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2.1 Graduate Attributes
Our learning and teaching strategy flows from the manifesto, vision, and School strategy. We aim to create a stimulating and dynamic environment where learners can deepen their knowledge and understanding, and develop relevant skills to make a positive difference. We take a student-centred approach and this is motivated by a strong set of graduate attributes. We aim for our graduates to be:
• Future tech leaders who will create technology that is made for everyone, by everyone; • Respectful and responsible citizens who are committed to ethical behaviours; • Capable communicators, establishing productive relationships and networks; • Effective team players, able to provide leadership and encourage the development of others; • Creative and enterprising thinkers, accustomed to problem-solving, researching and implementing ideas; • Able to work confidently in a range of environments and new situations by being organised, evaluative, adaptable, and self-aware; • Proactive in identifying and addressing personal development needs, making realistic and informed career choices.
These graduate attributes are threaded through our learning and teaching and are supported by several systems, including annual monitoring and student feedback.
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2.2 Learning and Teaching: Sub-Goals (SG’s)
Our learning and teaching strategy is based on 3 sub-goals (SG’s). These all contribute to the vision, mission, strategy, and graduate attributes above, especially SA1, SA2 and SA5:
SG1: Innovative Programmes Pursuing a Master’s degree at the London School of Innovation will be more than just academic advancement. It will be an immersion into the world of innovation. We will also design short course programmes. All our programmes will equip students with the insights and skills to navigate and shape the rapidly evolving digital landscape, whether they are seeking to advance in their current role or carve a new path in the realm of digital engineering and beyond. (SA2)
SG2: Innovative Pedagogy A student’s journey at the School will be underpinned by a blend of academic rigor and practical application. We will design an AI-driven, personalised learning experience, where each programme is tailored to student’s professional contexts, providing real-world relevance, and immediate applicability. We’ll use automation and AI systems to guide each student through a personalised journey of learning by doing. Pre-designed challenges will be presented to each student throughout their programmes in a bespoke environment where the student gets to solve those challenges while receiving specific feedback from a virtual mentor. The feedback from the virtual mentor will allow the student to identify areas of improvement and develop their skills further. This approach to learning will provide a more engaging and effective learning experience than traditional methods. (SA1 and 5)
SG3: Innovative Research Research and innovation are in the School’s DNA. We aspire to be a leading institution where impact-driven technologists come together from around the planet to re-invent the human experience. In contrast to most universities, the focus of our research is not to just understand and expand the edges of human knowledge. It is to reimagine what’s possible. We will have a strong research programme, including looking at the Science of Adult Education. Our research is inventive, experimental, agile, and bold. We will ensure our teaching and research are synergistic. We recognise the coupling of teaching and research in all that we do and engage all our academic staff in both. We ensure that the duality of our mission is reflected in all our operations. (SA2 and SA5)
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2.3 SG1: Innovative Programme
As the School manifesto identifies, the School avidly believes that dynamic modern technologies are creating exciting new openings. AI, for example, provides the means to reconceptualise the delivery of services, offering even more value and delivering greater efficiency. It is not just new programmes that can be developed. Innovative technologies provide the basis to explore - and develop - new ways of delivering learning and teaching, and providing an educational challenge. That is why the School’s learning and teaching sub-goals bring together programmes, pedagogy, and research. This recognises that recent technologies offer opportunities. This requires students to deepen their understanding of how these technologies work, understanding new concepts, such as foundations of data, cloud basics, and ethics of AI.
These can be brought together through new programmes to motivate creative problem solving. However, dynamic new teaching activities working to connectivism, heutagogy, and experiential forms of learning that place the learner at the centre in new ways add another layer. This is what the School aims to do with SG’s 1-3: develop new learning and teaching tools supported by research. Identifying innovative programmes is at the core.
