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Course identity and collaborative provision: opportunities and challenges

Course identity and collaborative provision: opportunities and challenges. Dr David Chan (SCOPE, City University, Hong Kong) Dr Gary Taylor (PSP, SHU) and Mary Haynes (ECI, SHU). Development and Society: Collaborative provision. Mary Haynes Collaborative Coordinator.

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Course identity and collaborative provision: opportunities and challenges

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  1. Course identity and collaborative provision: opportunities and challenges Dr David Chan (SCOPE, City University, Hong Kong) Dr Gary Taylor (PSP, SHU) and Mary Haynes (ECI, SHU)

  2. Development and Society: Collaborative provision Mary Haynes Collaborative Coordinator

  3. Development and Society: Collaborative partnerships UK based partnerships • colleges • universities • NHS trust • charity • school International partnerships • France • Hong Kong • Malaysia • Singapore • Sri Lanka/multi site delivery across Middle East

  4. Development and Society: Collaborative partnerships Range of partnerships • franchise • articulation • dual award • externally validated awards • collaborative development and delivery

  5. Development and Society: Collaborative partnerships long term strategic approach to guide our work in partnership with others QAA guidance assure quality and academic standards high quality higher education learning environment parity of student experience enhance academic standing of SHU awards

  6. Development and Society: Collaborative partnerships Working in partnership with others how do we: take account of the different cultural context accommodate local expertise in framework set by SHU understand and respond to students in partnerships enhance course identity for staff and students identify key/emerging issues

  7. Collaborative partnership between PSP (SHU) and SCOPE (Hong Kong) Dr Gary Taylor Psychology, Sociology and Politics

  8. The Hong Kong partnership In existence since 2004-2005 Joint teaching depending upon mode Mode 1: SHU lectures/fly-ins and Hong Kong seminar/tutorial support Mode 2: Hong Kong lectures and seminars/tutorial support- supported by SHU mode 2 tutor (sharing resources, providing guidance, moderating student work) Daytime (9.00-12.00) and evening (7-10) teaching

  9. Adapting the content of courses Importance of comparative context (Europe/Asian Pacific) Use of visual aids to breakdown linguistic barriers Slower pace of delivery Importance of clear explanations of terms and concepts Making use of screencasts for mode 2

  10. Student culture Highly motivated and focussed Desire for success Polite and respectful Less class participation Many of the students working long hours Demands the same - clear structure and teaching materials

  11. Support for students Electronic chapters of key readings Extra clarity Provide teaching materials (slides) before session- allowing for supplementary notes Support on assessment techniques Extensive support from SCOPE tutors (6 seminars plus two weekend schools for each module)

  12. Coordination with staff in Hong Kong Importance of fostering team spirit Regular emails correspondence Face to face meetings with module teams during fly-ins Need to discuss tutorial/seminar topics delivered by Hong Kong staff Importance and urgency of regular administrative support teams

  13. Structural challenges Maintaining effective and timely communication Managing large groups of students Updating and clarifying quality procedures (including ACPs and ECs) Moderation of assessment instruments Importance of sharing good practice

  14. Collaborative partnership:SCOPE, City University, Hong Kong Dr David Chan (SCOPE, City University, Hong Kong)

  15. Teacher competencies framework

  16. Teaching and Learning (I) Subject Matter Knowledge Command of subject matter knowledge Updating of subject matter knowledge and search for new subject knowledge Sharing and exchange of subject teaching practice

  17. Teaching and Learning (II) Curriculum and Pedagogical Content Knowledge • Command and application of pedagogical content knowledge • Curriculum design, implementation and improvement • Updating and sharing of pedagogical content knowledge

  18. Teaching and Learning (III) Teaching Strategies and Skills, Use of Language and Multi-Media Knowledge and application of teaching strategies and skills Language proficiency Motivation of student learning through different teaching methods and multi-media Research and dissemination on teaching strategies and skills

  19. Teaching and Learning (IV) Assessment and Evaluation Student assessment methods and procedures Use of student assessment results Evaluation and review of teaching and learning programmes

  20. Institutional Development (I) Vision and Mission, Culture and Ethos of Organization Adaptation to the organizational vision and mission culture and ethos Actualisation of organizational beliefs, vision and mission Cultivation of a caring and inviting organizational climate Contribution to reviewing the organizational vision and mission, as well as promoting the organizational culture and organization image

  21. Institutional Development (II) Policies , Procedures and Practices Understanding organizational goals and policies Implementation of organizational policies, procedures and practices Formulation of organizational policies, review of procedures and practices for continuous organizational development

  22. Institutional Development (III) Home-Institution Collaboration Understanding students’ family backgrounds Communication with parents if necessary Involvement in parent-related activities Building trust with parents for further development

  23. Institutional Development (IV) Responsiveness to Societal Values and Changes Awareness and knowledge of societal changes in relation to their impact on institution Responsiveness to societal changes and issues related to social values

  24. Professional Relationships and Services (I) Collaborative Relationships within the Institution Working relationships with individuals Working relationships with groups Working relationships within formal structures Working relationships with industrial networks

  25. Professional Relationships and Services (II) Teachers’ Professional Development Sharing of knowledge and good practices with others Contributions to teachers’ professional development

  26. Professional Relationships and Services (III) Involvement in Policies Related to Education Awareness and knowledge of policies related to education Responsiveness to policies related to education Contribution to policies related to education

  27. Professional Relationships and Services (IV) Education-related Community Services and Voluntary Work Interaction with the broader community Participation in education-related community services and voluntary work

  28. Six Philosophical Areas

  29. Student Development (I) Students’ Diverse Needs in Institution • Understanding student’s diverse needs • Identifying and supporting student’s diverse needs • Collegial collaboration in identifying and supporting students’ diverse needs.

  30. Student Development (II) Rapport with Students • Awareness of the importance of establishing rapport with students • Building trust and rapport with students

  31. Student Development (III) Pastoral Care for Students • Providing pastoral care for students • Collegial collaboration in providing pastoral care

  32. Student Development (IV) Students’ Different Learning Experience • Participation and implementation • Planning and organization • Whole person development of students

  33. Proposed Framework of Teaching Competence in Higher Education

  34. Thank you

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