Building a professional teacher identity Developing learner-focused feedback strategies Moderating and validating assessments Wellbeing strategies to build student resilience     So.. What does that mean….and how did we co-design?
  • 19. The Macro-badging strategy Macro-badge Description Badge Awarded Macro-badge Description Badge Awarded Domain badge Drawing on the 7 domains within the TEN Capability Framework, participants can accrue four badges from one domain to be awarded a “Domain Badge”. Inductions for new roles Four modules may be selected to identify the most relevant for each role e.g. a promotion to a Program Coordinator HEA Four modules may be selected that provide a recommended pathway for the HEA Fellowship application College specific programs Four modules may be selected as a baseline for teaching within a specific College. Induction for new staff Four modules may be selected to identify the most relevant capabilities for new teaching staff. This will be reviewed annually. Skills for the Future programs Four modules will be designed that cover: New industries and technologies Governance and policy implementation Academic Leadership
  • 20. • Designing lesson plans • Teaching in the Navitas context • Providing effective feedback • Optimising technology-enhanced learning HEA • Building a professional teacher identify • Developing learner-focused feedback strategies • Moderating & validating assessment • Wellbeing strategies to build student resilience Developing Teachers • Designing for diversity & inclusivity • Designing active learning • Designing rubrics • Understanding the student lifecycle Onboarding • Designing blended learning environments • Embedding future workforce skills • Showcasing innovative teaching practices • Leveraging learning analytics to improve student learning NIC • Nurturing self-regulated learning in students • Developing learner-focused feedback strategies • Providing effective feedback • Engaging students in the assessment process ELICOS • Creating a portfolio of professional practice • Providing productive feedback to a learning & teaching innovation project • Analysing a learning & teaching innovation project • Sharing best practice in innovating teaching practice Innovation • Designing lesson plans • Reflecting on teaching practice • Optimising technology-enhanced learning • Promoting digital literacy in students Technology in Action Macro-Credentials Teaching in the Navitas context Designing active learning Building a professional teacher identity Elective (from Assessment domain) Induction
  • 21. • Building a professional teacher identity • Engaging & networking with industry • Creating a portfolio of professional practice • Creating a portfolio of discipline currency Leadership • Designing for diversity & inclusivity • Embedding future workforce skills • Providing effective feedback • Understanding the student lifecycle Connected Practitioner • Reflecting on teaching practice • Reflecting on technology-enhanced practices • Creating a portfolio of professional practice • Developing an action research project Reflective Practitioner • Designing for diversity & inclusivity • Designing lesson plans • Designing active learning • Building a professional teacher identity Designing Learning & Teaching • Building a professional teacher identity • Showcasing innovative teaching practices • Engaging & networking with industry • Creating a portfolio of professional practice Empowering Teachers Macro-Credentials • Designing for diversity & inclusion • Wellbeing strategies to build student resilience • Nurturing self-regulated learning • Understanding the student lifecycle Engaging the whole student • Building a professional teacher identify • Developing learner-focused feedback strategies • Moderating & validating assessment • Wellbeing strategies to build student resilience Developing Teachers
  • 22. • Designing for diversity & inclusivity • Teaching in the Navitas context • Providing effective feedback • Evaluating teaching practice to improve retention Induction • Designing lesson plans • Teaching in the Navitas context • Providing effective feedback • Optimising technology-enhanced learning HEA • Building a professional teacher identify • Developing learner-focused feedback strategies • Moderating & validating assessment • Wellbeing strategies to build student resilience Developing Teachers • Designing for diversity & inclusivity • Designing active learning • Designing rubrics • Understanding the student lifecycle Onboarding • Designing blended learning environments • Embedding future workforce skills • Showcasing innovative teaching practices • Leveraging learning analytics to improve student learning NIC • Nurturing self-regulated learning in students • Developing learner-focused feedback strategies • Providing effective feedback • Engaging students in the assessment process ELICOS • Creating a portfolio of professional practice • Providing productive feedback to a learning & teaching innovation project • Analysing a learning & teaching innovation project • Sharing best practice in innovating teaching practice Innovation • Designing lesson plans • Reflecting on teaching practice • Optimising technology-enhanced learning • Promoting digital literacy in students Technology in Action Macro-Credentials
  • 23. Macro-badge strategy Credential Micro Badge MacroBadge Micro Credential Macrocredentials Hours 3 hour micro PD module 4 x 3 hour micro PD modules + capstone task 4 x 4 macro badges + capstone project Further exploration required for the award of AQF 9 qualifications Nominal hours Assessed response = one micro badge 3 hours Assessed response x 4 = one macro badge 12 hours + capstone project 48 hours + 4 x threaded capstone projects 16 Micro PD’s in pre-determined clusters – equivalent of 4 AQF 8 subjects as an equivalent to one subject Between 12 and 16 units in total Qualification Awards Micro badge Macro badge Post Graduate Certificate – Micro Masters Masters AQF Level equivalent 6 7 8 9
  • 24. • Designing for diversity & inclusivity • Teaching in the Navitas context • Providing effective feedback • Evaluating teaching practice to improve retention Induction • Designing lesson plans • Teaching in the Navitas context • Providing effective feedback • Optimising technology-enhanced learning HEA • Designing for diversity & inclusivity • Designing active learning • Designing rubrics • Understanding the student lifecycle Onboarding • Designing blended learning environments • Embedding future workforce skills • Showcasing innovative teaching practices • Leveraging learning analytics to improve student learning NIC • Nurturing self-regulated learning in students • Developing learner-focused feedback strategies • Providing effective feedback • Engaging students in the assessment process ELICOS • Creating a portfolio of professional practice • Providing productive feedback to a learning & teaching innovation project • Analysing a learning & teaching innovation project • Sharing best practice in innovating teaching practice Innovation • Designing lesson plans • Reflecting on teaching practice • Optimising technology-enhanced learning • Promoting digital literacy in students Technology in Action Macro-Credentials • Teaching in the Navitas context • Designing active learning • Building a professional teacher identity • Elective (from Assessment domain) Induction
  • 25. Next steps Stage 3A Stage 4: Workforce Development Stage 5: Leadership Timelines: Nov-Dec 2019 Timelines: Jan-Apr 2020 Timelines: Jun-Oct 2020 Gap Training Digital Literacies - All staff Learning Leadership – Academic Directors Extend Quality and Compliance – Academic Staff (ie Coordinators and Directors) Future of the Workshop – All staff Academic Leadership

Notas del editor

  1. Not stagnant
  2. Not stagnant