Shaping the future of learning using the student voice: we’re listening but are we hearing clearly?

Student voice data is a key factor as Manchester Metropolitan University strives to continually improve institutional technology enhanced learning (TEL) infrastructure. A bi-annual Institutional Student Survey enables students to communicate their experience of learning, teaching and assessment on programmes and specific units studied. Each cycle of the survey contains approximately 40–50,000 free text comments from students pertaining to what they appreciate and what they would like to see improved. A detailed thematic analysis of this data has identified 18 themes, arranged into six categories relating to the ‘Best’ aspects of courses, and 25 themes, arranged in seven categories in relation to aspects of courses considered to be ‘in need of improvement’. This student data was then used as a basis for semi-structured interviews with staff. Anecdotally, evidence suggested that student expectations and staff expectations around TEL and the virtual learning environment (VLE) differed. On-going evaluation of this work has highlighted a disconnect. In significant instances, academic colleagues seemingly misinterpret the student voice analysis and consequently struggle to respond effectively. In response to the analysis, the learning technologist's role has been to re-interpret the analysis and redevelop TEL staff development and training activities. The changes implemented have focused on: contextualising resources in VLE; making lectures more interactive; enriching the curriculum with audio–visual resources; and setting expectations around communications

Sustaining practitioner inquiry projects : frustrations and achievements

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The Role of the Educational Leader : perceptions and expectations in a period of change

AT A TIME OF RAPID pedagogical and policy change in the Australian early childhood educators' professional context, little is known about the experience of the evolving Educational Leader role. This position is currently mandated in educational settings for young children, but at the time of writing, both the perceptions about the nature of the role and expectations of such a person, were unclear. This paper reports on a study across two geographical regions which contributes to the knowledge base of the unfolding of this role in the prior-to-school early childhood sector. Based on surveys from 206 people in the ACT and NSW in 2012, information collection was followed by a series of intensive workshops designed to facilitate understanding of the role and of the processes of educational change. Data from the survey and from these 41 workshop participants from diverse organisational and geographical settings enable greater insight to the issues, complexities and potential of this important role in the educational and policy landscape as well as the realities of workplace experiences of Educational Leaders. This paper has a focus on survey responses as affirmed through contributions by workshop participants; the actual enquiry projects undertaken by participants as part of the workshop initiatives are not included in the current paper. Despite contextual differences in responses, it is clear that expectations of the Educational Leader are high, appointment processes are constrained and role definition needs relevant local clarification.9 page(s