Planning to make a difference

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Planning to make a difference

• Success factors
• in the ANNIE Project
• Jay Dempster
• FDTL Conference, Manchester
• 31st Oct 1st Nov 2002

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Session topics

• About ANNIE
• Organisation and planning
• Project success factors
• An impact framework
• In-reach and Out-reach activities
• Successful embedding by projects

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About ANNIE

• FDTL phase 3
• Jan 01 Mar 03 (27 months)
• Theatre Drama
• Enhance students learning experience by
• Access to research-led teaching
• Engagement in creative collaborative
• self-directed learning

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Organisation

• Warwick Kent
• De Montfort, Exeter, Queens Belfast, Lancaster,
  Manchester
• London, Frankfurt, Vancouver, Kansas, Los Angeles
• Pontypridd, Burton, Shrewsbury
• 2 project directors, 1 project manager
• 2 educational developers
• Local and remote lecturers, expert practitioners
• 16 case studies 12 in year 1 4 in year 2
• ICT !

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Case study scenarios
A Videoconference seminars and workshops (group) 6
B Video sharing and discussion (group web) 2
C Software download and work (individual) 2
D Online learning support for face-to-face classes 3
E All of the above 1
F External examination 2
TOTAL 16
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Student-Tutor Interactions
1 remote expert local students
2 remote students local expert
3 localremote students local expert
4 local students distance methods
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Planning activities
Development
Dissemination
Evaluation
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Project success factors

• Project organisation
• Project roles
• Communication
• Project structure
• Project activities
• Partnerships
• Project engagement

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Planning for impact

• What do you feel could be done to assist the
  impact of projects?
• By the project itself?
• By senior management or other central units in
  your institution?
• By the funding body/programme team?
• By others?

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An impact framework

• Project operational context
• Planning for impact
• identifying stakeholders
• Institutional context
• In-reach activities
• informing local knowledge
• Wider context
• Out-reach activities
• making things happen elsewhere

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Project operational context
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Institutional context in-reach
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Consortium activities

• Collaborative shared roles/activities
• Parallel within shared framework
• Centralised with development led by lead
  institution
• In what ways does this influence priorities for
  planning your projects activities?

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Wider context out-reach
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Group discussion

• IN-REACH IN LEAD INSTITUTION
• OUT-REACH IN OTHER INSTITUTIONS
• IMPACT BEYOND DISCIPLINE HE SECTOR

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In-reach activities

• Top 5s

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Out-reach activities

• Top 5s

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Evaluating the impact of ANNIE

• Approaches that led to good impact in the
  institutions
• What kinds of in-reach and out-reach activities
  were effective
• How the project is moving from innovation to
  embedding

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Approaches that led to good impact across
institutions

• Project led by pedagogy not technology
• Culture of support for innovation and reflection
  on teaching practice
• IT service keen to overcome technical barriers to
  remote access to and from the university
• Pre-existing links between tutors and student
  groups in partner institutions

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What kinds of in-reach and out-reach activities
were effective

• Tutors experiencing personally the benefits to
  students through the new approaches that led to
  real changes in teaching practices
• Engaging distant experts using simple technology
• Students were excited by their learning
  experience and developed sophisticated new skills
• Managing expectations learning from failure

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How the project is moving from innovation to
embedding

• Demonstrate how realistic the new methods are
• Provide practical guidance
• Capture experiences to inspire and enthuse others
• Scaling up, repetition, getting braver
• Word of mouth departmental culture, the students
  voice

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Factors experienced by national projects

• Timing
• Timeliness is crucial and impacts a lot.
• Personal investment
• individual enthusiasm
• incredible energy and commitment of the
  individuals
• dedication and hard work despite short term
  nature of the funding
• Good collaborations
• willing to go and share ideas with others
• happy for their materials to be used and
  adapted
• Champion in policy position
• People are desperately influential.
• Staff development angle
• connecting with academics and listening
  approaches
• Ability to adapt to local, emerging demands
• diversified to meet a wider audience

LTSN Generic Centre project http//www.telri.ac.uk
/Transfer/ltsngc/ltsngc.htm
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Successful impact

• We opened up a lot of channels of communication
  between institutions. And since the project has
  finished, that activity seems to be continuing
• The skills, the knowledge and everything is in
  the people concerned. Thats the really valuable
  thing.
• not a big impact to the sector, but immense
  benefit to those institutions engaged in the
  project

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more_at_

• annie_at_warwick.ac.uk
• http//www.ukc.ac.uk/sdfva/ANNIE/
• http//www.telri.ac.uk/Transfer/ltsngc/ltsngc.htm