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The University is currently seeking approval to change name to University of the West of Scotland. We anticipate a decision on the name change later this year.

Learning & Teaching Development Framework

Developing the Concept

During 2003-2004, CAPD in consultation with Associate Deans reviewed the approach it took to supporting staff development for learning and teaching. In particular the implementation of SEQLT and the development of School Plans revealed a wide range of themes which would require staff development support:

• eLearning and flexible delivery
• embedding study skills in the curriculum
• personal development planning
• curriculum design and assessment
• SENDA and teachability

Key features of the Framework include:

• Annual definition of key priorities or themes through engagement with University Strategies & Policies, School Plans, the cycle of quality assurance and enhancement and external drivers & benchmarks
• Designated responsibilities for staff within CAPD for facilitation or development of key components of the Framework – such as Signposts & Guides, specific support Networks, PGCert THLE, workshops on particular theme areas, and practice based research projects (e.g. audio-based assessment, FE/HE transition, ePortfolios)
• On-line materials are continually being developed. These include ‘Signpost’ documents on key theme which provide short summaries and ‘signpost’ links to more detailed guidelines (produced by staff of the University or external resources, such as from the HE Academy). Here CAPD also provides access to evaluation and mapping tools, and case studies (currently being further developed)
• Workshops and seminars (including the PGCert TLHE and annual Learning & Teaching Conference) are developed in consultation with client groups and draw upon the range of resources including the online resources and evidence generated through the practice-based research projects and benchmarking activities. Some workshops are delivered jointly with staff from other Units and Schools
• Support networks are facilitated currently for eLearning, PDP, Assessment and Special Needs Coordinators. Here the aim is to bring practitioners together, share experience and expertise, and disseminate models of effective practice
• Practice-based research projects and benchmarking activities – more developmental work – involves staff from CAPD and Schools in various learning and teaching project, sometimes externally funded such as the flexible transition (QAA ET: Flexible Delivery) and Individualised support for learning through ePortfolios – ISLE (SFC)
• The CAPD Academic Contact maintains regular contact with their designated School, including meetings with Associate Dean & Learning & Teaching Committee Chairs to identify target groups and appropriate mode and timing of support
• Regular exchange of information and review of operation through CAPD academic team meetings, the CAPD academic team ‘private’ Blackboard site and the CAPD Evaluation Framework

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