CAIeRO is a collaborative process, which relies on feedback from trained facilitators who act as guides and ‘critical friends’. CAIeRO workshops can vary and are designed to be tailored to the needs of each course team, and facilitators need to be flexible and able to handle a range of challenges. An important aspect of CAIeRO is that it brings an objective and interdisciplinary perspective to course design, and for this reason CAIeROs can only be run by facilitators from outside the subject area.
CAIeRO facilitators should be able to:
- Use recent pedagogic research to inform the development of teaching and learning approaches
- Facilitate targeted, high impact interventions, for academic staff with a range of teaching experience, to design or re-design effective, blended, student-centred learning
- Support alignment of modules and programmes with national standards and benchmarks, the University’s Teaching and Learning Plan, the Changemaker agenda and the University’s approach to quality assurance and enhancement
- Support the implementation and evaluation of module and programme design work
For this reason we ask staff who are looking to facilitate such sessions to follow the steps below:
- You must have participated in at least one full CAIeRO in the past academic year, addressing all 7 stages, and ideally including at least one module that you teach. This could be a single session, or several sessions over a period of time, but it must include experience of all the design stages.
- You should then complete the CAIeRO facilitation training. The first part of this training involves taking one of your own modules through the full CAIeRO process as part of a ‘CAIeRO for individuals’ workshop. Following this, you should attend the facilitator training day provided by Institute of Learning and Teaching in conjunction with the Learning Design team.
- You will then need to arrange team CAIeROs with course teams from subjects outside your own. Your first CAIeRO should be co-facilitated with an experienced Learning Designer, and your second CAIeRO should be observed by a Learning Designer.
- To be considered a trained facilitator, you will be expected to have at least one CAIeRO a year peer observed by another trained facilitator.
CAIeRO Facilitation Training (1.5 days)
By the end of the session, participants will be able to:
- Explain the purpose, stages, process and deliverables of CAIeRO
- Describe and demonstrate the competencies needed to deliver CAIeRO workshops effectively
- Generate sample storyboards and e-tivities
- Explain the link between design and successful delivery of effective, blended, student-centred courses
- Reflect on the CAIeRO process, including the challenges involved in facilitation and scaling up
- Identify and plan for challenges they may encounter as they facilitate their own CAIeRO workshops.
CAIeRO facilitation, C@N-DO and Senior Fellowship
A role as a CAIeRO Facilitator could help you to build evidence that you might include in your Senior Fellowship application.
What you should expect during the CAIeRO Facilitator Training sessions
A very practical session where you’ll have the opportunity to observe and be observed as you facilitate sections of the workshop with your peers as participants.
- All participants should get a minimum of two micro-teaching opportunities over the 1.5 days. Depending on group size, micro-teaching could be done to the whole group or in sub-groups of 5-8 participants.
- The focus is not so much the quality of the deliverables (e.g. the mission statement or the storyboard) but participants’ abilities to facilitate the activity.
- Very important: after each micro-teaching session, observers get a few minutes to make notes on their peer-observation forms  and, where appropriate, discuss facilitation issues. The facilitator adds his or her own experience into the discussion, ensuring that all micro-teaching and feedback remains developmental and constructive.
- All issues relating to micro-teaching, peer-observation and peer feedback are discussed and agreed in advance. Particularly confidentiality, the developmental nature of the session and the workshop being a safe space to get things wrong and take feedback on board. That’s the nature of the session, so participants need to know exactly what to expect before they turn up.