Teaching with Technology Mark Gamble Head of Learning Technology
Proposed features of the KIS• One KIS for every undergraduate course longer than one year (a course being something a student applies to)• A mix of NSS, DLHE and institutional data; HEFCE will collate• Accessible via institution’s websites and UCAS• Will be part of QA review• More information can be found at: http://www.hefce.ac.uk/learning/infohe/kis.htm Heather Fry Director (Education and Participation)
KIS reporting of teaching and learning methods is under threegeneral headings:• Scheduled learning defined as ‘any activity that a student has to attend or undertake at a fixed point and that has no flexibility for when it is undertaken’.• Guided independent study defined as ‘online or group work that may be undertaken at a time of the students’ choice’.• Placement/study abroad.Each is reported for each year of the course and the KIS has aheadline figure (the percentage of the course spent overall inscheduled teaching and learning (i.e. the first category).
Guided independent studyProposed UoB definitions:• Guided learning indicates structured learning activities such as designated readings and structured on-line learning which it is an expectation that students will complete. Such activities will be clearly defined and time-constrained within unit specifications.• Independent study indicates activities where students have been given guidance such as broad reading lists that support the learning in the particular unit which allow for enrichment of the learning experience and differentiation in student perfomance.
In some subject areas, mainly at high levels, a further sub-division has been identified to reflect that students may themselves define the topics covered and the associated learning activities, reading (with appropriate support and within boundaries).• Autonomous study indicates activities where students, with broad guidance and support, identify their own areas for study and undertake their own research and investigations.
QAA indicative list of learning and teaching methods
9. To embed technology in our curriculum in ways that generate high-impact learning opportunities To ensure that our use of technology in support of the learning experience responds to defined challenges and opportunities in each course and represents a strategic investment of staff and student time and effort To have in place Departmental technology strategies and associated action plans that reflect course- and subject- based challenges and opportunities with which technology assists To have in place an evidence-based qualitative framework for evaluating progress in the integration of technology within courses