Teaching and Learning Policy

The School’s Vision and Values statement underpins our aim to develop future leaders through AI-enhanced education. Our Learning and Teaching Strategy emphasises:

1. Innovative Programmes
2. Innovative Pedagogy
3. Innovative Research

This policy builds on that strategic document to ensure that our teaching and learning practices align with the School’s commitment to excellence and innovation.

By focusing on quality assurance, advanced methodologies, and robust support structures, we aim to boost student engagement and success, preparing them for leadership in an AI-driven future.

To help our graduates excel in their careers, we focus on developing key attributes sought by top employers. We aim to nurture:

1. Future tech leaders who will create technology that is made for everyone, by everyone
2. Respectful and responsible citizens who are committed to ethical behaviours
3. Capable communicators, establishing productive relationships and networks
4. Effective team players, able to provide leadership and encourage the development of others
5. Creative and enterprising thinkers, accustomed to problem-solving, researching and implementing ideas
6. Able to work confidently in a range of environments and new situations by being organised, evaluative, adaptable and self-aware
7. Proactive in identifying and addressing personal development needs, making realistic and informed career choices

We provide unique learning opportunities to develop these qualities, supporting students with insights from our founders and partners. Our goal is to prepare graduates for success in their careers and in life.

Our Vision and Values Statement outlines six strategic aims to achieve our vision and enhance graduate attributes:

The School’s strategy is driven by innovation. The School strongly believes in the opportunities afforded by education technology (EdTech), including AI, and incorporates this in its roadmap in 4 main ways:

1. Innovative programmes;
2. Innovative learning and teaching tools;
3. Research on the science of adult education; 
4. Innovative research projects

The School's programmes integrate theoretical knowledge with practical application to prepare students for professional success. Programmes are crafted to meet industry demands, enhancing technical skills while also fostering communication, teamwork, and analytical abilities. This blend of skills ensures graduates are highly valued by employers, ready to contribute from day one.

All programmes, including undergraduate and postgraduate courses in innovation management, digital engineering, and AI, are designed to help students excel in and lead the evolving digital landscape. They combine cutting-edge technology with innovative thinking, ensuring students are well-prepared to shape the future as leaders.

The School is committed to inclusive teaching through the use of intuitive knowledge graphs and AI. Each week, automation and AI systems guide students through a personalised learning journey. Students engage with bespoke challenges in a custom environment, receiving targeted feedback from a virtual mentor. This feedback helps identify areas for improvement and enhances skill development.

The School's approach fosters a dynamic, real-life learning experience by illustrating how concepts interact visually and semantically, rather than through traditional sequential methods. The Automated Governance System (AGS) functions as a learning management system (LMS), granting students access to intelligent tools for customised learning.

Progress trackers are integrated at concept, weekly chapter, and module levels to help students monitor their progress and seek assistance if needed. Students can request tutor feedback directly online within modules.

This module examines learning science to improve outcomes in the AI era. It is aimed at educators, administrators, and professionals interested in leveraging emerging technologies, such as AI, to innovate teaching and learning in higher education. The curriculum includes:

• The psychology of learning and theories on adult knowledge acquisition and retention.
• Historical and theoretical perspectives on teaching and learning, and the impact of technology.
• Comparative methods for teaching, learning, and assessment, including in-person seminars, interactive workshops, online platforms, and AI-powered tutoring.
• The use of design processes to inform new pedagogy and the opportunities offered by EdTech.
• User-centric design and interface considerations for educators and learners.
• Strategies to overcome challenges and regulatory considerations in higher education.
• Case studies from around the world.

Research and innovation are central to the School’s mission, driving both undergraduate and postgraduate project modules. We aim to be a leading institution where technologists from around the world come together to redefine the human experience. Unlike traditional universities, our research focuses on reimagining possibilities rather than just expanding knowledge.

Our research is inventive, experimental, agile, and bold, seamlessly integrated with our teaching. All academic staff engage in both teaching and research, ensuring that our dual mission is reflected throughout our operations. We lead "Tech for Good" initiatives to address significant global challenges, encouraging students to align their coursework with these projects. Benefits include:

• More engaging and meaningful learning experiences.
• Enhanced learning due to increased motivation and energy.
• Opportunities to present work to potential employers.

This approach supports ambitious ideas that may not be commercially viable but have the potential for significant impact. Additionally, the School maintains a Research Ethics and Governance Code and provides training on research and academic integrity for all students.

