Dr Siobhan MacAndrew

1. Dr Siobhan MacAndrew Psychology Network Scotland Siobhan MacAndrew Psychology Network

2. Didactic or Socratic? Expressing your academic identity in your teaching Siobhan MacAndrew Psychology Network

3. Ariadne or Prometheus? Pedagogy, academic identity, and the employment of problem based learning techniques Siobhan MacAndrew Psychology Network

4. Siobhan MacAndrewPsychology Network Scotland Siobhan MacAndrew Psychology Network

5. The project • I focused on practicalities for day-to-day teaching • I emphasised listening to practioners, • plus PBL/EBL involves less listening on part of students (?) Siobhan MacAndrew Psychology Network

6. The method • Structured interview of 23 lecturers • Action research - responsive to participants, resulted in change of focus during our project Siobhan MacAndrew Psychology Network

7. I have a clear notion of PBL • Of course! • Is there one? • Oh no, not that again! • Abstain Siobhan MacAndrew Psychology Network

8. I use PBL in my teaching • Yes • Sometimes • No Siobhan MacAndrew Psychology Network

9. Lectures preclude students’ engagement • No • Yes • Depends on the lecturer • Depends on the student • Rather not engage, thanks! Siobhan MacAndrew Psychology Network

10. I see PBL as a useful tool in my armoury • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree Siobhan MacAndrew Psychology Network

11. Everything I do is problem based • Strongly agree • Agree • What does that mean? • Disagree • Strongly disagree Siobhan MacAndrew Psychology Network

12. Lectures versus PBL sessions Siobhan MacAndrew Psychology Network

13. I worry about the sessions’ subject content • Yes • No Siobhan MacAndrew Psychology Network

14. I worry about academic standards • Yes • No Siobhan MacAndrew Psychology Network

15. Two camps • More lectures than PBL (especially in early stages of degree) • More PBL than lectures (especially in early stages of degree) Siobhan MacAndrew Psychology Network

16. Why? Siobhan MacAndrew Psychology Network

17. Context of discipline • Discursive subjects with focus on intellectual skills • Vocational subjects with focus on professional skills Siobhan MacAndrew Psychology Network

18. Lecturer authority versus student authority Siobhan MacAndrew Psychology Network

19. The gift of knowledge or what’s Promethean about our profession? Siobhan MacAndrew Psychology Network

20. Without question, I am the expert! • That’s what I’m paid for • That’s what they’ve paid for • Irrelevant dimension in teaching (but not research) Siobhan MacAndrew Psychology Network

21. My students are capable of PBL • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree Siobhan MacAndrew Psychology Network

22. Our participants • Widespread concern about ‘dumbing down’ • Concern students can’t rise to challenge • Concern lecturers can’t rise to challenge Siobhan MacAndrew Psychology Network

23. Why? Siobhan MacAndrew Psychology Network

24. Loss of consensus about excellence • Students may not meet breadth and depth of knowledge • Lecturers may have difficulty in management of activities and understanding of students Siobhan MacAndrew Psychology Network

25. It’s your call . . . any other factors you’d note? Siobhan MacAndrew Psychology Network

26. Cogito ergo sum Identity as an academic Siobhan MacAndrew Psychology Network

27. The creator, the possessor, and the seeker after knowledge Siobhan MacAndrew Psychology Network

28. But who’s who? Siobhan MacAndrew Psychology Network

29. I identify myself most as • A creator of knowledge • A possessor of knowledge • A seeker after knowledge • All three Siobhan MacAndrew Psychology Network

30. Might that also be true of our students? Siobhan MacAndrew Psychology Network

31. Wiki world 1.74 billion words in 9.25 million articles in approximately 250 languages All at the touch of a key … Siobhan MacAndrew Psychology Network

32. So what’s the point of us? Siobhan MacAndrew Psychology Network

33. The geographers of knowledge? State funded sat navs for intellectual journeys? Siobhan MacAndrew Psychology Network

34. The Seven Approaches to PBL You heard it here first - look out for MacAndrew (forthcoming!) Siobhan MacAndrew Psychology Network

35. Operational focus • Duration • Location • Number of students Siobhan MacAndrew Psychology Network

36. Knowledge focus • Level of subject knowledge of students • Do students need to do research before session? • Level of their own knowledge • Does lecturer need to do research before session? Siobhan MacAndrew Psychology Network

37. Graduate attribute focus • Focus on students’ abilities independent of their subject knowledge • Critical thinking, team work, goal setting • Professional skills/employability Siobhan MacAndrew Psychology Network

38. Relative contribution focus • Involvement of students versus lecturer • Role assignment by students or by lecturer • Boundaries of the task, how much help given to reach goal Siobhan MacAndrew Psychology Network

39. Student engagement focus • Student ownership of the session and its results • Group dynamics, interpersonal issues, social loafing • Tailored to year of study • Recognition of students as expert learners Siobhan MacAndrew Psychology Network

40. Student self-monitoring focus • Making ‘script’ for behaviour clear • Know if they are ‘doing it right’ • Encourage reflection and metacognitive awareness Siobhan MacAndrew Psychology Network

41. Want to know more? • Email me at s.macandrew@abertay.ac.uk • I can supply my full report, and am happy to chat about psychology/teaching/Psychology Network • Thanks for listening! Siobhan MacAndrew Psychology Network