FH 3 : Scale/Sustain

We have pulled together all the data that was entered into the google docs at FH3 held in Liverpool. The task for all the participants in the room was to make an elevator pitch to scale and sustain innovation at your institution, and respond to some of the challenges that will face that.

The first section of the hack is what we call Burnt.  The aim of this activity is expose, share and find common ground amongst many of the hopes, dreams, fears and experiences we have all had in terms of change that in part represent a filter (and sometimes a barrier) to identifying or challenging new ideas or solutions.  Each participant was asked  to write down their victories, disasters/failures and hopes and dreams around the implementation of an educational technology project.   The results are here for all to see.

Burnt activity FH3


All of this is free and open to use, so go ahead. It would be great to know where you have used and what happened.

Hack 1 - IN THE ROOM

You have a successful but limited scale project. This project has worked in its context. You have evaluated it and the student and staff feedback is excellent. The challenge you have been presented with by your institutional management is, how do we make this part of the institutional strategy for success?

You are pitching to senior management how you are going to make this sustainable or scalable. It is great to have principles for scaling and sustaining technological and pedagogical change. The critical question is how do you make it happen? How do you convert ambition into action? This aim of this hack is to identify the things you need to ask from your institution to make change last and become embedded in your organisation.

Work on paper to generate your thoughts. When the timer we set goes off, take the last few minutes to collect your thoughts, and fill in the template on the Google Doc for your table.

Table 1 - Collaborative assessment
We need to produce a distinctive offering that frees staff time and improves learner experiences and employability.
After an innovative assessment pilot that has proven a cost-effective enhancement to the student experience, we need to scale this with your endorsement and resources to be a sector-leading innovation.

Table 2 - Games-based learning
Presenting the ideas that the invest on learning technologists have expertise on understanding pedagogical teaching approaches and evaluating the use of technology in teaching to impact academic staff to adopt innovative teaching approach. E.g. support for teaching about Games Based Learning in PG Cert in Academic Practice courses/staff CPD. Is there support in place via learning technologists etc.? Do they have time to research and evaluate?


Table 3 - Audio/video feedback
Expanding audio and video feedback across the institution has the potential to create massive return on investment. It improves student engagement, retention, grades and NSS scores. Feedback is inclusive, personalised, efficient for staff to provide - and the students love it!


Table 4 - Making
Our excellent research and evaluation of the pilot shows these opportunities have successfully developed students skills including in collaboration and are applicable in other T and L contexts throughout the University and its community. We seek support including equipment, location and staff time plus help developing external maker partnerships.

Table 5 - Online learningThree pronged approach
At the high level strategy, vision, purpose, mandate
Establish principles, policies and processes eg curriculum development, QA.
Bottom - ensure effective communication between key stakeholders, development and support resource


Table 7 - Practice-based learning
VC - your pilot project has been a proven success. Sustaining and upscaling the project is a perfect strategic fit to broaden our employability, recruitment, student experience and reputational agendas. It will self-fund after the start up period by generating funding streams from partner industry organisations with students engaging with partners in the online.


Your pitch is successful.  The room loved it.   The VC smiled and offered you exactly what you had asked for.    

What do you need to put in place strategically to deliver your scaled or sustained change? Coming from the BURNT activity, you will get a single real-life cultural/human context of success or failure (we know there are many) to respond to.   What structures (these could be policies, initiatives, support for example) do you need to put in place to implement your initiative and make sure it works?

(Please indicate the BURNT ‘issue’ you are responding to)

Table 1 - Collaborative Assessment

We are changing work practices in assessment, not adding to it. Our pilot shows users were saving time and no additional spending in technology. Short-term contracts (e.g: graduate interns, apprenticeship) will create documentation and support. We will be measuring, adapting and improving as it grows from pilot to institutional.

Table 2

Ask the manager to clarify the question about student expectation

Give more evidence from pilot study and literature review. If it needs, design students feedback survey for collecting data regularly. Rigorous feedback and improvement throughout the year/2 years/5 years and beyond.

Table 3-  Audio/video feedback

BURNT ISSUE - Rollout accompanied by mixed messages and no leadership

Table 4

Burnt issue  someone  in senior management doesnt like it

Find out more about that person's needs likes etc - personal attention

Provide them and others with lots of evidence about its efficacy

Use champions including those more senior than the objector

Sell it in terms of external impact

Ensure its well used and continues to be successful

Table 7

Appraisal targets (stick)

Departmental targets (bigger stick)

Mandatory inclusion in module/course revalidations (make it the norm)

Incentives for successful individuals (carrot)

Evidence of success - tracking, student feedback