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Learning & Teaching Development Framework

Developing the Concept

CAPD launched the Learning and Teaching Development Framework in 2005 with support from all Schools.

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.
• On-line materials are continually being developed. These include ‘Signpost’ documents on key themes 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.
• Workshops and seminars (including the PGCert TLHE, "good practice" seminars and the 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 in the process of being revised and re-constituted. 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 projects, sometimes externally funded such as the First Year Student Experience (QAA) and Individualised support for learning through ePortfolios – ISLE (SFC).
• The CAPD Academic Contact maintains regular contact with their designated School and Unit, including meetings with Associate Deans & 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 Blackboard site and the CAPD Evaluation Framework.

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