Towards Open Discoveries. Lifelong and lifewide learning for all
Speakers: Chrissi Nerantzi, Cathy Malone, Vasiliki Kioupi, Ozz Querin & Simon Rofe (Leeds) We will report on an institution-wide change process at the University of Leeds where we are introducing meaningful open learning through Discovery, an extra-curricular programme operating since 2009, to complement the existing undergraduate modular provision and create opportunities for learning beyond their programme of study. A Delivery group has been set up and is proposing three distinct pathways of the new Discovery provision that is non-credit bearing: Open Discovery, Block Discovery and the Discovery Jam with opportunities that will be designed to top-up to gain academic credits at undergraduate or postgraduate level. The ambition is to co-create an open streamlined, diverse and distinct new provision which will be cross-disciplinary, open to students, staff and the wider public to foster lifelong and life wide learning (Jackson, 2022). Together, they embrace uncertainty, generate ideas, experiment, and rapidly prototype, implement and learn (Lockwood, 2010). At the heart of this change process are people, their ideas, insights and experiences. Learners will be working on challenges, make connections across boundaries and contribute to making a difference, locally and/or globally. Learning will be interest-driven. Learner will be part of a diverse learning community. They will be able to gain a certificate of participation, or a badge. It is envisaged that in the future through a top-up process, learners could also work towards credits/micro-credits at specific academic levels. References
Jackson, N. J. (2022) Steps To An Ecology of Lifelong-Lifewide Learning for Sustainable, Regenerative Futures In K. Evans, Lee, W.O. Markowitsch, J. & Zukas M. (Eds) Third International Handbook of Lifelong Learning Springer. https://link.springer.com/referenceworkentry/10.1007/978-3-030-67930-9_15-
Lockwood T. (2010) The bridge between design and business. Design Management Review, 21(3), 5. https://doi.org/10.1111/j.1948-7169.2010.00072.x
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Bios
Chrissi Nerantzi (NTF, CATE, PFHEA) is a Professor in Creative and Open Education in the School of Education, the Academic Lead for Discovery and a Senior Lead of the Knowledge Equity Network at the University of Leeds in the United Kingdom. Chrissi is the founder of the international #creativeHE community and has initiated a range of further open professional development courses, networks and communities that have been sustained over the years.
Cathy Malone is an Academic Developer at the University of Leeds. She has an interest in developing student participation and engagement in learning, working with colleagues through the complete design cycle from initial conception to certification. Cathy is particularly interested in exploring how we can expand our approaches to teaching and learning to better align with our transformative ambitions.
Vasiliki Kioupi is Lecturer in Sustainable Curriculum at the Sustainability Research Institute of the University of Leeds and is involved in the implementation of the sustainable curriculum principle of the university’s Climate Plan. She holds a doctoral degree in Education for Sustainable Development from the Centre for Environmental Policy of Imperial College London for which she received and highly prestigious and competitive President’s PhD Scholarship. Her research investigates sustainability transitions in Higher Education. She has worked at the Institute of Education UCL as lecturer in education.
Ozz Querin is Professor of Design Optimisation in the School of Mechanical Engineering at the Faculty of Engineering and Physical Sciences in the University of Leeds, where he is the Faculty Pro Dean for Student Education. He developed and in 2003 introduced the highly successful Aeronautical and Aerospace programme of study at Leeds and has also developed and taught over 14 modules during the past 24 years.His current research interests are in Structural Optimisation where he focuses on the Growth method for size, topology, and geometry optimization of truss structures; and the development of the Isolines/isosurfaces topology design (ITD) methodology. He also has interests in the use of Genetic Algorithms (GA) for optimising structures.
J. Simon Rofe is an Associate Professor (Reader) in International Politics at the University of Leeds (2022- ) having been Reader in Diplomatic Studies at SOAS University of London (2011-2022). He is Deputy Director of the Centre for Online and Distance Education at the University of London. Simon previously headed the Knowledge Exchange and Enterprise portfolio (2020-22) and was Academic Head of Digital Learning (2016-2020) at SOAS University of London, where he devised and implemented an institutional Online Learning Strategy 2018, and led in the strategic response to COVID 19 2020-21.Simon Vallance is the Digital Education Manager of the Blended Learning team within the Digital Education Service. He leads a team of expert learning designers whose role is to integrate digital education into the teaching and learning of taught students and postgraduate researchers, on campus and online. They partner with academics and subject matter experts to craft diverse online learning experiences. Simon is responsible for ensuring that the team develops innovative and compelling educational experiences that focus on the needs of our learners, putting inclusion and accessibility at the heart of everything.