Learning and Teaching in Action: Open Issue

Student in language lab


News from CeLT


Strategic Framework for Learning, Teaching and Assessment

After many long months of consultation which led to the production of many draft versions of an LTA Strategy that got longer and denser with each iteration, it was decided to take a fresh look at our work. Thus, we have arrived at a new strategic approach that embodies the spirit of the earlier drafts, but does so in what we hope is a straightforward and compelling way. In this new form the Strategic Framework for Learning, Teaching and Assessment has been approved by the ADC /LTA Sub-Committee; by the ADC itself, and at its March meeting, by the Academic Board.

The new Framework makes fifteen specific commitments which express the institution's will to take action in four prioritised thematic areas. These commitments will guide the activity of all of us who are engaged in learning, teaching and assessment development in the coming period.

The document is intended to have a relatively long shelf-life. The themes and commitments will be reviewed and updated over time, but, for now and for a good period of time, given the scale of some of the commitments, it will remain a guiding document for the institution. It has been written in a straightforward tone, with jargon and acronyms avoided for the most part. It is intended for a wide audience, within and beyond the institution. It carries the endorsement of Professor Kevin Bonnett, the Deputy Vice Chancellor, Student Experience who has provided the Introduction to the document.

The Framework document is merely a beginning. Each of the commitments will need to be made the focus for institutional planning and action. To that end, the coming weeks will see the formation of cross-institutional working groups. It is envisaged that Faculties and central functions will place the Strategic Framework for Learning, Teaching and Assessment at the heart of their planning processes. The success of the Framework will depend upon sensitive, responsive planning and implementation at all central and local levels. The overall planning process will encourage wide participation in the process of deciding upon purposeful actions that will take us nearer to our goals.

After Easter, the implementation of the Framework will be discussed further with Deans, Senior Learning and Teaching Fellows, Faculty Executive Groups, Faculty Academic Development Committees and central service teams....and the call to a working group or two will be heard by many! Please take the time to have a good look at the Framework document which can be downloaded from the CeLT website and I look forward to having the opportunity of discussing it with you at any one of a number of forums in the coming weeks.


Robert Ready

Spring 2009
ISSN 1477-1241