Viewpoints Pitch


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Viewpoints Pitch

  1. 1. Viewpoints Project (conceptual overview)
  2. 2. Concept for project <ul><li>This proposal will develop a suite of co-ordinated tools and services which will use learner based timeline scenarios to assist staff to reflect upon and formalise innovative adjustments to the curriculum. </li></ul>
  3. 3. Project elevator pitch <ul><li>Reflection of cohort profile </li></ul><ul><li>Identify key features and challenges of cohort </li></ul><ul><li>Use these as reference point thru the learning process </li></ul><ul><li>Project tools: </li></ul><ul><li>Ask simple, reflective questions relevant to each theme for identified phases of the learner experience </li></ul><ul><li>The principles indicated @ each milestone will need to be phrased as a question to prompt reflection and elicit “aims” for the course team to aspire to </li></ul><ul><li>There will be some back end work to collate information and aims etc. for re-use with range of documents and stakeholders. </li></ul>
  4. 4. Cohort profile representation? From OU. needs to be more generic and prompting…..
  5. 5. Phases of “learner experience”? <ul><li>application to course </li></ul><ul><li>acceptance of place course </li></ul><ul><li>Induction </li></ul><ul><li>first 2 weeks of course </li></ul><ul><li>Yr1 first semester </li></ul><ul><li>first 2 weeks of semester two </li></ul><ul><li>second semester </li></ul><ul><li>Completion of year 1 </li></ul><ul><li>yr 2 orientation </li></ul><ul><li>first 2 weeks of yr 2 first semester </li></ul><ul><li>yr 2 first semester </li></ul><ul><li>yr 2 second semester </li></ul><ul><li>Completion of year 2 </li></ul><ul><li>yr 3 orientation </li></ul><ul><li>first 2 weeks of yr 3 first semester </li></ul><ul><li>Yr 3 first semester </li></ul><ul><li>yr 3 second semester </li></ul><ul><li>completion of course </li></ul>
  6. 6. Overall approach <ul><li>Need to identify underlying principles for each “pedagogical” theme. </li></ul><ul><li>Use these principles to phrase probing and reflective questions for each phase. </li></ul><ul><li>starting point?: </li></ul><ul><ul><li>Chickering and Gamson </li></ul></ul><ul><ul><li>REAP </li></ul></ul><ul><ul><li>SCONUL </li></ul></ul><ul><ul><li>Salmon </li></ul></ul>
  7. 7. <ul><li>Recruitment and enrolment (profile tool?) </li></ul><ul><ul><li>Retention risks (when, who, why?) </li></ul></ul><ul><ul><li>Course completion and added value </li></ul></ul><ul><li>Induction(?) and community building ✔ </li></ul><ul><li>Module selection and pathways? </li></ul><ul><li>Information skills and resources ✔ </li></ul><ul><li>Teaching methods ✔ </li></ul><ul><li>Assessment and feedback ✔ </li></ul>
  8. 8. T&L: Chickering and Gamson (overlaps with assessment & feedback) <ul><li>Good practice in undergraduate education: </li></ul><ul><li>encourages contact between students and faculty, </li></ul><ul><li>develops reciprocity and cooperation among students, </li></ul><ul><li>encourages active learning, </li></ul><ul><li>gives prompt feedback, </li></ul><ul><li>emphasizes time on task, </li></ul><ul><li>communicates high expectations, and </li></ul><ul><li>respects diverse talents and ways of learning. </li></ul>
  9. 9. Assessment and feedback: REAP <ul><li>Engage students actively in identifying or formulating criteria </li></ul><ul><li>Facilitate opportunities for self-assessment and reflection </li></ul><ul><li>Deliver feedback that helps students self-correct </li></ul><ul><li>Provide opportunities for feedback dialogue (peer and tutor-student) </li></ul><ul><li>Encourage positive motivational beliefs and self-esteem </li></ul><ul><li>Provide opportunities to apply what is learned in new tasks </li></ul><ul><li>Yield information that teachers can use to help shape teaching </li></ul><ul><li>Capture sufficient study time and effort in and out of class </li></ul><ul><li>Distribute students’ effort evenly across topics and weeks. </li></ul><ul><li>Engage students in deep not just shallow learning activity </li></ul><ul><li>Communicates clear and high expectations to students. </li></ul>
  10. 10. Information and resources: SCONUL Pillars <ul><li>The ability to recognise a need for information </li></ul><ul><li>The ability to distinguish ways in which the information ‘gap’ may be addressed </li></ul><ul><li>The ability to construct strategies for locating information </li></ul><ul><li>The ability to locate and access information </li></ul><ul><li>The ability to compare and evaluate information obtained from different sources </li></ul><ul><li>The ability to organise, apply and communicate information to others in ways appropriate </li></ul><ul><li>The ability to synthesise and build upon existing information, contributing to the creation of new knowledge </li></ul>
  11. 11. Community: Salmon’s 5 step model <ul><li>Access and motivation </li></ul><ul><li>Socialisation </li></ul><ul><li>Information exchange </li></ul><ul><li>Knowledge construction </li></ul><ul><li>Development </li></ul>
  12. 12. Course Pathways / module selection <ul><li>Not yet identified </li></ul>
  13. 13. Challenge 1 <ul><li>Need to identify which principles (for each theme) are applicable @ each phase </li></ul><ul><li>Need to summarise these identified principles with a reflective prompt </li></ul><ul><ul><li>Open question </li></ul></ul><ul><ul><li>Tick box response(s) </li></ul></ul><ul><ul><li>Ranking of priority </li></ul></ul>
  14. 14. Challenge 2 <ul><li>Creating: </li></ul><ul><li>supportive and reflective artifacts for staff from the provided responses </li></ul><ul><li>supporting documents for course validation etc. (i.e. here are our priorities / strategic objectives) </li></ul><ul><li>Resources to inform and support learners about the course they are studying on </li></ul>