Key notes in instrumenting change
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Keynote for the Higher Education Academy Science Technology Engineering and Mathematics Conference
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Key notes in instrumenting change
- 1. Key notes in instrumenting change Higher Education Academy Science Technology Engineering and Mathematics Nottingham, 29th January Simon Lancaster
- 2. Show your device some love
- 4. Find something that you like “People who like this sort of thing will find this the sort of thing they like.” Charles Farrar Browne, 1863
- 6. Technology In a room full of Higher Education professionals can we manage without clickers?
- 7. Where I disagree with Yoda “Do. Or do not. There is no try.” Yoda, The Empire Strikes Back
- 8. Pedagogical innovation ambassador “For his innovative use of technology to engage, challenge and enthuse students by blurring the boundaries between the lecture theatre and the internet.” “Professor Simon Lancaster… …now divides his research interests between energy materials and innovative approaches to enhancing student engagement.”
- 9. Is dereferentialisation a modern scourge? Bill Readings, The University in Ruins, 1996 ‘The modern university’s pursuit of excellence is a meaningless search.’
- 10. Dereferentialised but endearing terms
- 11. Building the new “The secret of change is to focus all of your energy, not on fighting the old, but on building the new.” Socrates A fictional character called Socrates in a book by Dan Millman.
- 12. Let’s try an experiment! Raise your left hand if you are (or recently completed) merging modules (units) to create fewer modules each carrying more credits. Raise your right hand if you are (or recently completed) splitting modules to create more modules each carrying less credits.
- 14. Quotations
- 15. Who said? “In the struggle for survival, the fittest win out at the expense of their rivals because they succeed in adapting themselves best to their environment.” Civilization Past and Present by T. Walter Wallbank, Alastair M. Taylor and Nels M. Bailkey.
- 16. Innovation
- 17. Online “What can go online should go online” Prof David Read
- 18. The courage to cut
- 19. “education gives to us that which remains after we have forgotten all that we have learned in the schools” E.D. Battle, 1899 Education
- 20. What should be the objective of our questions?
- 21. Summative versus Formative Assessment
- 22. Let us generate some data highly reflective reflective neutral absorbing highly absorbing
- 23. Let us abuse that data 1 2 3 4 5
- 24. Hitch Hikers Guide "'Oh, that was easy,' says Man, and for an encore goes on to prove that black is white and gets himself killed on the next zebra crossing.”
- 25. Evidence 9 12 25 54 Student activity Thinking PI Interactions Lecturing Data by kind permission of Anna K Wood, Ross K Galloway, Robyn Donnelly, and Judy Hardy, manuscript in preparation.
- 26. Collaboration
- 27. Beyond open educational resources
- 28. Networking and impact (socioviz.net)
- 29. Suggestions “People who say it cannot be done should not interrupt those who are doing it.” Puck magazine, 1903 (i.e. Not Shaw or Confucius)
- 30. These are my principles “These are my principles. If you don’t like them I have others.” Almost certainly never said by Groucho Marx. It has been attributed to New Zealand 19th century politicians.
- 31. Acknowledgements
- 32. Peter Drucker (1969) “An organization, whatever its objectives, must therefore be able to get rid of yesterday’s tasks and thus to free its energies and resources for new and more productive tasks.” “Rather it is organizational inertia which always pushes for continuing what we are already doing. At least we know—or we think we know—what we are doing. Organization is always in danger of being overwhelmed by yesterday’s tasks and being rendered sterile by them. If a subject has become obsolete, the university faculty makes a required course out of it—and this “solves the problem” for the time being.”
Editor's Notes
- Is it possible to deliver a keynote presentation without a bullet point? How about without an abbreviation?
- Thanks to Simon Rae for permission to use this image.
- Creative commons (Bing search) “Teach. Or do not teach. There is no try.” There is no teach, all we can do is try and facilitate learning.
- Why choose Titles can haunt us. University of East Anglia National Teaching Fellow Royal Society of Chemistry
- https://en.wikipedia.org/wiki/Hawthorne_effect The term was coined in 1958 by Henry A. Landsberger[3] when analyzing earlier experiments from 1924–32 at the Hawthorne Works (a Western Electric factory outside Chicago). The Hawthorne Works had commissioned a study to see if their workers would become more productive in higher or lower levels of light. The workers' productivity seemed to improve when changes were made, and slumped when the study ended. It was suggested that the productivity gain occurred as a result of the motivational effect on the workers of the interest being shown in them. This effect was observed for minute increases in illumination. In these lighting studies, light intensity was altered to examine its effect on worker productivity. Most industrial/occupational psychology and organizational behavior textbooks refer to the illumination studies.[4] Only occasionally are the rest of the studies mentioned.[5] Although illumination research of workplace lighting formed the basis of the Hawthorne effect, other changes such as maintaining clean work stations, clearing floors of obstacles, and even relocating workstations resulted in increased productivity for short periods. Thus the term is used to identify any type of short-lived increase in productivity.[3][6][7] Interpretations and views vary. H. McIlvaine Parsons defines the Hawthorne effect as "the confounding that occurs if experimenters fail to realize how the consequences of subjects' performance affect what subjects do" (i.e. performance is affected – possibly unconsciously – by possible positive or negative personal consequences not considered by the experimenter),[8] Elton Mayo describes it in terms of a positive emotional effect due to the perception of a sympathetic or interested observer. Clark and Sugrue say that uncontrolled novelty effects cause on average 30% of a standard deviation (SD) rise (i.e. 50–63% score rise), which decays to small level after eight weeks.[9] Braverman argues that the studies really showed that the workplace was not "a system of bureaucratic formal organisation on the Weberian model, nor a system of informal group relations, as in the interpretation of Mayo and his followers but rather a system of power, of class antagonisms".[10] Studies of the demand effect also suggests that people might take on pleasing the experimenter as a goal.[11] Evaluation of the Hawthorne effect continues in the present day.[12][13][14]
- Here’s the headline one from #HEASTEM14 http://quoteinvestigator.com/2013/01/01/einstein-imagination/
- We need to talk about “innovation”.
- We need to talk about “innovation”.
- Average of 16 lectures conducted by the country’s foremost proponent of peer instruction: Dr Ross Galloway and data gathered by Dr Anna Wood.
- We need to pool our resources!
- Ensure your choose the right licence!
- We need to talk about “innovation”.