Members of the School have been leaders in technology for many years. They have worked with major companies and designed and built innovative solutions, appreciating how landscapes are changing. They have won many awards for innovation, undertaken mentorship, and understand the market and what skills will be required in the future. This supports programme development within the Framework for Higher Education Qualifications and other sector-recognised standards. This is a core part of the School’s strategy (SA2 and SG1). The School’s Academic Standards’ Regulations set out that all its degree programmes must follow Framework for Higher Education Qualifications, Subject Benchmark Statement (Computing), and other sector standards, particularly when it comes to requisite credit values and qualification descriptors. It has a set of outcomes that require students to demonstrate:
• Domain knowledge: Systematic understanding of knowledge in their field • Problems and new ideas in the field: A critical awareness of current problems or new ideas in their field. • Techniques: Comprehensive understanding of applicable techniques in their field • Originality: Some originality in applying knowledge Knowledge discernment: Practical understanding of how to create and interpret knowledge in their field using established techniques of research and enquiry • Research critique: Conceptual understanding so they can criticise and evaluate the current research papers in their field, and the current methodologies and techniques.
This is particularly important for SA2 and is delivered through the School’s 8 teaching systems. As the Academic Standards’ Regulations say:
“The School adheres to the OfS’ principle that ‘the award of higher education qualifications is based on the demonstrated achievement of outcomes rather than years of study.’ (OfS, ‘Sector-Recognised Standards) and that this can be shown through a credit-based system whereby students are awarded credits following the successful completion of modular assessments and programmes that have been ratified by the School, or some other means approved by the School's regulations. The School uses the Credit Accumulation and Transfer System (CATS) system.”
The School has a set of New Programme and Module Approval and Modification Regulations, which explain how these standards and teaching systems are embedded within the School’s programme approval rules. Programmes must pass 4 stages, including Academic Development (Stage 3) and Academic Approval (Stage 4). As the Regulations say, stage 4 provides that: ‘the Academic Board will consider whether the documentation, particularly the programme and module specifications, adhere to appropriate descriptors and credit values, and that there are clear and realistic programme outcomes under the requisite FHEQ and subject benchmark statement that can be met by a coherent balance of core and optional modules providing sufficient depth of learning: The Academic Board will look at:
• Are the learning outcomes clearly stated, measurable, and in line with academic standards? • How does the programme integrate theory and practice in its curriculum? • Does the programme provide opportunities for interdisciplinary learning, aligning with modern academic trends? • How does the proposed programme support the development of soft skills, critical thinking, and problem-solving abilities in students? • Do the learning outcomes prepare the students for a range of specific fulfilling and sustainable careers?
There are specific rules when it comes to programmes on academic rigour and academic cohesion to ensure students get the best learning experience.
The Regulations also set out approval rules when it comes to new modules. These set out a number of requirements, including that the new module meet the appropriate FHEQ Level, contain appropriate learning outcomes, contain an appropriate School teaching system, have satisfactory assessments, and have gone through internal and external review.
The School offers a diverse and cohesive range of core and optional modules in all its programmes and ensures that they unfold across all the teaching weeks through activities in a way that enables students to develop their understanding of foundational concepts before moving onto and learning others. Programmes and module activities cater for diverse learners, building in opportunities for deeper understanding through additional resources and research, and providing opportunities for reflection and formative feedback. This is evaluated during annual monitoring, when students can also provide feedback on their learning that module and programme leaders need to analyse and report on.
Further to its manifesto and strategy, the School is committed to identifying and developing programmes. Its programme and module approval rules ensure that the School meets its obligations under sector-recognised standards, with the appropriate levels of quality, especially credit and learning outcome requirements, as well as aligning with the School strategy and the graduate attributes above. Learning outcomes and teaching systems, apart from meeting qualification descriptors, also encompass all the graduate attributes, including on learning and deepening ethical behaviours, communication, and creative problem solving through a range of teaching activities. These are all reflected in the programme and module specifications. As part of its manifesto, SA2 and SG1, the School will continue to explore new innovative programmes that add value, modules, and short courses. It will deliver innovative new teaching activities, ensure that they all meet sector standards, and also follow the School’s approval rules.