All undergraduate and postgraduate programmes at the School must meet three approval rules before they can be marketed and delivered, as outlined in the Programme and Module Design Strategy and New Programme and Module Approval and Modification Regulations. These rules ensure compliance with regulatory standards, provide an excellent academic experience, and align with strategic goals. The three approval rules are:

1. Strategic Approval Rules
2. Operational Approval Rules
3. Academic Approval Rules

The approval process involves four stages, coordinated by the Academic Board:

1. Stage 1 - Strategic Approval: Submit a business case to the Academic Board at least 12 months before the programme's proposed start date. The Academic Board will forward the proposal to the Board of Governors, which approves programmes at this stage.

2. Stage 2 - Operational Approval: If the Board of Governors approves the business case, submit an 'Operational Fulfilment Document' (OFD) detailing how the programme meets operational approval rules to the Academic Board. The Academic Board will then present the OFD to the Executive Board for approval.

3. Stage 3 - Academic Development: Following Executive Board approval, prepare documentation for Stage 4, including:

   • Business case and OFD from Stage 1 and 2, addressing any recommendations from the Boards
   • Draft programme specification complying with Academic Regulations
   • All module specifications
   • CVs of the programme leader and staff
   • Outcomes of stakeholder engagement
   • External experts' report
   • Other supporting documents

4. Stage 4 - Academic Approval: The Academic Board reviews Stage 4 documentation to ensure it meets academic approval rules and regulatory requirements, and decides whether the programme can be marketed and delivered.

All programmes are reviewed after 6 years. 

The School provides a diverse and coherent range of optional modules across all undergraduate and postgraduate programmes. Students choose modules aligned with their career goals and undertake practical work, projects, and essays based on industrial applications and current research. These activities are supervised by experts in both emerging and established fields.

The School ensures effective teaching across all undergraduate and postgraduate modules by aligning credits and activities with module content. The teaching systems used are:

• Research (30 and 60 Credits): Research-based modules suitable for final projects, including one-to-one supervisory meetings.
• Professional (15-30 Credits): Focuses on key professional concepts, ethics, and develops skills in interpersonal relations, leadership, and analysis.
• Technical (15-30 Credits): Emphasises hands-on technical skills for relevant subjects.
• Foundational (15-30 Credits): Centres on understanding concepts with minimal technical skills required.
• Seminars (15-30 Credits): Covers topical issues through case studies and presentations, including analytical reviews of peers' work, aimed at developing critical thinking, time-management, and communication skills.

Summative assessments are allocated to modules according to their teaching systems as follows:

• Research 30 and 60 Credits: Research Module Report, Presentation, Artefact.
• Professional 15-30 Credits: Professional Case Presentation and Analytical Reflection
• Technical 15-30 Credits: Solution Design and Analysis Assessments
• Foundational 15-30 Credits: Open-Book Examination
• Seminars 15-30 Credits: Seminar Presentation and Evaluation Assessment

Assessment details and weightings are outlined in the module specifications and assessment briefs, available on the website and AGS.

Teaching on modules is delivered by the module leader and Teaching and Assessment Team. The School integrates various student-centred and inclusive activities into its teaching systems, leveraging innovations such as AI and knowledge graphs:

• Introductory Lecture: The first weekly session introduces the module, outlining its relevance to digital engineering professions and other modules. No prior preparation is needed. The module leader provides a content overview, essential reference materials, and assessment criteria, followed by a Q&A session.

• Concept Learning (Knowledge Graph): Students must study essential concepts before each weekly Workshop/Lab session using self-navigated materials such as written content, illustrations, pre-recorded lectures, and tutorials available through the AGS. This approach accommodates various learning styles and schedules.

• AI Formative Assessment: After studying each concept, students complete formative assessments, including multiple-choice and AI-based questions, to receive immediate feedback on their understanding and track progress.

• Workshop/Lab Sessions: The 9 weekly sessions (weeks 2 to 10) feature interactive workshops where theoretical knowledge is applied through practical activities. These sessions include hands-on projects, group discussions, debates, roleplays, simulations, case studies, and more, promoting critical thinking, problem-solving, and collaboration. Q&A opportunities are provided in every session.

• Live Lecture: Live lectures facilitate real-time discussions and interactions with the module material. They help clarify complex ideas, provide examples, and encourage critical thinking. Recorded lectures are available for review.

• Individual or Group Assignments: Following each Workshop/Lab session, students complete assignments to reinforce learning and encourage independent problem-solving. Assignments may be individual or group-based (teams of 2 to 4) and can include essays, presentations, or projects. Group teams are randomly assigned by AGS to promote teamwork. Assignments are submitted via AGS, and feedback is provided.

