An Evaluation of the Impact of "Learning Design" on the Distance Learning and Teaching Experience

This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008)[1] unit of study at a UK distance learning institution. By comparing student (n=656) and tutor (n=42) survey data with questionnaire responses (n=9) from the unit of study’s core production team, this paper assesses the impact of incorporating the Open University Learning Design Initiative (OULDI) methodology into curriculum production by looking specifically at barriers and facilitators in the application of Learning Design and its impact on module development, delivery, and the resulting student and tutor learning experience. With a focus on developing and embedding Learning Design into the curriculum planning and production process, the paper explores how lessons learned from this experience have helped to guide and inform the future implementation of Learning Design into module and qualification level frameworks

Does one size fit all? Using scholarship to enhance the student learning experience

This paper describes a recent scholarship project focusing on different student experiences of large courses used across several qualification pathways within the Childhood, Youth and Education Programme at the Open University. Using qualitative methods, the project sought to understand more about students’ (n = 20) experiences of learning, drawing on the richness of the ‘hybrid’ learning experience (Helyer, Lee & Evans, 2011) where learning is seen to take place both within a higher education institution and the work place. By locating the project within the broader Faculty framework for scholarship, this paper sets out the Faculty strategy and explains how changes are made to curriculum to enhance student learning as a direct result of scholarship

In conversation with Zoë Readhead, Principal of Summerhill School, Leiston, Suffolk

As the UK battles with an ever-changing education landscape in which growth can be seen in the introduction of academies, trust schools, federations, chains of schools and 'free schools', I talk to Zoë Readhead, Principal of what is often called the first democratic, self-governing 'free' school. Whilst the term 'free school' today implies a model that is 'state-funded… set up in response to what people say they want and need in their community to improve education for local children' (www.gov.uk/government/collections/opening-a-free-school#free-school-model-funding-agreements), Summerhill is grounded on Alexander Neill's principle of 'freedom not licence'. This principle extends beyond a notion of self-governance, to that in which the community is wholly democratic, where children learn to be self-confident, tolerant and considerate and are given the space to be themselves (www.summerhillschool.co.uk/an-overview.php)

Implementation of a Workplace-Based Assessment to Measure Performance of the Core Entrustable Professional Activities in the Pediatric Clerkship

Background: In 2013, the AAMC convened a panel of medical education experts to delineate the 13 Core Entrustable Professional Activities (Core EPAs) medical school graduates should be able to perform without direct supervision by day one of their residency. 1 Assessment of these EPAs requires direct observation to render entrustment decisions. 2 As part of our engagement in the AAMC Core EPA pilot,3 we created a workplace-based assessment (WBA) system to assist in measurement of student performance for the Core EPAs at the Virginia Commonwealth University School of Medicine. For the Pediatrics clerkship, we identified 6 Core EPAs to assess for all students during the 2018-2019 academic year: -Core EPA 1 (history and physical exam) -Core EPA 2 (prioritize a differential diagnosis) -Core EPA 3 (recommend and interpret common diagnostic and screening tests) -Core EPA 5 (document clinical encounter in patient record) -Core EPA 6 (provide an oral presentation of a clinical encounter) -Core EPA 9 (collaborate as a team member of an interprofessional team)

In conversation with Professor Jonathan Rix

Professor ‘Jonty’ Rix holds the chair of Participation and Learning Support at the Open University. Jonty's research interests include policies, practices and language that facilitates inclusion. His work explores diverse perspectives and models that promote thinking about the aim and fundamental purpose of education which is central to his philosophy …. ‘it’s not just about changing systems’ (Rix, 2016). I had the opportunity of spending a couple of very enjoyable hours ‘in conversation’ with Professor Rix. The aim was to discuss his latest book, ‘Must Inclusion be Special?’ but our discussion quickly moved into an interesting exploration of his realistic vision for educational change which I endeavour to capture here along with offering some insights into his book