An introduction to the work of the Centre for Innovation in Higher Education (CIHE) and how it supports pedagogic research at Anglia Ruskin University and beyond

1. Centre for Innovation in
Higher Education (CIHE)
Driving research-informed innovation in learning, teaching
and assessment
www.anglia.ac.uk/cihe
cihe@anglia.ac.uk
Follow us on Twitter @CIHE_ARU

2. The Centre for Innovation in Higher Education (CIHE) advances the intersection
between innovative educational research and pedagogic practice to improve learning
and teaching across ARU and beyond
• Showcasing ARU strengths and distinctiveness in learning,
teaching and assessment
• Supporting ARU academics in conducting applied pedagogic
research and producing high-quality research outputs

3. • Building a robust pedagogic research community through
workshops, seminars and our annual CIHE conference

4. • Maximising current scholarship and practice in three
specialist areas:
Digital Futures
Active Learning
Design Thinking Pedagogies

5. Current research project in
conjunction with
Building higher education curricula fit for the future:
employability development in Higher Education
responding to the Industrial Strategy.
https://www.gov.uk/government/topical-events/the-uks-
industrial-strategy

6. Professor Pauline Kneale
Pro-Vice Chancellor Teaching and Learning,
University of Plymouth &
Director, Pedagogic Research Institute and
Observatory(PedRIO)
https://www.plymouth.ac.uk/research/institutes/pedagogic
Honorary Visiting Professor, Centre for
Innovation in Higher Education (CIHE)

7. Faculty of Health Social Care and Education
2018
Dr Nicola Walshe, Dr Simon Pratt-Adams and Dr Linda Brown
deborah.mcmillan@student.anglia.ac.uk
Generation Under-employed: Acquiring Graduate Skills and Post-Qualification
Employability through Team Based Learning
Deborah McMillan
Passive Learning
VS TBL
Results/Conclusion
(TBC in 2021)
2015 2020
1 Complex
Problem
Solving
1 Complex
Problem
Solving
2
Coordinating
with Others
2 Critical
Thinking
3 People
Management
3 Creativity
4 Critical
Thinking
4 People
Management
5 Negotiation 5
Coordinating
with Others
Aims/ Objectives
• To critically assess TBL
• To explore how ARU
conceptualises and promotes TBL;
and
• To evaluate the effectiveness of
TBL in supporting learning gain and
thereby preparing students for
graduate employment
Methods
Graduate under-employment is being in a job role that does not utilize qualifications/knowledge
and/or skills (Hartley-Brewer, 2015).
Graduate under-employment occurs for many reasons, however, this presentation will solely
focus on graduate skills for employment.
Top 5/10 World Economic Forum
skills (2016)
Graduates are not employment
ready
(Smith, 2017)
It is an active learning approach that
engages student knowledge through
individual testing and group collaboration
• Verbal lectures
• Controlled environment
• Note taking/handouts
• Students engage
and interact with
content
• Promotes team
working and
communication

8. Faculty of Health Social Care and Education
2018
Dr Phil Kirkman, Dr Simon Pratt-Adams and Dr Emma Coonan
maddy.redmond@student.anglia.ac.uk
Learner Behaviour in a Blended Learning Environment:
a Learning Analytics and Learning Design approach to Curriculum Evaluation
Maddy Redmond
£9000 DEGREE –
WHAT WORKS?
Do we know? What do we know? How do we know? With the publication of the Government
White Paper (BIS 2016), there is pressure on universities to evidence ‘what works’ and calls for a
culture of data-informed decision making (Sclater 2016).
Which undergraduate blended
courses achieve high levels of
online learner-content
interaction or have a LD which
intends to achieve that?
To what extent does LD in
blended courses influence
patterns of online learner-
content interaction in those
courses?
What, if anything, do the
patterns of online learner-
content interaction reveal about
student performance in those
courses?
RESEARCH QUESTIONS
Learning
Design
Learning Analytics
Learner
Behaviour

9. ARU+ Transforming the Lives of Learners
George Evangelinos
BSc (Hons), MA, PGCert, SFHEA
Senior Learning Technologist, Faculty of Medical Science
University Teaching Fellow
Our strategic vision and corporate plan commits to transform the lives of learners
through ‘….innovative, inclusive and entrepreneurial education and research’.
(Anglia Ruskin University, 2017, p.1)
The staged introduction of a design approach in documenting the interactions of
learners with the various ‘learning opportunities’ offered by the institution in terms of
the formal curriculum and co-curriculum is proposed.

10. ARU+ Transforming the Lives of Learners
A number of reusable learning designs will be created in Canvas LMS targeting
aspects of the student journey.
These units will be constructively aligned to one or more developmental
frameworks.
For example, activities will be designed to enhance aspects of employability,
digital literacy, sustainability as well as academic and assessment literacies.

11. Turning innovative teaching into published
research

12. Turning innovative teaching into published
research
Designing pedagogic
research studies
Applying for
grant funding
Writing for academic
journals
Choosing where
to publish

13. How to get involved
Bringing together academics to enhance pedagogic research across ARU is central to our work . We
want to showcase ARU strengths and distinctiveness in learning and teaching. That’s why we welcome
your contribution and ideas
You can get involved in the following ways:
Collaborative research opportunities
Strategic short term projects
Research fellowships
Consultancy

14. What’s coming up?
CIHE events in 2018/19
• Seminar series
• Society for Research into Higher Education (SRHE)
workshops
• CIHE Annual Conference 2018/19
Sign up to our Pedagogic Research mailing list by emailing
cihe@anglia.ac.uk or follow us on Twitter @CIHE_ARU to
stay up to date