Academic Practice in Context: Update on resource development

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Academic Practice in Context: Update on resource development by Dr Jane Hughes and Dr Colleen McKenna for the Disciplinary Thinking Webinar on the 24/02/12. Full details see: http://disciplinarythinking.wordpress.com/2012/02/24/disciplinary-thinking-webinar/

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  • . Participants could work in pairs or small groups for this exercise. If the session is small enough, they could be ask to be prepared to share their learning activity with the group, so flipboard paper or another medium could be distributed.
  • Type of task that would be more involved and could be developed from a workshop.
  • Academic Practice in Context: Update on resource development

    1. 1. Photo: Andrei Ceru Academic Practice in Context:Update on resource development Dr Jane Hughes and Dr Colleen McKenna
    2. 2. Provisional themes for resourcesThreshold Values in HE E- Curriculum AcademicConcepts learning/digital design Identity practicesTextual/ Interdisciplinary Assessment Enquiring into DisciplinaryKnowledge working comparative perspectives onpractices in the disciplinary internationalisationdisciplines practices
    3. 3. Threshold concepts Photo: Sean WallisSub - topics Sample questions Types of resources PSF mapping A1, A2, K1, K2, K3•Curricular -What are possible threshold •Annotated resource listbottlenecks concepts in your discipline? •Workshop plan •Presentation•Curriculum -How did you experience • Slides,design threshold concepts as a •Handouts (overview, learner? activities, examples)•Academic •Video/podcastsidentity -Identify a threshold concept •Guidance materials for likely to be confronted by a first workshop/module•Implications for year in your subject. Design a leaderslearners relevant learning activity. •Case studies •Assessment tasks•Troublesome -How might curriculum designknowledge take account of threshold concepts?
    4. 4. Threshold Concepts: materials overviewThreshold Concepts unit: resourcesIntroduction to unit Workshop plan(s) – Powerpoint slidesand Threshold half or full dayConcepts sessionsActivities/tasks Assessment Video(s) / podcasts prompts (formative/ Case studies summative)Handouts Guidance materials Annotated resource(introduction; (for workshop list Photo: Sean Wallisdisciplinary leaders/tutors)
    5. 5. Sample slide 1 from TC workshop Introduction • Aims Photo: Andrei Cero • Background/context to threshold concepts research • Characteristics of threshold concepts • Threshold concepts in the field – What concepts arise in different disciplines • Threshold concepts and learning activities • Curriculum design
    6. 6. Sample slide 2 from TC workshop Activity: recalling a difficult learning experience Think back to your time as a learner in your subject. Try to remember a key concept or theory that you Photo: Don Nelson struggled with. Please make some notes about the concept/theory and the experience of learning it.
    7. 7. Sample slide 3 from TC workshop Some characteristics of threshold concepts • Transformative – once understood, they should shift one’s perception of the subject • Irreversible – cannot be ‘unlearned’ • Integrative – has the capacity to ‘expose a hidden interrelatedness’ • Troublesome - potentially counter-intuitive. In grasping a threshold concept a student moves from a common sense understanding to an understanding which may conflict with perceptions that have previously seemed self- evidently true.’ (Davies, 2003) Photo: Kathleen Cohen
    8. 8. Sample slide 4 from TC workshop Activity: designing a learning activity around a threshold concept • Please take a threshold concept from your discipline (from the handout or one that you’ve identified) • Spend some time drafting a learning activity (or a series of activities) around the concept • Share the idea with up to four other people. Photo: Kathleen Cohen
    9. 9. Threshold concept – example task Task 1: Threshold concepts and student perspectives Interview 3-6 students (3rd year or above) about their perception of potential threshold concepts in their subject. How did they experience these? Did the learning of these concepts seem significant? To what extent do the students’ experiences with possible threshold concepts accord with the identification of threshold concepts in your field. (That is, do the students recognise the same concepts as those that have emerged in the research in this area in your discipline?) Having undertaken these interviews, do you see any possible ways in which the teaching of certain topics might be changed in light of the student responses? Photo: Andre Ceru
    10. 10. Values/ethicsPhoto: Kathleen Cohen Sub - topics Sample questions Types of resources PSF mapping - ethics -What values inform your •Annotated resource list A1, A4, A5, K1, - sustainable teaching? To what extent are •Dilemmas PV1, PV2, PV4 development these rooted in the •Case studies discipline? •Narratives - community •Workshop plan engagement -What does sustainability presentation, - HE and mean from the perspective of • Slides social your discipline? •Handouts (overview, responsibility activities, examples) - diverse -What are potential •Assessment tasks learning community/cross-sector •video/podcasts groups opportunities/responsibilities •Guidance materials for involving your discipline? workshop/module leaders -How does your subject engage diverse learning groups?
    11. 11. Textual knowledge• Sub-topics – Disciplinary research practices, writing practices, pedagogic practices, experiences of changing or working across disciplines• Example: activities around engaging with educational research relevant to the discipline – To introduce sources, including educational research databases, and tease out search terms – To highlight relevant experiences – To explore disciplinary differences• Small writing tasks + more extended reading and exploration
    12. 12. Activity examplesFree writing for 5 minutes, 1. Describe a good research paper (e.g. for afollowed by discussion. respected journal) in your discipline. Do this at three levels:Topic: Top level: e.g. content, thoughtCollaborating on writing a Second level: e.g. expected components or sections;paper EITHER with someone how literature in the field would be used.from another discipline or verynew to yours OR where you Third level: conventions, citation styles, use of 1stwere the one who was new to person.the discipline. Is there a high level of consensus about these rules or guidelines in your discipline? 2. Now read a paper from another discipline that you perceive to be different from your own (it could be an education paper but need not be). To what extent do your ‘rules’ or guidelines seem to apply to this paper? 3. Find and read a research paper about teaching and learning in your discipline, using the suggested list of sources or others you may know. (This activity is developed with a list of questions to consider when reading the paper).By U.S. Navy photo by Mass Communication Specialist 3rd Class Matthew R. White [Public domain], via Wikimedia Commons
    13. 13. E-learning E-learning needs to do The only thing more than improving that matters in access and learner education is the Books are control. It also needs quality of what stronger on to improve the process learners do advice than and outcomes of evidence learning. In its discourse, if not in its routine It soon becomes clear that there is no practices, education has tended tohomogenous ‘net generation’. Universities and deal with innovation by treatingteachers should not let themselves be conned each new idea or technology as if it by pundits into believing that the incoming is a challenger ‘digital natives’ know what they need or that their needs are uniform or radically different Ellis, R.A. and Goodyear, P. (2010) Student from anything we have seen before. experiences of e-learning in higher education: the ecology of sustainable innovation. London: RoutledgeFalmer
    14. 14. E-learning and discipline?• A disciplinary focus on e-learning (or vice versa)? – Existing open resources, eg OSTRICH; CPD4HE – Possible approaches: multiple topics; enquiry; technology focus . . . ?• Two themes – Learning spaces • Paper-field-lab-mind-library-coffee shop-VLE- studio- forum-3D virtual environment-classroom … – Student experiences of learning
    15. 15. Questions?j.hughes@hedera.org.ukc.mckenna@hedera.org.uk

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