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The Higher Education Academy New Lecturers’ Workshop Welcome!

The Higher Education Academy New Lecturers’ Workshop Welcome!. Heriot-Watt University September 3-4 2007 Roger Penlington Jane Pritchard Elaine Smith. Aims of the workshop.

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The Higher Education Academy New Lecturers’ Workshop Welcome!

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  1. The Higher Education AcademyNew Lecturers’ WorkshopWelcome! Heriot-Watt University September 3-4 2007 Roger Penlington Jane Pritchard Elaine Smith

  2. Aims of the workshop • To introduce you to some of the current and emerging practices in designing and delivering engineering programmes in HE • To give you the opportunity to share your ideas and practices and to consider some new approaches to teaching students in Engineering Text

  3. Day 1 AM Welcome and introductions and housekeeping Theme 1: Design for learning in Engineering PM Theme 2: Designing teaching activities Day 2 AM Theme 3: Assessment driven student learning Feedback PM Theme 4: Evaluating the student learning experience Where next - What can the Engineering Subject Centre offer you? Overview of 2 days

  4. Intended Learning Outcomes (ILOs) • By the end of the 2 days participants will be able to • Design teaching sessions and write intended learning outcomes inline with UK-SPECS • Evaluate the role of e-learning technologies as part of an array of approaches to teaching • Prepare constructively aligned assessment strategies to ILOs and analyse a range of assessment practices • Describe what good practice in providing student feedback is with examples • Recognise the role of evaluation in providing feedback on teaching and design an appropriate evaluation for their teaching needs

  5. ACTIVITY 1 • In pairs interview each other for 3 minutes on the 2 questions • What questions do you have about teaching and learning? • What do you want to get out of these 2 days, i.e. what would be a successful 2 days for you? BE PREPARED TO FEEDBACK FROM YOUR PAIR TO THE GROUP

  6. Learning ATHERTON J S (2005) Learning and Teaching:  What is learning?   [On-line] UK: Available: http://www.learningandteaching.info/learning/whatlearn.htm  Accessed: 22 August 2007

  7. WHAT IS LEARNING?

  8. Video moment

  9. Approaches to Learning www.learningandteaching.info (table adapted from Ramsden 1988)

  10. Strategic/Achieving very well-organised form of Surface approach the motivation is to get good marks. The exercise of learning is construed as a game, so that acquisition of technique improves performance.

  11. Like our students we as teachers can adopt a surface/deep/strategic approach to our role. The ‘other’ pressures on us will determine our approach as well as our own preferences, i.e. the external and internal motivations. This is no different to your students.

  12. The starting point for design: What knowledge, understanding and skills should the learner develop through this course, programme or session?

  13. The design depends upon: • The purposes of the course • Your conceptualisation of the subject • The assumptions you makes concerning the nature of knowledge and the way students learn, • What you consider to be appropriate processes for achieving these aims

  14. Other influences include: • What you consider to be the purpose of higher education • What you believe your role is in supporting student learning • Your prior experiences as a learner and/or teacher

  15. One way of designing courses (Cowan and Harding model)

  16. This approach helps students to: • Determine what they are meant to be achieving • Monitor their own progress • Develop greater responsibility for their own learning

  17. This approach helps teachers to: • Make explicit previously implicit assumptions and values • Think and plan in detailed and specific terms • Improve assessment methods • Assess whether students have achieved ILOs • Select what to teach and the best order in which to teach it • Choose the most appropriate teaching method • Evaluate/review the design

  18. Aims, objectives and outcomes (what’s the difference?)

  19. Aimsare what the teacher plans to do for the students and how. The aim of this course/module/session is: “to encourage the acquisition of general scientific skills relating to the systematic assembly, critical analysis, interpretation and discussion of factual information and data” (IBLS, Level 2)

  20. Objectives are statements of what you are going to teach. “To present current methods of cataloguing and providing access to records.” “Explain the threads that link past artistic traditions to those of the 20th Century art forms”

  21. Intended Learning Outcomes are statements of what a student should be able to do at the end of the course and of what you are going to assess. They are expressed in terms of active behavioural verbs, e.g. By the end of this course students should be able to: “Use software packages for design, analysis and modelling of XXXX.” “Analyse and critically evaluate experimental lab data.”

