Oxford Learning Institute

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Description

The Learning Institute exists to support excellence in learning, teaching and research at Oxford by promoting staff development and by contributing to the formation of policy in educational and personnel-related matters. Where possible, the work of the Institute is informed by the findings of research.

The Institute's courses are mostly designed by us to suit the culture and practices of the University. With very few exceptions, the Institute's courses are optional, and yet they are in considerable demand, with around 2000 university and college staff participating annually. In addition, the Institute works with the divisions and departments to support them in providing their own courses tailored to the needs of their own disciplines. The Institute maintains external accreditation for three courses in educational development and one in management. Externally recognised educational qualifications are increasingly important for staff who plan to apply for academic jobs elsewhere.

Through having hosted the CETL in Preparing for Academic Practice, the Institute has become a champion for professional and educational development for early career researchers – both staff and students. The legacy of the CETL and of the Roberts Skills Training initiative is that all divisions are now active in supporting the career development of their researchers – each division with its own academic leads, training officers, and administrative support.

Another area of the Institute’s work is in furthering gender equality, especially through personal and professional development programmes for women. The Institute runs the Springboard women’s personal development programme for staff and postgraduate research students, and a mentoring programme, Ad Feminam, for women academics and administrative staff who are interested in exploring their potential for leadership.



Activités


Les cours

  • Ouverts à tout le staff, gratuits
  • Optionnels.
  • Durée variable but typically take two hours or a morning or afternoon
  • Plutôt de l'Academic Dev au sens large : "Learning and Teaching" est une catégorie, mais il y a aussi des cours plus orientés management/RH, recherche, dév personnel, etc.
  • Over 90% are delivered by Institute staff or by others working for the Institute on a sessional basis.
  • En ligne, on trouve aussi des "playlists", des bouquets de cours autout de thèmes comme "Assertivité", "Gestion de projet", etc.
  • Inscription en ligne, par mail ou par tél
  • 265 sessions en 2014-15



Les cours sur mesure (bespoke workshops)

  • Organisés à la carte pour un public de 6+ personnes
  • 2014-15 : approximately 300 participants.
  • 114 sessions en 2014-15



Les cours en ligne

  • cours d'un fournisseur commercial externe, Lynda.com
  • 11 cours dont 4 produits par d'autres entités (plus academic dev qu'educational dev)
  • 1200 inscrits en 2014-15 environ
  • completion rate about 75%



Les programmes

  • ensemble d'activités sur 1 à 3 quadris
  • il y a parfois accréditation
  • certaines activités peuvent être en ligne mais le présentiel/les échanges sont importants
  • les principaux publics sont :
    • academic leaders
    • administratifs
    • enseignants (voir infra)
    • chercheurs
    • femmes (action en faveur de l'égalité des genres)
    • etc.



Les programmes pour enseignants


Postgraduate and postdoctoral researchers
Preparation for learning and teaching at Oxford (PLTO)
  • a half or full day seminar
  • hosted in the department, faculty or division (local practices vary)
  • PLTO is delivered largely by academics in the divisions with support from their skills trainers
  • for participants who currently teach at Oxford, or are likely to do so in the near future
  • focuses on practical aspects of teaching their own subject area
  • in some divisions, prerequisite to undertaking teaching at Oxford."


Developing learning and teaching (DLT)
  • a programme of support for early teaching experiences at Oxford.
  • varies in each division, but common elements include: being mentored by an academic in your discipline area; reading a small amount of educational literature; and teaching observation or evaluation.
  • Participants may choose to complete a portfolio to gain a nationally-recognised teaching qualification aligned to the UK Professional Standards Framework (UKPSF) for teaching and supporting learning in Higher Education, at Descriptor 1.
  • In 2014-15, 112 participants became Associate Fellows of the HEA.


Newly appointed academics; postdoctoral researchers with teaching experience


Teaching fellowship preparation (TFP)
  • a short, part-time course
  • for early career academics, typically with one to five years of teaching experience and relatively new to Oxford
  • key reading and written assignments and 3.5 or 4 days of seminars/workshops (held outside term time) over two terms
  • two programmes (one for Humanities and Social Sciences, the other for MPLS and Medical Sciences)
  • Both will enable you to consider different perspectives on student learning, work with peers to develop your teaching skills and experiment with new ways of working.
  • Successful submission of the teaching portfolio leads to a nationally-recognised teaching qualification aligned to the UK Professional Standards Framework (UKPSF) for teaching and supporting learning in Higher Education, at Descriptor 2.
  • A version for Humanities and Social Sciences is run twice yearly and is producing about 30 new Fellows annually. The version for experimental scientists is currently run once per year with a cohort of 24.



Established academics


Postgraduate Diploma in Learning and Teaching in Higher Education (PGDipLATHE)
  • a University of Oxford qualification offered by the Learning Institute and accredited by the Department of Education at Oxford
  • Participants should have at least three years of teaching experience in universities and be involved in, or anticipating, a leadership role in teaching
  • one year course
  • participants work with colleagues to enhance their own teaching, to study and apply educational literature and to analyse and propose enhancements to courses, programmes and policies in their own settings.
  • In 2014, there were 17 graduates (5 with Distinction), 13 of whom gained Senior Fellowship and 4 of whom gained Fellowship



Les ressources




Personnes

  • Stephen Goss - Pro-Vice-Chancellor (Personnel & Equality) and Institute Director
  • Kathleen Quinlan - Head of Educational Development
  • Lynn McAlpine - Professor of Higher Education Development and Head of Research
  • Sharon Neal - Head of Professional Development
  • Anne Crook - Educational Development Consultant (Medical Sciences and MPLS)



Ressources utiles


Voir aussi



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