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New Lecturers’ workshop Welcome!

New Lecturers’ workshop Welcome!. Ivan Moore ivan.moore@manchester.ac.uk. Aims of the workshop To introduce you to some of the current and emerging practices in designing and delivering engineering programmes in HE

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New Lecturers’ workshop Welcome!

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  1. New Lecturers’ workshopWelcome! Ivan Moore ivan.moore@manchester.ac.uk

  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 New lecturers’ workshop

  3. Day one Design for learning in Engineering Programmes and modules Designing teaching activities Personal tutoring, student projects, practical classes From teaching to learning Student-centred, active, learning Plan for the two days

  4. Day two Assessing student learning Strategies, criteria and methods Providing feedback to students Evaluating the student learning experience Introduced to the Centres for Excellence in Engineering and Maths and to the Engineering Subject Centre Plan for the two days

  5. What do you know? But first

  6. The Accreditation of Higher Education Progammes Four general Outcomes Five specific Outcomes 26 detailed specific outcomes See section 1 The UK-SPEC

  7. Approaches to learning ‘good’ learning The Kolb cycle and learning styles Enquiry Based Learning What is good learning?

  8. The tools The QAA subject benchmark statements The Higher Education Qualifications Framework The UK-SPEC accreditation document The SEEC (NICATS) level descriptors Other examples of programme specifications Previous documentation relating to the programme you may be replacing Designing a programme of study

  9. Top-down design Programme – module Top level – underpinning levels Bottom-up Underpinning What do they already know? On entry? Which way to go…

  10. Think about what students bring with them to the programme (starting point) Think about the programme outcomes (ending point) Think about how to get from start to end points Bringing them together

  11. Developing a holistic approach to Programme outcomes How does a module contribute to the overall Programme?

  12. Field 5 – Aims Broad intentions of the teaching team Field 6 – Learning Outcomes Broad areas of learning Content-free Contribute to programme outcomes Field 7 - Range statement Specifies area of curriculum, or content Allows designer to focus on Learning Outcomes How do I design a module?

  13. Field 5 - Aims These are YOUR intentions in delivering this module – broad purposes Start with curriculum – the subject matter or knowledge base Think about what you want them to be able to do with this knowledge Be aware of; detailed knowledge; apply; manipulate How do I design a module?

  14. What intellectual capacities are you expecting? Learning skills; analysis; evaluation; formulation; research What personal/professional skills are you expecting? Learning; key; leadership; communication How do I design a module?

  15. Field 6 - Learning Outcomes This is the detailed bit – the hard bit Aim for 4-6 learning outcomes for a module Ensure the level of achievement is appropriate (level descriptors) Think about the intellectual and professional (key) skills How do I design a module?

  16. Try to avoid reference to the curriculum (syllabus) and focus on what the students will be expected to be able to do with it. Ensure that it contributes to the programme outcomes Field 6 - Learning outcomes

  17. Field 16 – Assessing Learning Outcomes Criteria and thresholds Three concepts How do I design a module?

  18. Criteria are necessary to make a judgement on a Learning Outcome An assessment task allows the student to demonstrate they have met the criteria All criteria must be met to achieve the LO Concept 1

  19. The judgment is set at a threshold level This is the MINIMUM standard acceptable Not the mean, or an aspirational standard Concept 2

  20. Grades are used to describe higher levels of attainment Or lower The student will achieve a profile The assessor will determine an overall grade against the Learning Outcome Concept 3 Assessing a Learning Outcome

  21. Develop a strategy How many assessments are necessary? How will you and the student know that they have demonstrated any Learning Outcome? How will you provide feedback to the student? Field 17 – Assessment strategy An assessment strategy

  22. New Lecturers’ workshopWelcome! Ivan Moore ivan.moore@manchester.ac.uk

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