Welcome to enABLe
enABLe is the University's framework to support innovative team-based learning design
The enABLe workshop is built around the key principles of Active Blended Learning at the heart of the University’s approach to Blended and Connected Learning:
Active – underpinned by student-centred activities to develop knowledge and understanding, independent learning and digital fluency
Emphasis on context over content in design
Scaffolding of learning
Synchronous & asynchronous, rather than f2f v online
Teaching well is an excellent starting point for meaningful technology adoption
Our core proposition and values underpinning enABLe are:
Flexible, fun and motivating!
Inclusive, engaging and interactive
Collegiate, reciprocal and respectful
Needs-driven and evidence-based
Versatile, to inform pedagogic (re)design for different modes of study
Aligned to the UKPSF
Portsmouth-flavoured: aligned to Blended and Connected Learning
The enABLe approach is designed to be fully customisable and flexible to meet the requirements of course teams. enABLe is centred around an innovative workshop format that encourages a team-based approach to learning design through engagement with a series of workshop activities. These activities help the course team to articulate their shared values and principles, and provide a structured and collaborative approach around storyboarding and activity creation.
Watch the first of a new series of animations that explore the enABLe approach.
'To give it a try! In many ways it formalises processes we all take to plan for lectures and other learning events - but means that as a team we can communicate this better with each other and our students most importantly' (Participant Feedback)
'The best opportunity within UoP to ensure course and module design are cohesive and beneficial to students. A MUCH more collaborative way to plan and orchestrate the teaching and other areas of support required to deliver valuable experiences to student cohorts and to meet learning outcomes'
'A much more structured way to approach design/redesign and improvement of courses with colleagues and to encourage team building within (often disparate) course and module teaching teams'
'It has given me more focus and made me feel quite energised about things I need to do as part of a team, rather than doing it by myself'
'I think most staff were initially worried these sessions would involve being told how to teach our modules, which would rub people up the wrong way. However I was glad to see the process involved more of an overview of the aims and methods of the module, and some general advice about how it is structured and delivered'