Outputs from Early Strand Work - TLEF
In October the TTT@ Project Team had the oppotunity to attend TLEF. As well as presenting an update on the project the time was utilised to gain developed feedback that has been incredibly useful in finalising the dimensions of each of the project strands. Below is the output of this feedback session.
First members were asked to rank the relative importance for high quality Teaching and Learning of each overall strand within the project. This allowed the project team to identify priority areas of the project and those which needed additional development in order to achieve the best results possible.
Secondly members worked to produce a list of hallmarks and values for high quality Teaching and Learning in the Manchester context - the outcome of which can be seen below.
Finally the project team presented membership with the oppotunity to feedback any key actions they believe should be included in the six strands of the project. These comments have been included on the strand pages of this website - you can find them here.
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Strand Assessment
Membership were asked to rank each strand out of 10 for its importance in a framework for high quality teaching and learning. They were asked to consider the strands relatively. What is apparent that whilst there is some definite preference for particular strands the spread of importance is not very large. Membership had a collective understanding that all strands were vital whilst some have a more dynamic, personal or immediate impact. Given the membership of TLEF it is no surprise that Curriculum and Assessment Frameworks ranked highest. Yet, this should not underplay that all strands received low scores including zero. This has demonstrated to the project team that there is varying interest in parts of this project across The University. The early shaping work has helped to better define strands, identify key stakeholders who find it to be the most important are involved, demonstrate links between strands to exhibit their interconnected importance.
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Hallmarks of Quality at Manchester
Membership were asked to submit key hallmarks that the framework for high quality teaching and learning should consider. To further develop consideration and answers they were asked to reflect on the specific 'Manchester context. In addition to repetition of key values like engageent, research, inclusitivty, diversity, research led and partnership we also saw some less expected submissions. Values like joy, fun and 'spark' helped to reflect on what we are really considering and looking to implement as part of this project. The activity was highly useful in helping to see values shared by membership and what we consider key to our success.