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How we like to be taught

How we like to be taught. Ann Rumpus University of Westminster. Getting feedback on:. Course delivery Teaching and learning Assessment. Two approaches:. DVD of general student opinion Focus groups for specific course, with independent facilitators. Wider issues:. The voice The impact

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How we like to be taught

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  1. How we like to be taught

  2. Ann Rumpus University of Westminster

  3. Getting feedback on: • Course delivery • Teaching and learning • Assessment

  4. Two approaches: • DVD of general student opinion • Focus groups for specific course, with independent facilitators

  5. Wider issues: • The voice • The impact • The cost • How representative? • The shelf life

  6. The voice • DVD - very authentic, but are students willing to speak out? Are there ethical issues? Proactive? • Focus group – felt very free to speak through an intermediary, important to capture actual phrases Reactive?

  7. The impact • DVD – High impact, but staff can say “not in my course”; good as generic prompt to thinking • Focus group – Surprisingly high impact, directly related to detail delivery of course; good to engender real change • Could we encourage face to face dialogue?

  8. The cost • DVD – High, even using students to produce it, plus the staff time to guide the process • Focus group – Much cheaper, but still takes considerable time to prepare, undertake and write up

  9. How representative? A fair question for both • DVD - students willing to engage • Focus groups – hard to recruit students, even at course level Students were pleased to contribute once they had engaged

  10. The shelf life • DVD – fairly long term? But will it lose impact if it’s seen too often? For staff induction? Pg Cert? • Focus groups – short term immediate change, but can be repeated

  11. Overall • A very valuable approach • Need to engender an appropriate climate of staff engagement, at a local level • Need to engender a climate of consultation with students • Need to make student contribution worthwhile to the students

  12. Precise approach chosen is about fitness for purpose • Is it shaping the curriculum or asking for reactions? • Participating in the project has been a hugely valuable learning experience.

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