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2.4 SG2: Innovative Pedagogy
Innovation represents the raison d'être of the School and this is at the core of SA1 and 5 too. We want our students to have the best learning experience. The School’s mission clearly states that the School will immerse learners in the latest technologies, especially when it comes to learning and teaching, and this is captured in the core of SA1 on pedagogic excellence. The School does this in many ways. For example:
Learning and Teaching Tools: Knowledge Maps and AI The School wholly recognises that people learn in diverse ways and aims to create learning and teaching tools that are inclusive. The School’s 8 teaching systems, articulated in its Teaching and Learning Policy document, all capture a diverse range of activities and promote active learning. These 8 systems through which students learn are:
• Research 60 Credits: A research-based module, suitable for the final project of a specialist master's programme, with one-to-one supervisory meetings every 2 weeks for 45 minutes per session on average. This involves learning the concepts in the glossary of research methods and best-practices. • Professional 15 Credits: Standard LSI teaching system for 15-credit modules for professional subjects focusing on understanding key concepts and processes, and developing management or analytical skills. • Technical 20 Credits: Standard LSI teaching system for 20-credit modules for subjects requiring hands-on technical skills. • Technical 15 Credits: Standard LSI teaching system for 10-credit modules for subjects requiring hands-on technical skills. • Technical 10 Credits: Standard LSI teaching system for 10-credit modules for subjects requiring hands-on technical skills. • Foundational 10 Credits: Standard LSI teaching system for 10-credit modules for foundational subjects focusing mostly on understanding key concepts, with minimal hands-on technical skills. • Seminars 10 Credits: In this teaching system, each student in the cohort will be assigned a unique topic to research, produce a presentation for, and deliver as a seminar. Students will also be required to sit the seminars of the other students and then write a critical review (500 to 1000 words) for each. This teaching system is for highly dynamic modules to broaden the student's knowledge, as well as develop critical analysis skills. • Seminars 05 Credits: In this teaching system, each student in the cohort will be assigned a unique topic to research, produce a presentation for, and deliver as a seminar. Students will also be required to sit the seminars of the other students. In each weekly session, 2 students will present their research on the chosen topic to the class, followed by discussion and debates, moderated by the module leader. This teaching system is for dynamic modules whose natures revolve around intellectual awareness, knowledge and critical analysis skills as opposed to practical skills.
An example of an innovative teaching method that the School has developed, which is contained in its teaching systems, is an interactive knowledge graph (IKG), ‘a hyper-personalised approach to knowledge dissemination in higher education in the age of AI.’ IKGs work on the principle that students come to education with different levels of knowledge and skills, and that technology can be used to provide a customised learning experience that differentiates and provides an optimal learning experience for students and places them at the centre. Rather than presenting linear learning, technology can be used to provide highly customised, dynamic, and interactive learning experiences, introducing engaging activities and scaffolding on what students already know. This is especially important for postgraduate students, who will come to postgraduate education with prior learning and experience of some concepts and will feel empowered to develop and build upon this, particularly through further research. The interactive knowledge graphs developed by the School, powered by AI, provide an intelligent and interconnected network of concepts that students can self-assess themselves on and the map will then adjust to provide students with an optimal experience and activities based on their prior understanding. They can then progress through these, understanding how concepts interconnect with each other. This also fits well with our flipped learning model: every week, students are given an IKG to complete for that week prior to their class. They self-assess what concepts they already feel comfortable with and then go into activities for the other concepts, including an introduction, text, analogies, and quizzes with feedback. Real-time, AI feedback is built into all IKGs and students are also provided with additional research sources. Videos, audios, and other activities are built in to cater for diverse and inclusive learning styles - and students then come to class ready to apply and build on what they have learnt, and receive additional feedback from their tutors and peers. Feedback is central to IKGs and our workshops.
The School is strongly committed to innovation when it comes to learning and teaching systems. It has designed its own customised automated governance system (AGS), which houses a dynamic virtual learning environment (VLE) with its programmes, modules, IKGs, and other learning and teaching content built in so that they are effectively delivered. This complements the 8 teaching systems it has designed. The School will continue to pioneer different learning and teaching tools. Apart from what is mentioned in SG1 and SG3, it is will also provide CPD for staff, an annual learning and teaching symposium, and participate in external opportunities and projects, such as funding opportunities, with a view to expanding its work in learning and teaching innovation. This all to aid student learning.