  22. What about different ‘levels’ of learning? What happens when you really want students to "understand" something, or even to have come to their own conclusions about a debatable topic? What happens when you want them to change their frame of reference so that they see something differently? What happens when you want them to be creative? What happens when you want them to reach the higher levels of learning?

  23. Something to consider when writing ILOs Bloom’s taxonomy ATHERTON J S (2005) Learning and Teaching:  Bloom's taxonomy   [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm  Accessed: 16 November 2006

  24. ACTIVTY 2 • Using the table supplied: • Write/examine 2 or 3 ILOs that span Bloom’s taxonomy for a course you are currently teaching • OR • Write 2 or 3 ILOs for a new course based on your own current research/scholarship interests • Swap with another participant

  25. ILOs and ASSESSMENT 1 • Spot quiz – what does ILO stand for? • Good practice for a module is 4-6 ILOs • Any less and they are more likely to be aims • Any more and maybe overly prescriptive • WRITING ILOs takes practise and is only part of the deisgn process. Be prepared to change your ILOs to match your assessment.

  26. ILOs and ASSESSMENT 2 • You should be able to assess ALL the ILOs. • Constructive alignment (tomorrow am) • Your assessment and ILOs should be matched. Use a grid to cross reference. Helps identify where over assessing and under assessing. • Preparing ILOs and assessment is a cyclic process.

  27. Evaluation (tomorrow pm) So you designed a course…. How will you know what went well and what didn’t?

  28. ACTIVITY 3: Design a course • Design a course on shoplifting using the Cowan & Harding model as a template •  Consider the following: •  What are the aims of your course? i.e. what do you want your students to know and be able to do by the end of the course? • What are the ILOs? • How will you assess the ILOs? • Have you built in any evaluation – in other words how will you know what went well and what didn’t? • What teaching and learning approaches will you adopt?

  29. Evaluation • What was the most useful of meaningful thing you learned during this session? • What question(s) remain uppermost in your mind as we end this session? • What was the ‘muddiest’ point in this session?

  30. Question 1 • What does ILO stand for? 1 (pink) Intended Learning Objectives 2 (yellow) Independent Learning Outcomes 3 (green) Intended Learning Outcomes 4 (white) Ideal Learning Outcomes

  31. Question 2 • What does HEA stand for 1 (pink) Helping Educators Always 2 (yellow) Higher Education Academy 3 (green) Hopeless Educators Anonymous 4 (white) Higher Education Authority

  32. Question 3 • What is constructive alignment? 1 (pink) where ILOs and Assessment are aligned 2 (yellow) where ILOs, Assessment and teaching activities are aligned 3 (green) where your course outline fits on one side of A4

  33. Question 4 • What are the 4 signs to identify a student in trouble? 1 (pink) unhappy/loud/withdrawn/appearance change 2 (yellow) loud/withdrawn/joyful/attentive 3 (green) loud/withdrawn/appearance change/happy 4 (white) drunk/disorderly/raucous/smelly

  34. Question 5 • The statement ‘To present the key features of steel structure microstructures’ Is an 1 (pink) AIM 2 (yellow) OBJECTIVE 3 (green) Intended Learning Outcome (ILO)

  35. Question 6 • Relates theoretical ideas to everyday experienceARE characteristics of a student taking which approach to their learning? 1) PINK SURFACE 5) BLUE DEEP

  36. Question 7 • Going from low-high which is the correct order of the Blooms Taxonomy Hierarchy 1 (pink) comprehension/ application/ knowledge/ analysis/ evaluation/ synthesis 2 (yellow) knowledge/ comprehension/ application/ analysis/evaluation/ synthesis 3 (green) knowledge/comprehension /application/analysis/synthesis/evaluation

  37. Question 8 • Which is not plagiarism? 1 (pink) Cutting and pasting a paragraph from an e-book, changing the order of a few words and acknowledgment in a bibliography 2 (yellow) Quoting the idea of a fellow student or colleague in your own work 3 (green) Paraphrasing a statement, changing a few verbs but retaining the focus of the idea and inserting as a reference

  38. Question 9 • What does UK-SPEC stand for? 1 (pink) UK Society of Engineering Councils 2 (yellow) UK Standard of Engineering Capacity 3 (green) UK Specification for Engineering Competence 4 (white) UK Standard of Professional Egg Counting

  39. Question 10 • Which of the following is not a learning object? 1 (pink) Flash animation 2 (yellow) PDF document 3 (green) Lab Sheet 4 (white) Paper bag

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