Teacher Inquiry term 1 2010

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Richard Lloyd

Education

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Teacher Inquiry - Change to Appraisal System ,[object Object],[object Object],[object Object],[object Object],[object Object]

Teacher Inquiry - Our focus for 2010? ,[object Object],[object Object],[object Object]

Teacher Inquiry - Assessment Impact ,[object Object],[object Object]

Teacher Inquiry - Recording ,[object Object],[object Object],[object Object],[object Object],[object Object]

Teacher Inquiry - PLC ,[object Object],[object Object],[object Object]

Teacher Inquiry - Pedagogy/Leading Learning ,[object Object],[object Object],[object Object],[object Object],[object Object]

Teacher Inquiry - Reflection Questions ,[object Object],[object Object],[object Object],[object Object],[object Object]

Five Things To Remember! ,[object Object],[object Object],[object Object],[object Object],[object Object]

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This report contains the preliminary findings from a research project that aimed to explore: • What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed? • And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?

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Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013 With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes. A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.

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