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Enhancing Learning Experiences: Success Factors in the ANNIE Project

The ANNIE Project, part of FDTL Phase 3, aimed to enhance students' learning experiences through innovative teaching methods and collaborative engagement in creative self-directed learning. Spanning January 2001 to March 2003, it involved several academic institutions and developed 16 case studies focused on effective in-reach and out-reach activities. Key success factors included strong communication, strategic partnerships, and an impact framework to assess project outcomes. This presentation discusses project organization, planning for impact, and embedding innovation in educational practices beyond discipline and HE sector.

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Enhancing Learning Experiences: Success Factors in the ANNIE Project

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  1. Planning to make a difference Success factors in the ANNIE Project Jay Dempster FDTL Conference, Manchester 31st Oct – 1st Nov 2002

  2. Session topics • About ANNIE • Organisation and planning • Project success factors • An impact framework • In-reach and Out-reach activities • Successful embedding by projects

  3. About ANNIE • FDTL phase 3 • Jan 01 – Mar 03 (27 months) • Theatre & Drama • Enhance students’ learning experience by: • Access to research-led teaching • Engagement in creative & collaborative self-directed learning

  4. Organisation • Warwick & Kent • De Montfort, Exeter, Queen’s Belfast, Lancaster, Manchester • London, Frankfurt, Vancouver, Kansas, Los Angeles • Pontypridd, Burton, Shrewsbury • 2 project directors, 1 project manager • 2 educational developers • Local and remote lecturers, expert practitioners • 16 case studies: 12 in year 1 & 4 in year 2 • ICT !

  5. Case study scenarios

  6. Student-Tutor Interactions

  7. Planning activities Development Evaluation Dissemination

  8. Project success factors • Project organisation • Project roles • Communication • Project structure • Project activities • Partnerships • Project engagement

  9. Planning for impact • What do you feel could be done to assist the impact of projects? • By the project itself? • By senior management or other central units in your institution? • By the funding body/programme team? • By others?

  10. An impact framework • Project operational context: • Planning for impact • identifying stakeholders • Institutional context: • In-reach activities: • informing local knowledge • Wider context: • Out-reach activities: • making things happen elsewhere

  11. people projects support funding ILT SHEFC HEFCE NCT ESRC Socrates JISC LTSN ALT FDTL SCOTCIT Subject communities HE institutions SEDA “beyond HE ” Project operational context

  12. partnerships communication implementation planning PROJECT TEAM L&T units IT dept Library Academic staff Department 1 Department 2 Lead institution Institutional partners Institutional context: in-reach

  13. Consortium activities Collaborative shared roles/activities Parallel within shared framework Centralised with development led by lead institution In what ways does this influence priorities for planning your project’s activities?

  14. partnerships communication implementation planning PROJECT TEAM L&T units IT dept Library Academic staff Department 1 Department 2 Lead institution Institutional partners ? ? ? Wider context: out-reach

  15. Group discussion IN-REACH IN LEAD INSTITUTION OUT-REACH IN OTHER INSTITUTIONS IMPACT BEYOND DISCIPLINE & HE SECTOR

  16. In-reach activities Top 5s

  17. Out-reach activities Top 5s

  18. Evaluating the impact of ANNIE • Approaches that led to good impact in the institutions • What kinds of in-reach and out-reach activities were effective • How the project is moving from innovation to embedding

  19. Approaches that led to good impact across institutions • Project led by pedagogy not technology • Culture of support for innovation and reflection on teaching practice • IT service keen to overcome technical barriers to remote access to and from the university • Pre-existing links between tutors and student groups in partner institutions

  20. What kinds of in-reach and out-reach activities were effective • Tutors experiencing personally the benefits to students through the new approaches that led to real changes in teaching practices • Engaging distant experts using simple technology • Students were excited by their learning experience and developed sophisticated new skills • Managing expectations – learning from failure

  21. How the project is moving from innovation to embedding • Demonstrate how realistic the new methods are • Provide practical guidance • Capture experiences to inspire and enthuse others • Scaling up, repetition, getting braver • Word of mouth: departmental culture, the students voice

  22. Factors experienced by national projects • Timing • “Timeliness is crucial and impacts a lot.” • Personal investment • “individual enthusiasm “ • “incredible energy and commitment of the individuals“ • “dedication and hard work despite short term nature of the funding” • Good collaborations • “willing to go and share ideas with others” • “happy for [their] materials to be used and adapted” • Champion in policy position • “People are desperately influential.” • Staff development angle • “connecting with academics” and “listening approaches” • Ability to adapt to local, emerging demands • “diversified to meet a wider audience” LTSN Generic Centre project http://www.telri.ac.uk/Transfer/ltsngc/ltsngc.htm

  23. Successful impact • “We opened up a lot of channels of communication between institutions. And since the project has finished, that activity seems to be continuing “ • “The skills, the knowledge and everything is in the people concerned. That’s the really valuable thing.” • “not a big impact to the sector, but immense benefit to those institutions engaged in the project”

  24. more@ annie@warwick.ac.uk http://www.ukc.ac.uk/sdfva/ANNIE/ http://www.telri.ac.uk/Transfer/ltsngc/ltsngc.htm

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