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2.4 SG3: Innovative Research
Research brings together the work the School does on innovative new programmes (SG1) and dynamic new learning and teaching tools (SG2). Research also facilitates the School’s core values of impactful pioneering and immersing learners in the latest technologies, whilst ensuring technology can be used to deliver positive change. It goes to the heart of the School’s SA2 and SA5. Two projects that the School is currently working, on to all these ends, are:
A. Science of Adult Education Module This module explores the intricacies of learning science to enhance learning outcomes in the age of AI. It is designed for educators, administrators, professionals, and others committed to using emerging technologies, such as AI, to transform teaching and learning, and higher education institutions. The curriculum covers the psychology of learning and the theories of how adults acquire, process, and retain knowledge, and how they develop cognitive, technical, and professional skills. It looks at how teaching and learning has been historically delivered, and the paradigms and theories underpinning them, and how technology is challenging and disrupting this. It compares a spectrum of methods for teaching, learning and assessment, from in-person seminars and interactive workshops to online learning platforms and AIpowered virtual tutoring. It looks at how design processes can be used to inform new pedagogy and the new opportunities that EdTech provides. It considers user-centric design and the user interface and what educators and learners look for in higher education. The module looks at how to overcome challenges and will also consider regulation when it comes to higher education. Case studies from around the world are considered.
B. Tech for Good Research and innovation are in the School's DNA. We aspire to be a leading institution where impact-driven technologists come together from around the planet to re-invent the human experience. In contrast to most universities, the focus of our research is not to just understand and expand the edges of human knowledge. It is to reimagine what’s possible. Our research is inventive, experimental, agile, and bold. Our teaching and research are synergistic. We recognise the coupling of teaching and research in all that we do and engage all our academic staff in both. We ensure that the duality of our mission is reflected in all our operations. The School strives to be a leading force for technological innovations that benefit humanity at large by incubating and driving a diverse range of “Tech for Good” initiatives, tackling some of the age-old challenges of mankind. Integrated into the fabric of our education system, academic staff and students extensively contribute to these projects through an online opensource hub. Students are encouraged to align their academic course requirements (projects and assignments) with the opportunities in these initiatives. The benefits include: • More meaningful and enjoyable learning experiences. • Better and deeper learning, due to higher motivation and energy. • Opportunity to showcase their work to potential employers. On the flip side, this enables progress and traction on some highly ambitious ideas that would be too risky to resource commercially – ideas with profound potential for impact.
Both the Science of Adult Education Module and Tech for Good research initiatives are central to the School’s strategy and sub-goals. They enable the School to discuss, research, and explore dynamic new teaching methods that work to heutagogical and other forms of learning; and provide both staff and students an opportunity to research tech for good initiatives. This is especially useful for students who are at the start of their research careers. The Tech for Good project is also linked to the Final Master’s Project so the students can develop their research skills, including considering and applying for ethical approval if this is needed.
We will continue to promote such research, especially when it comes to our vision, mission, and strategic aims. For example, part of this is already captured centrally in the School’s Research Supervision Code of Conduct: • Research events will be regularly held throughout the academic year, drawing on both internal and external experts, so that students can exposure to a rich and diverse research environment. • Industry experts will be particularly helpful as students get to learn, both experientially and reflexively, about how the implementation lifecycle works in practice, especially with a view to developing solutions and artefacts, and careers. • Students will be invited to present their research to receive feedback. The School will facilitate research clusters and societies, so that students and staff can come together around interests. • Space will be provided for students to meet to discuss their research and hold events. • The School is committed to the work and vison of organisations such as the BCS, The Chartered Institute for IT, UKRI, Vitae, the National Centre for Research Methods, UK Computing Research Committee (UKCRC) and other bodies and will incorporate these in its strategy.
We will prepare an annual research plan, which will be approved by the Academic Board and Board of Governors as part of our strategy.
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