• Seminars: Student-led presentations on module topics follow independent research. Students present their findings, participate in Q&A sessions, and receive feedback from peers and the module leader. This activity enhances subject knowledge and presentation skills.

• Individual Research: Students engage in self-guided research to complement their studies, prepare for lectures, workshops, and assignments, or deepen their understanding of concepts. They may collaborate with peers and seek tutor guidance.

• Summative Assessment: Summative assessments, including exams, papers, or presentations, evaluate overall learning and measure achievement of module outcomes. These assessments also help assess the effectiveness of teaching methods.

• One-to-One Project Supervision: Students present their progress, including research findings and draft sections, during individual meetings. The supervisor provides feedback, discusses challenges, sets goals, and offers guidance on literature and methodologies.

The School is committed to providing equitable access to education for all students and ensures that teaching, learning, and assessment are fair. We acknowledge that individual protected characteristics may affect a student's ability to learn or perform under specific conditions. To accommodate these needs, students should contact us as early as possible to request reasonable adjustments. This can be done during the registration process after accepting an offer. The Admissions Team will collaborate with the Student Success Team to create an appropriate Learning Support Plan (LSP) if needed.

• Learning Outcomes: Students are assessed based on the learning objectives of their course. The School assumes that all accepted students have the potential to meet these objectives. Program specifications may implicitly reference assessment methods, but all students must be assessed in ways that allow them to demonstrate their mastery of the learning objectives.

• Reasonable Adjustments: If necessary, and after discussion with the Admissions Team and Student Success Team, reasonable adjustments to teaching and assessment methods may be made to accommodate individual needs. These adjustments will be implemented in a way that avoids creating unjust disadvantages.

Students can contact staff, including the module leader and Teaching and Assessment Team, by email if they have any questions. There are also online forums in which questions can be posted. Academic staff hold office hours and the Director of Education can also be contacted for further support.

To support student success, module leaders and programme leaders must complete reports under the Monitoring and Evaluation Regulations. These reports assess the effectiveness of teaching, learning, and assessment, and suggest improvements.

• Module Leaders' Report:

  • Review of the Cycle: Compare the current cycle to the previous cycle, evaluating teaching quality, student participation, and both formative and summative assessments.
  • Student Engagement: Include feedback from committee meetings and module satisfaction surveys.
  • Collaboration: Document interactions with programme leaders.
  • Summative Assessments: Provide both quantitative data (marks breakdown) and qualitative analysis (student achievement of learning outcomes and reasons).
  • Standards and Rigour: Comment on academic standards and rigour.
  • External Reports: Include analysis of module-specific reports from the external examiner, added as an appendix.
  • Progression: Assess student progression.
  • Improvements: Identify areas for improvement in quality and standards.
  • Updates for Next Year: Recommend updates to the module content and consult with stakeholders if necessary.

  Module leaders can propose major or minor changes to improve the module, subject to academic regulations.

• Programme Leaders' Report:

  • Marketing and Admissions: Report on programme marketing, recruitment, and admissions.
  • Programme Review: Evaluate the programme performance, including satisfaction surveys, feedback from student representatives, and comparisons with previous programmes. 
  • Learning and Teaching: Provide views on learning, teaching, and assessment.
  • Marks Analysis: Analyse marks, including levels, passes, fails, awards, and how well students met programme standards and outcomes.
  • Retention and Progression: Assess overall student retention and progression.
  • External Reports: Review external examiner reports.
  • Programme Specification: Recommend changes to the programme specification if needed.
  • Quality Improvements: Suggest further changes to enhance programme quality and standards.

The School provides various channels for student engagement, many of which are outlined in the Monitoring and Evaluation Regulations. These include:

• Meetings: Regular meetings with Personal Academic Tutors (PATs) and the Student Success Team.
• Consultation on Changes: Involvement in discussions about changes affecting their education.
• Surveys and Feedback: Participation in surveys and providing feedback through designated platforms.
• Student Experience Committee: Engagement with the Student Experience Committee to discuss and improve the student experience.
• Module Feedback: Providing feedback on modules via the Virtual Learning Environment (VLE).
• General Feedback: Offering general feedback through the MyLSI Portal.
• Director Office Hours and President Meetings: Opportunities to meet with the Directors of Student Services and Education and the President.
• Committee Memberships: Joining various committees to contribute to School governance and decision-making.

