Introduction to Learning and Teaching in Higher Education (Part 2)


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This is Part 2 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 in the afternoon 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 2)

  1. 1. Introduction to the course 2 14 September 09 1.30 – 4.30 Rachel Stubley and Simon Haslett
  2. 2. <ul><li>Reflect on the choices we make in selecting teaching methods </li></ul><ul><li>Differentiate between domains of learning (and levels of learning) </li></ul><ul><li>Start to plan to extend your teaching methods appropriately </li></ul><ul><li>Appreciate the scope of pedagogic research in HE </li></ul><ul><li>Consider the place of scholarship and research in your own practice </li></ul>
  3. 3. <ul><li>What teaching methods do you use? </li></ul><ul><li>What influences your choices? </li></ul>
  4. 4. <ul><li>Most tutor control </li></ul><ul><li>Least tutor control </li></ul><ul><li>Lecture </li></ul><ul><li>Demonstration </li></ul><ul><li>Discussion </li></ul><ul><li>Tutorial </li></ul><ul><li>Practical </li></ul><ul><li>Simulation </li></ul><ul><li>Role play </li></ul><ul><li>Visit </li></ul><ul><li>Research/project </li></ul><ul><li>Real life experience </li></ul>
  5. 6. <ul><li>“ Rote learning scientific formulae may be one of the things scientists do, but it is not the way scientists think” Biggs 1989 (cited in Ramsden 2003:45) </li></ul><ul><li>Consider the model of levels in the three domains of learning on p. 55 of the guide </li></ul><ul><li>What teaching methods would be appropriate at different levels (exercise p.56) </li></ul>
  6. 7. <ul><li>Now return to the question of what you currently do </li></ul><ul><li>Consider how you might develop your practice </li></ul><ul><li>Use the grid on p.57 to support your reflections </li></ul><ul><li>You will need to complete the action plan on p. 46 and include it in your final portfolio </li></ul>
  7. 8. <ul><li>Higher Education Academy </li></ul><ul><ul><li>Subject Centres </li></ul></ul><ul><ul><ul><li>24 disciplined based centres </li></ul></ul></ul><ul><ul><ul><li>Offer events/resources for new lecturers </li></ul></ul></ul><ul><ul><ul><li>Grants and other funds </li></ul></ul></ul><ul><ul><li>Special Projects </li></ul></ul><ul><ul><ul><li>e.g. Education for Sustainable Development Project </li></ul></ul></ul><ul><ul><li>EvidenceNet </li></ul></ul><ul><ul><ul><li>new resource base </li></ul></ul></ul><ul><ul><ul><li>Contribute material </li></ul></ul></ul><ul><li>Society for Research in Higher Education (SRHE) </li></ul><ul><li>International Society for the Scholarship of Teaching and Learning (ISSOTL) </li></ul>
  8. 9. <ul><li>individually-focused scholarship for personal use; </li></ul><ul><li>internally-focused scholarship for local (e.g. departmental, institutional) use; </li></ul><ul><li>externally-focused scholarship , such as defined by the Research Assessment Exercise (RAE, 2005, p. 34) as “the creation, development and maintenance of the intellectual infrastructure of subjects and disciplines”; and </li></ul><ul><li>research for external dissemination at conferences and in publications (i.e. pedagogic research). </li></ul><ul><li>Where does your SoLT sit? </li></ul><ul><li>(see Haslett, 2009) </li></ul>
  9. 10. <ul><li>Why do/would you do it? </li></ul><ul><ul><li>Strategic e.g. research-informed teaching </li></ul></ul><ul><ul><li>Contractual e.g. teaching-led research </li></ul></ul><ul><ul><li>Personal professional updating/reflection and career </li></ul></ul><ul><ul><li>Disseminate examples of practice </li></ul></ul><ul><li>What do/would you research? </li></ul><ul><ul><li>Generic issues e.g. student engagement </li></ul></ul><ul><ul><li>Case studies e.g. examples of teaching </li></ul></ul><ul><li>How do/would you do it? </li></ul><ul><ul><li>Individually or collaboratively? </li></ul></ul><ul><ul><li>Funding for research and publication e.g. grants? </li></ul></ul><ul><ul><li>Output types e.g. books, articles, conferences? </li></ul></ul><ul><ul><li>Time and space to undertake research and writing? </li></ul></ul>
  10. 11. Which approaches are you most involved in?
  11. 12. Source: M. Healey & A. Jenkins (2009) Developing students as researchers. In: S. K. Haslett & H. Rowlands (eds) Linking research and teaching in Higher Education . University of Wales, Newport, pp. 7-11. How does your teaching map within the R-T Nexus? Research-tutored Engaging in research discussions Research-based Undertaking research and inquiry Research-led Learning about current research in the discipline Research-oriented Developing research and inquiry skills and techniques STUDENTS ARE PARTICIPANTS EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS STUDENTS FREQUENTLY ARE AN AUDIENCE
  12. 13. From Haslett (2009) The Research-Teaching Complex
  13. 14. <ul><li>Select a paper in either the Newport CELT Journal or the NEXUS Conference Proceedings </li></ul><ul><li>On a quick skim read/scan discuss with the person next to you: </li></ul><ul><ul><li>what is the focus of study? </li></ul></ul><ul><ul><li>what methods are used? </li></ul></ul>
  14. 15. <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>HASLETT S. K. (2009) Unpicking the links between research and teaching. Newport CELT Journal , 2, 1-5. </li></ul><ul><li>HEALEY M. & JENKINS A. (2009) Developing students as researchers. In: S. K. Haslett & H. Rowlands (eds) Linking research and teaching in Higher Education . University of Wales, Newport, pp. 7-11. </li></ul><ul><li>RAMSDEN P. (2003) Learning to Teach in Higher Education 2 nd Edition. London: Routledge. </li></ul>