BREAKOUT: The University of Northampton - Active Blended Learning - Using Advocacy to Shift Pedagogy - PRES: Multiple

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Kate Coulson

Grace Sykes


The University of Northampton is currently experiencing unprecedented change; in 2018 the University will move to a new, purpose built campus in the centre of Northampton which has been funded via an HM Treasury backed bond of £231.5 million (plus £60 million funding from the UK Public Works Loan Board). Simultaneously, the University’s approach to learning and teaching has been radically transformed by consciously moving away from a traditional ‘lecture – seminar’ delivery towards ‘active blended learning’. This paper presentation will explain what this means at Northampton and the impact of these changes on how academic staff currently teach their students but also discuss the unknown impact upon learning and teaching beyond 2018.


The presentation will also highlight what is happening “on the ground” and especially how the Learning Development team and their wider department liaise with faculty based staff and advocate the benefits of active blended learning by leading by example and encouraging colleagues to engage in this type of pedagogy. The Learning Development team are not technological experts, rather they are early adopters within the institution and are using their experiences to support the work of Learning Designers and Learning Technologists. Three case studies will be introduced as examples of how the team have worked with faculty based colleagues: 1) The “Active Blended Learning Early Adopter” - how the team worked with and learnt from this colleague, 2) The “I’m a Little Unsure But Happy To Take The Risk” colleague - how the team encourage this type of colleague and enable them to take more risks and 3) The “I Really Don’t Want To Engage With Active Blended Learning” - how the team cajoles, enables and encourages this type of colleague. The presenters will outline their top tips for liaising with faculty based colleagues and advocating for active blended learning which could be applied to a myriad of pedagogical change scenarios.