The School’s undergraduate and postgraduate courses are led by two key teams of academic staff (Programme and Module Leaders Team):

• Programme Leaders Team: 

  • Ensuring the coherence and up-to-date content of the programme.
  • Serving as a contact point for students.
  • Submitting programme reports under the Module, Progression, and Award Regulations.
  • Promoting student experience and participating in meetings.
  • Writing monitoring reports as per Monitoring and Evaluation Regulations.
  • Collaborating with external experts and overseeing programme changes and validations.

• Module Leaders Team: 

  • Ensuring the coherence and up-to-date content of the module.
  • Managing the effective delivery of the module.
  • Serving as a contact point for students.
  • Overseeing summative assessments in line with academic regulations.
  • Promoting student experience and participating in meetings.
  • Submitting module marks under the Module, Progression, and Award Regulations.
  • Writing monitoring reports under Monitoring and Evaluation Regulations, including recommending changes.
  • Collaborating with external experts and managing module changes and validations.

There is also a Teaching and Assessment Team with academic staff that supports module leaders in the delivery of teaching and assessment. This teams' responsibilities include: 

• Support module leaders in planning and coordinating teaching activities and assessments
• Create and curate teaching materials and resources for student learning
• Deliver engaging and interactive sessions to facilitate student understanding
• Mark and assess student submissions accurately and fairly, providing constructive feedback
• Provide guidance and support to students regarding academic queries and assessment requirements
• Participate in quality assurance processes to maintain academic standards and improve the overall learning experience

All these teams fall under the Education Department, led by the Director of Education, who is responsible for:

• Strategy: Translating relevant strategies and School plans into actionable plans and targets.
• Induction: Ensuring all staff are properly inducted into the School’s systems and policies.
• Plans and Targets: Clearly communicating plans and targets to departments and teams.
• Workload Allocation: Using a model to allocate workloads based on factors such as student and staff numbers, needs, and hours.
• Line Management and Appraisal: Implementing effective line management and appraisal systems.
• Training: Overseeing and supporting staff training plans.
• Meetings: Ensuring effective meetings for staff development and the delivery of School strategies.

The responsibiliies of the teams are:

Academic staff at the School are individuals involved in teaching, research, or a combination of both. Their roles reflect our mission to harness AI as a catalyst for innovative solutions and impactful change. This involves:

• Teaching: Delivering high-quality educational experiences to students; and/or
• Research: Conducting investigations that advance knowledge and contribute to the School's academic reputation.

The School recognises two primary career pathways for academic staff, supporting our goal to provide expansive, tech-powered study experiences:

• Teaching Pathway:
  • Focuses on delivering high-quality education and developing curricula that inspire students to leverage AI and technology. This pathway aligns with our value of Practical Wisdom, aiming to enhance the educational experience through innovative teaching methods and curriculum development.
• Teaching and Research Pathway:
  • Combines teaching with active research, reinforcing the School’s commitment to pioneering advancements and advancing knowledge in a rapidly evolving digital landscape. This pathway integrates research activities with teaching responsibilities, fostering an environment of continuous innovation.

Each staff member’s pathway is specified in their job description upon appointment, and this will be reflected inside the annual workload calculator. Staff members can transition between pathways during their careers, subject to a formal approval process. This flexibility reflects our commitment to Lifelong Learning and adaptability.

Academic titles within each pathway are structured into the following grades:

• Professor:
  • A senior-level academic position focused on leadership in teaching, research, and programme development. Professors typically lead strategic initiatives and have significant responsibilities in shaping the academic direction of the School. They may also bring specialised niche knowledge or general competencies to their role. Professors are the only members who may use the title "Professor" on official communications such as emails, letterheads, or business cards.
• Associate Professor:
  • A mid-level academic position with enhanced responsibilities in teaching, research, or both. Associate Professors often take on leadership roles within programmes or modules and may possess specialised niche knowledge or general competencies. Only the title "Associate Professor" may be used for this role in any official communications. Associate Professors are not part of the Professoriate.
• Assistant Professor:
  • An entry-level academic position responsible for teaching, curriculum development, and, for those in the Teaching and Research Pathway, engaging in research activities. Assistant Professors may have a combination of general competencies and specialised niche knowledge. They must use the title "Assistant Professor" in all communications and are also not considered members of the Professoriate.

The School recognises the role of adjunct professors, who are not full-time employees of the School but are hired based on their niche expertise in fields of technology. These adjunct professors serve as specialist trainers, contributing to teaching specific modules or programmes, particularly where their advanced technical knowledge is invaluable. Their involvement allows the School to provide cutting-edge education, driven by professionals active in the industry:

• Adjunct Professor:
  • These titles refer to professionals who, while not employed full-time by the School, contribute due to their specific expertise in technology or AI. Their role is typically focused on offering specialist training and education. Adjunct Professors can use the title "Adjunct Professor" or "Adjunct Associate Professor" in communications but are not considered part of the Professoriate, and their use of the title reflects their adjunct status.

