Creative calibration, connection and consistency workshop

  • Creative workshop

  • Workshop content:

    This workshop is explicitly about learning. We will use Scheffler’s (1965) three-part epistemic typology: the rational, the empirical and the pragmatic to explore the Brookes academic development framework. We aim to expand networks of connection essential to learning (ideas, people and things) so that good practice might be

    • collectively owned, valued and shared;
    • part of a good academic (staff and student) experience,
    • a foundation of education quality

    The workshop will Inform many measures of learning we need to attend to. 

    Venn diagram

    Academic development framework
    (click image to enlarge) 

    Academic development is underpinned by experience and ongoing activity. It has dialogue at its heart, held and sustained by reflective, engaged communities, cultivating intended and unintended outcomes of learning.

    The workshop will explore: 

    • Empirical measures (calibration);
    • Pragmatic or expedient means (connection); and
    • Rational ends (consistency).

    The workshop addresses:

    • measures (calibration, empiricism): we know learning can be seen dialogically and positively: apply dialogic and positivist measures;
    • means (connection, pragmatism): we know how to use such a framework to make changes; outline a curriculum or policy and characteristic practice (pedagogy/politics) tools
    • ends (consistency, rationality): we know why these targets appeal. envisage a near future and work back from it critically: plan and evaluate implementation.

    This session is for programme or module leads and anyone interested in teaching and learning at all levels in adult, post-compulsory and professional or higher education.


    Dr George Roberts, Principal Lecturer, Student Experience.