Centre for Active Learning in Geography, Environment and Related Disciplines (CeAL):

1. Centre for Active Learning in Geography, Environment and Related Disciplines (CeAL): Carolyn Roberts CeAL Director NorthWest Missouri State University, November 2006

2. The University of Gloucestershire • Located in SW Midland England, about 40 miles west of Oxford • Created as a series of mergers between colleges, the oldest dating from 1838/1847 • About 10,000 students, of whom 1,000 are postgraduates at Masters and Doctoral Level • Three campuses in Cheltenham (Education, Humanities and Sciences; Media, Art and Design; Business School), one in Gloucester (Sport and Health), one in central London (Urban Learning Foundation)

3. The University of Gloucestershire • Higher Education courses originally mainly Teacher Education, now ‘liberal arts +’ • A teaching-led but research-informed institution • Strong emphasis on teaching quality, lead from Vice Chancellor level • Strongly centralised in terms of quality assurance systems

4. What’s CeAL about? • CeAL is one of 74 national Centres for Excellence in Teaching and Learning (CETLs) now recognised by HEFCE • Funded from April 2005 for five years • £4.85 m: £2.35 capital, £2.5 recurrent • Recognition of existing excellence • Making a difference to institutional practice

5. Active Learning? ACTIVE LEARNING PROBLEM-BASED LEARNING INQUIRY-BASED LEARNING

6. Active Learning Example

8. What’s CeAL about? “Tell me and I will forget. Show me, and I may remember. Involve me, and I will understand” Confucius 450BC The Centre for Active Learning is an international centre of excellence reviewing, developing, promoting and embedding inclusive and exemplary active learning for students in geography, environment and related disciplines such as landscape architecture, community development and heritage management

9. What’s CeAL about? Students engage in active learning through: • inquiry-based exploration in the field and classroom • field and laboratory experimentation • studio-based work using real sites • work-based, community- related, and employer- linked activities

10. The Gloucestershire approach to active learning The distinctive feature of the University of Gloucestershire definition of active learning is that it centres on the mastery of theory within a ‘learning by doing’ approach involving working in real places with actual people and live projects

11. The Gloucestershire approach to active learning

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17. The Gloucestershire Approach to Active Learning • Linking the thinking, doing and reflecting • Innovative ways of linking the theory and practice • Embedding active learning in all teaching • Innovative methods for developing blended learning • Active involvement of external agencies • Creative ways of assessing active learning • Underpinning practices by pedagogic research • Involvement nationally and internationally • Maintaining inclusivity • Making learning enjoyable for everyone

18. What’s CeAL about? Staffing to support academic experiments and developments • 2 (0.25) Directors; Academic Manager; Learning Technologist; Administrator; 5 Postgraduate Assistants; 3 FTE funded academic staff • C. 50 Faculty and support staff in Geography, Environment and Related Disciplines named in bid – now part of Department of Natural and Social Sciences • 5 Faculty are National Teaching Fellows

19. What have we done so far? The University Mission now reads: ‘A high quality community university with global reach which is passionate about: • The creation of knowledge and promotion of activelearning (emphasis added) • ….’

20. What have we done so far? Pedagogic developments • Supported work on over 20 modules e.g. new inquiry-based learning first year module; joint fieldwork with students from Poland; testing an environmental audit of the University; peer-support for Dissertation students; development of ‘verbal argument’ skills • Capturing inputs to teaching from external professionals, through video, MP3 or sound files, and in editing this for subsequent use in class, or in podcasts e.g. use of digital stories; careers website • Partnerships with other organisations e.g. Black Environment Network; the Waterways Trust; and British Waterways

21. What have we done so far? Research projects Supported c10 projects including: • Development of critical thinking skills by 2nd year Animal Behaviour students undertaking research into behaviour of tropical leaf-cutting ants • Effectiveness of online discussion in terms of establishing communities of learners and facilitating knowledge construction • Learning experiences of post-graduate students at induction • Academics’ experiences and conceptions of ‘research’ and ‘teaching’(with HE Academy)

22. What have we done so far? Our five postgraduate assistants are registered for pt pedagogic research degrees (MPhil/PhD). Topics include: • Effectiveness of education for sustainable development • Teaching scientific uncertainty: the case of climate change • Students’ experiences of landscape studios • Student and staff experience of curriculum innovation in the first year of higher education Reading Group, that attracts external visitors

23. What have we done so far? Developed a full student induction programme “The Forest of Dean project was an excellent way for students to get to know each other” “It’s what I came to University for…”

24. What have we done so far? • Developing staff expertise – particularly in evaluation, and mobile technologies • Project on ‘Undergraduate Research’ with US Carnegie Academy for Scholarship of Teaching and Learning • c100 pedagogic conference papers • c60 pedagogic publications

25. What have we done so far? The CeAL Building’s philosophy • Designed on pedagogic principles incorporating student opinion to provide user friendly, attractive and welcoming, social learning spaces • Modern spaces with subtle but pervasive ICT • An experiment in learning environments, fostering collaboration, conversation and international communication • A symbol of excellence for the University

28. What have we done so far? Other FCH campus developments • Professionalised landscape studios • Another social learning space in a heritage setting • Video editing suite and technician offices • Updating ICT kit generally

29. What next? Involving more staff and students within the University • Social sciences • History • Other Faculty projects – aim to develop one project with each of the other three Faculties this year

30. What next? Involving more staff and students a) Nationally: e.g. Birmingham, UCE, De Montfort, Hertfordshire, Oxford University, Oxford Brookes, Pershore College, RAC Cirencester, UWE Bristol, Wolverhampton, Worcester b) Internationally: e.g.Flinders University, Australia; National Teachers’ College Kaliro, Uganda; National University of Singapore; Online Center for Global Geography Education, consortium based at the Association of American Geographers, US; UNITEC, New Zealand; and University of Pécs, Hungary

31. Taking risks and dealing with the unexpected?

32. Further information This presentation is available on the CeAL website at: www.glos.ac.uk/ceal ‘Making a difference’