Apart from being members of the Teaching and Assessment Team, some academic members may assume the following leadership roles within the Programmes and Modules Leaders Team:

• Programme Leaders:
  • Responsible for the overall management and strategic direction of programmes. They ensure that programmes are coherent, current, and aligned with the School’s objectives.
  • Eligibility: Typically, Programme Leaders are Professors or Associate Professors with extensive experience in programme management and leadership.
• Module Leaders:
  • Oversee individual modules, ensuring effective delivery and alignment with programme outcomes.
  • Eligibility: Module leaders are generally Associate Professors, Assistant Professors, or Adjunct Professors with relevant expertise and experience in the subject matter of the module.

The School values diverse professional backgrounds, acknowledging that excellence in teaching, research, and programme management can stem from a range of experiences. Recruitment and promotion are open to individuals with substantial relevant industry experience, not solely academic backgrounds. Industry skills and achievements are highly valued and can be the primary basis for recruitment and promotion.

All academic staff are part of the Education Department under the Director of Education. Upon joining, they will be inducted into the School’s structures, bodies, academic regulations, and policies by the Director.

Academic staff will undergo:

• Annual Reflection and Appraisal Sessions: To review performance, set goals, and discuss professional development.
• Quarterly Reflection and Performance Check-Ins: To assess ongoing performance.
• Monthly Progress Catch-Up Sessions: For regular updates between the staff member and the Director.

Before these sessions, staff must submit a reflection with supporting evidence of their achievements and contributions. This evidence may include successes, student engagement, pedagogic work, scholarship, publications, grant applications, conference attendance, external collaborations, peer observations, and other relevant activities.

This process is part of the Staff Induction and Development Plan.

The Director of Education will oversee a voluntary peer observation system for staff. This system will be used in all academic cycles to facilitate feedback from peers.

The Director of Education will organise team meetings for discussing monitoring, evaluation, and the sharing of good practices and reflections.

Regular research series will be organised by the Director of Education to allow staff to present their research and receive feedback.

Stage 3 of the programme approval process requires the programme team to create programme documentation that adheres to academic regulations, the School’s Learning and Teaching Strategy, and Programme and Module Design Strategy. This includes Universal Design for Learning guidelines, learning theory, and innovative teaching methods. Staff must be inducted on these programme approval rules, teaching strategies, and design requirements as part of their induction process. Ongoing updates and training in educational design and accessibility will be provided through the School’s staff training programme, led by the Director of Education. An annual Learning and Teaching Day will also be held. Programme development teams may seek advice from the Director of Education or the Academic Board at any time. The Academic Board will review new programmes and their alignment with strategy and design in its reports to the Board of Governors.

The School offers various training and development opportunities, including a training allowance, in-house training, external courses, and secondments, particularly related to staff specialisations. Each staff member is allocated 40 hours of continuing professional development (CPD) annually. This time can be used for internal or external modules.

The School values and will support its staff with external appointments, such as external examiner and validation roles.

Staff will be supported in engaging with relevant professional and subject-specific bodies, including those in higher education.

The Director of Education will apply a workload allocation model based on student and staff numbers, service needs, and hours to ensure effective delivery of learning and teaching services.

The Director of Education will consider commissioning an external expert to review the School’s learning, teaching, and assessment practices as part of their annual report. The external expert will assess:

1. Application of learning and teaching theories.
2. Inclusivity of pedagogy and assessments, particularly under Universal Design for Learning principles, and support for diverse learners.
3. Alignment between the School’s teaching systems and modules.
4. Effectiveness of credit hour distribution in achieving learning outcomes.
5. Validity, robustness, coherence, challenge, and quality of pedagogy.
6. Effectiveness of AI learning tools.
7. Scope for student independence, reflection, growth, and active engagement in their learning.
8. Stimulating and engaging nature of the pedagogy.
9. Position within sector, employer, and professional standards.
10. Additional comments.

The review findings will be analysed for the Director's report, and the external assessor will be invited to the School’s annual Learning and Teaching Day.

The School provides career development support through:

• Expert IT staff available for career advice.
• CPD and other events open to students, where they can learn about IT careers and interact with external experts.

The School organises a Careers Day each semester featuring:

• External speakers.
• Staff available for questions.
• CV and other career workshops.

The School will regularly review its learning and teaching strategies, policies, and systems, particularly following monitoring and metrics, to ensure continuous improvement.