Feedback from workshop participants
ELDeR is a practical, team-based approach to learning design. It is an intensive, collaborative workshop applicable to UG and PG. at the end of which the programme or course team have collaboratively developed a values-based blueprint for their programme or course and a comprehensive action plan.
The existence of ELDeR and ‘learning design’ as a service denotes a change in perspective and speaks of a willingness for people to engage in the formal course and programme development. Our evaluation looked at how ELDeR is one part of a complex network of influencing factors, and our evaluation shows how ELDeR can exert a positive influence on the course and programme design.
Timing was a crucial factor in this evaluation, in that the full impact of ELDeR workshops will not be realised until a programme or course design is complete. So, this means we have in some cases a 2 to 3-year lead-in time from workshop to course launch. This evaluation provides insights into what happens / or does not happen post-workshop.
At its heart is the student learning experience, where student feedback and assessment literacies are given top priority, and a shared vision of the course/programme is developed between team members.
|2015||Melissa Highton(Director of IS-LTW) commissions a scoping project project to investigate current learning design approaches and tools, and to benchmark current practice, both internal and external.|
|2017||ELDeR expanded across Schools.|
|2018||ELDeR adapted to include activities such as personae and delivered on set dates, 12 times year.|
|2019||The Learning Design Service is formally added to the ISG service catalogue, requests approved by the Support for Curriculum Development Committee.|
|2020||ELDeR goes online due to COVID-19 with workshop comprised of synchronous and asynchronous activities.|
|Number of workshops (on campus)||Number of Schools||Number of Colleges|
Overwhelmingly, participants identified the detailed plan of their course or programme resulting from the workshop, of direct practical use.
When asked, respondents gave the following details of what helped or hindered the implentation of their plan:
|What can help||Barriers to implementation|
I think this service is a great initiative and provides a structure to move ideas forward and hear new voices.
I think the structure provided by a skilled group of staff from outside one's school is very helpful in getting to the truth of what staff really want for their students and peers.
Highly effective way to review existing and design new courses.
Despite sometimes expressing initial misgivings over the time needed to take part in an ELDeR workshop, several participants chose to comment on the efficient use of time and the amount they gained from participating.
Very valuable time and energy saver, as well as a great and clear format for working through programme design.
Was an effective and join-up (sic) way to think about all the elements of course/programme design.
A great deal is covered in a short period so it very efficient use of time and resources to develop new programme and course material.
ELDeR provides a unique opportunites to most of the University; participants appreciated the benefits of having external (to their School) staff facilitating. However, it has spun-off some local support opportunites as well.
...having an external moderation and framework to work towards is very valuable. It 'ups our game'.
95% of participants appreciated the structured approach that ELDeR takes.
...helps the teaching team to arrive at shared understanding of aims and design.
An excellent way of drawing colleagues and learning professional together to design a programme in a professional facilitated environment.
It gives you the freedom to step away from your school for the day, and focus on the effectiveness of your course materials, structure and activities.
How we gathered the data
- A link to an anonymous online survey was sent to all staff of any role, who had participated in ELDeR workshops between 2016 and 2019.
- We allowed anonymous responses though we asked for some personal data (e.g. type of job role) to help us analyse the data.
- The survey was completed by 42 respondents.
These findings were presented at the University Learning and teaching Conference 2020: