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UHI Millennium Institute, Business and Leisure - Effective Learning (Orkney College)
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UHI Millennium Institute, Business and Leisure - Effective Learning (Orkney College)


PowerPoint presentation relating to effective learning workshop delivered in Orkney College UHI in 2004

PowerPoint presentation relating to effective learning workshop delivered in Orkney College UHI in 2004

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  • 1. 24 June 2013 1Dr Rob MacphersonUHI Millennium InstituteOrkney College, 7thApril 2004
  • 2. 24 June 2013 2What do lecturers do in lectures?What do lecturers do in lectures?What do you do to support learning?What do you do to support learning?What do you do which helps studentsWhat do you do which helps studentsto learn?to learn?What do you do to keep up to date withWhat do you do to keep up to date withyour subject?your subject?
  • 3. 3Intended learningIntended learningoutcomes…outcomes…By the end of this workshop, I hope youwill have:Explored some of the most commonlecturer/teacher behavioursWorked out which behaviours causelearning to happen
  • 4. 4Post-it task…Post-it task…Please write on a post-it your personalcompletion of the phrase:“Lecturing would be much better forme if only I …”Please bring your post-it to the frontand share what’s on it briefly.
  • 5. 5An historic view...An historic view...“People have nowadays got a strangeopinion that every thing should betaught by lectures. Now, I cannot seethat lectures can do as much goodas reading the books from which thelectures are taken.”(Samuel Johnson, 1709-1784)
  • 6. Keeping itKeeping itsimple?simple?“Everything should be made as simpleas possible, but not simpler”(Albert Einstein, 1879-1955).Also:“Knowledge is experience, everythingelse is just information”
  • 7. 7Teaching…Teaching…Other people’s knowledge is justinformation.Teaching is helping people toturn information into knowledgeby getting them to do things withthe informationand giving them feedback abouttheir attempts.
  • 8. 8Information andInformation andcommunication?communication?Information can be communicated, inlarge amounts, in books and articles,or right to our computers, anddownloaded onto our hard discs.But it’s not knowledge till we dothings with it…Apply it, extend it, interrogate it,analyse it, disagree with it, compareand contrast it, and so on
  • 9. 9Another...Another...An expert is a man who has made all themistakes, which can be made, in a verynarrow field.(Niels Bohr, 1885-1962)Therefore we need to allow learners to makemistakes, and help them to gain feedbackin a constructive environment, to helpthem towards becoming experts.
  • 10. 10But sometimes weBut sometimes wereally need teachers…really need teachers…Someone who already knows;Someone who already understands;Someone who has already learnedby getting it wrong at first;And can help us to do the same…Sometimes without saying a word…
  • 11. 11Five factors for successfulFive factors for successfullearninglearninglearning by doinglearning from feedbackwanting to learnneeding to learnmaking sense - ‘digesting’
  • 12. 12active experimentationconcrete experiencereflective observationabstract conceptualisationTraditional views...Traditional views...
  • 13. 13Is it a cycle?ActiveExperimentationConcreteExperienceReflectiveObservationAbstractConceptualisation
  • 14. 14Is it a cycle?Wanting/NeedingWanting/NeedingDoingDoingFeedbackFeedbackDigestingDigesting
  • 15. Ripples on a pond….Ripples on a pond….Wanting/Needing
  • 16. 16Wanting/NeedingDoingRipples on a pond….
  • 17. 17Ripples on a pond….Wanting/NeedingDoingDigesting
  • 18. 18Ripples on a pond….Wanting/NeedingDoingDigestingFeedbackTeaching?Assessing?Understanding?
  • 19. 19Task: What do you actuallyTask: What do you actually dodoin lectures?in lectures?Jot down several things you actuallydodo in lectures/classes.Choose ‘…ing’‘…ing’ words or phrases, suchas…TalkingListeningTeachingMentoringAsking questionsAnswering questionsSupervising
  • 20. 20What you do in lectures...What you do in lectures...Write the main ‘…ing’‘…ing’ words at theleft hand side of a piece of paper.Explain how you build this into theclasses.Talk about what learning payofflearning payoffstudents gain from you doing this.Then identify how you know if your‘…ing’‘…ing’ words has been effective.
  • 21. 21Now rank your activities in lectures inNow rank your activities in lectures inorder of learning payoff for studentsorder of learning payoff for students12 35 64879Most productive instudents’ learningLess productive
  • 22. 22How does each ‘…ing’ helpHow does each ‘…ing’ helplearning?learning?DDoing: causing student actionoing: causing student actionFFeeding backeeding backWWantingantingNNeedingeedingMMaking sense - digestingaking sense - digesting
  • 23. 23Group taskGroup taskNow, chose one of the following andconduct a similar exercise: What do you do to plan or design learningactivities? What do you do to give feedback to students? What do you do to make the learningenvironment effective for students? What do you do to ensure you are teachingwell? What do you do to keep up to date with yoursubject?
  • 24. 24Specimen Answers ASpecimen Answers AWhat do you do to plan or design learningactivities? Preparation (annually, weekly, daily) Write new course material Develop online materials Contribute to student handbook/support materials Vary teaching/assessment modes Course/module committee meetings Academic Development processes Quality Committees Validation process QAA/HMI audit activities Respond to External Examiners
  • 25. 25Specimen Answers BSpecimen Answers BWhat do you do to give feedback to students? Informal feedback - verbal or written; planned orunplanned Formal feedback - guidelines; comments; pro-forma Individual feedback to student Group feedback to students Individual feedback from you Group feedback from you as part of a marking team Peer review As part of normal supervision In separate feedback sessions Through varying assessment modes Student self assessment
  • 26. 26Specimen Answers CSpecimen Answers CWhat do you do to make the learning environmenteffective for students? College design, lighting and layout Room design, lighting and layout Seating and site-lines Access to appropriate computers, etc Access to suitable labs, rooms, fieldwork Teaching and Learning strategies Placements/Years abroad/Work-place learning Guest lecturers/tutors Style of teaching - one-to-one advice/group teaching Counselling and learner support Guidelines, workshops and development tutorials Supporting learners with special needs
  • 27. 27Specimen Answers DSpecimen Answers DWhat do you do to ensure you are teaching well? Informal discussion with colleagues Formal discussion with colleagues eg committees Repeat known best practice over time Develop new skills and apply to new teaching At course, college, UHI or sectoral level External Examiners/Course Leaders forums Student feedback - formal or informal Informal discussion with students Student evaluations Engagement in Staff development Scholarship on pedagogy Conferences of Learning and Teaching
  • 28. 28Specimen Answers ESpecimen Answers EWhat do you do to keep up to date with yoursubject? Engage in Research - study Engage in Research - write and deliver papers Supervise Research Scholarship - books and/or websites Scholarship - newspapers (eg THES, Guardian) Scholarship - circulars Discussions with peers - inter-UHI and extra-UHI Attend conferences Attend workshops/forums LTSN discussion forums ILTHE membership