Introduction to Learning and Teaching in Higher Education (Part 1)


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This is Part 1 of the Introduction to the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley and Professor Simon Haslett on the morning of Monday 14th September 2009 on the Caerleon Campus of the University of Wales, Newport.

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Introduction to Learning and Teaching in Higher Education (Part 1)

  1. 1. PG Cert: developing professional practice in HE Introduction to the course 1 14 September 09 9.30 – 12.30 Rachel Stubley and Simon Haslett
  2. 2. Session objectives <ul><li>to get to know the group </li></ul><ul><li>to identify the requirements and share expectations of the course </li></ul><ul><li>to identify professional development opportunities for this year </li></ul><ul><li>to critically analyse contrasting approaches to teaching </li></ul><ul><li>to reflect on one’s own “philosophy of learning” </li></ul>
  3. 3. Introductions <ul><li>Do you ever use icebreaker activities – when and why/why not? </li></ul><ul><li>Use the card supplied to write your name, subject(s) taught and a chosen symbol/image to help us remember you </li></ul>
  4. 4. PG Cert overview <ul><li>Assessment: </li></ul><ul><ul><li>Action research </li></ul></ul><ul><ul><li>Teaching practice/self evaluation </li></ul></ul><ul><ul><li>Other evidence </li></ul></ul><ul><li>This year’s programme (see sheet) </li></ul>
  5. 5. Introduction to CELT <ul><li>Newport professional development programme </li></ul><ul><ul><li>Human Resources </li></ul></ul><ul><ul><li>Research and Enterprise Department </li></ul></ul><ul><li>Centre for Excellence in Learning and Teaching </li></ul><ul><ul><li>What is CELT? </li></ul></ul><ul><ul><li>How can I get involved? </li></ul></ul>
  6. 6. <ul><li>CELT Umbrella </li></ul><ul><li>Draw together existing PedR activity across the institution. </li></ul><ul><li>CELT Beacon </li></ul><ul><li>Beacon of PedR and teaching excellence in the HE landscape. </li></ul>Stats Total CELT contacts: 733 Conference delegates: 180 (up 50%) Conference papers: 62 Proceedings papers: 20 CELT Journal papers: 14 CELT Launch & Workshops: 198 CELT
  7. 7. <ul><li>Technology Enhanced Learning (TEL); </li></ul><ul><li>Education for Sustainable Development and Global Citizenship (ESDGC); </li></ul><ul><li>Community Education, Distance Learning and Outreach (CEDLO). </li></ul><ul><li>Any new programmes…? </li></ul>Coordinators PhD Students Research Programmes
  8. 8. <ul><li>Teaching Practice </li></ul><ul><li>Learning Insights </li></ul><ul><li>Development and Innovation </li></ul><ul><li>Pedagogic Research </li></ul><ul><li>(Re)Views </li></ul><ul><li>Framework Issues </li></ul><ul><li>Contributions for Vol. 2 and 3 are welcome (see CELT website for author guide). </li></ul>Journal
  9. 9. <ul><li>Symposia </li></ul><ul><li>Undergraduate Research </li></ul><ul><li>Research-informed Teaching </li></ul><ul><li>Community Education </li></ul><ul><li>ESDGC </li></ul><ul><li>International Scholarship </li></ul><ul><li>Linking Teaching and KT </li></ul><ul><li>Professional Development </li></ul><ul><li>Student Engagement </li></ul><ul><li>Technology Enhanced Learning </li></ul><ul><li>Hazard and Geoscience Research </li></ul>Search #nexus09 for tweets Conference
  10. 10. <ul><li>ExPedR Leg 1 </li></ul><ul><li>Australia </li></ul><ul><li>5 expedition members </li></ul><ul><li>Attend HERDSA 2009 </li></ul><ul><li>Visit other HEIs </li></ul><ul><li>Promote Newport </li></ul><ul><li>Disseminate best practice </li></ul><ul><li>Develop links. </li></ul><ul><li>2010 Canada? </li></ul>Research Expeditions
  11. 11. <ul><li>Recognising, Rewarding and Promoting Teaching Excellence </li></ul><ul><li>Professor, Readers and Teaching Fellows </li></ul><ul><li>Vice-Chancellor’s Award for Teaching Excellence </li></ul><ul><li>CELT Rising Star Awards </li></ul><ul><li>CELT Learning Support Awards </li></ul><ul><li>L&T Grants </li></ul>CELT Awards
  12. 12. Expectations of the course <ul><li>Please discuss with colleagues and record your views on flip chart paper: </li></ul><ul><ul><li>Hopes </li></ul></ul><ul><ul><li>Concerns </li></ul></ul><ul><li>We will study these and aim to address them </li></ul>
  13. 13. Approaches to learning <ul><li>Discuss the scenarios on p.52 of the handbook </li></ul><ul><li>What are the strengths/limitations of each approach? </li></ul><ul><li>Consider the views of some writers on education and learning (see handout) </li></ul>
  14. 14. Deep and surface learning <ul><li>A useful concept for developing teaching and learning in HE (see Ramsden 2003, Biggs 2007) </li></ul><ul><li>Has been criticised (see Haggis 2003) </li></ul><ul><ul><li>these are approaches to learning </li></ul></ul><ul><ul><li>avoid labelling students as deep or surface learners! </li></ul></ul>
  15. 15. References <ul><li>ARMITAGE, A. et al (2003) Teaching and Training in Post-compulsory Education 2 nd Edition. Maidenhead: Open University Press </li></ul><ul><li>BIGGS, J & TANG, C. (2007) Teaching for Quality Learning at University 3 rd Edition. Maidenhead: Society for Research into Higher Education and Open University Press </li></ul><ul><li>RAMSDEN P. (2003) Learning to Teach in Higher Education 2 nd Edition. London: Routledge. </li></ul>