TLA educational policies and guidance
TLA contribute to the development of academic policies and guidance. All policies and associated handbooks are now available in the policy centre.
Teaching and Learning Strategy
The Teaching and Learning Strategy sets the academic directions of the University and identifies priorities for immediate action. Building on our strong national profile, supported by our Teaching Excellence Framework outcomes and the QAA commendations, we are committed to encouraging innovative and creative practices that ensure student success in a dynamic, competitive environment. We value our staff recognising the importance of rewarding teaching excellence, and providing 3 professional development opportunities and support within the discipline context. We are committed to providing high quality virtual and physical learning spaces that foster academic identity, and encourage and facilitate collaborative learning. For our students, we want them to feel challenged, to be intellectually stimulated, and to become committed academic citizens and advocates of the University and the wider region.
Active Blended Learning
Learning is characterised by students having both cognitive and social presence in the learning environment. Cognitive presence reflects both the value and amount of critical thinking, problem solving and construction of meaning in students’ interactions with their peers and academic staff. Social presence is the extent to which students are ‘connected’. This is critically important in the early stages of courses when students need to get to know and trust their peers and tutors. Students who are able to make interpersonal networks are more likely to engage and succeed. Current approaches tend to the classroom as the ‘location’ of presence, with the VLE in a supporting role to offer materials for independent learning. The future approach has to ensure that cognitive and social presence is a feature of both online and face-to-face teaching. Active blended learning is offered as an approach.
- Active Blended Learning as a response to social distancing measures
- Appendix 1 - Active Blended Learning
- Appendix 2 - Student Online Mentoring
- Appendix 3 - Blended learning & priorities and goal setting for different levels of study
Inclusive Curriculum Design Resources:
LJMU’s Strategic Plan (2017-22) commits us to being a “university that cultivates an inclusive and accessible academic environment: we will embed inclusion into teaching and assessment structures, develop scholarly activity in the area of inclusion, and review the accessibility of our resources and delivery approaches.” Similarly, the LJMU Inclusive Practice Strategy (2016-20) aims to “promote best practice in supporting student learning and seek to build a national and international reputation for inclusive learner support.” Inclusion is not an uncomplicated ideological construct (Hodkinson and Vickerman, 2016); but should be understood specifically in the context of pedagogy, curriculum design, assessment practices, and quality enhancement processes. Wider mechanisms to support inclusion such as disability support and Skills provision can complement inclusive curriculum design, but fundamentally inclusion relies on teaching and assessment approaches.