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Viewpoints: Student Representation


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Viewpoints Learner Engagement workshop with the Students Union (21 Jan 2011)

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Viewpoints: Student Representation

  1. 1. Viewpoints: Student Representation Workshop Presenters: Dr Alan Masson and Jill Harrison , Contributors: Dr Alan Masson, Vilinda Ross, Catherine O’Donnell, Jill Harrison and Karen Virapen. Friday 21 January 2011.
  2. 2. Session Outline <ul><li>Welcome and Introduction (5 minutes) </li></ul><ul><li>Some brief examples of past workshop outputs, photos and findings (5 minutes) </li></ul><ul><li>Work tasks (1 hour 45 minutes) </li></ul><ul><li>Next steps, conclusions and questions (5 minutes) </li></ul>
  3. 3. Viewpoints Overview <ul><li>Viewpoints has a remit to create a series of user-friendly reflective tools (in workshop and online format) to promote and enhance effective curriculum design. </li></ul><ul><li>Short video introduction - </li></ul><ul><li>The tools will help staff consider areas such as: </li></ul><ul><ul><ul><li>assessment and feedback, </li></ul></ul></ul><ul><ul><ul><li>information skills, </li></ul></ul></ul><ul><ul><ul><li>Learner engagement and </li></ul></ul></ul><ul><ul><ul><li>creativity and innovation </li></ul></ul></ul><ul><ul><li>while considering the learner perspective. </li></ul></ul>
  4. 4. Today’s Workshop <ul><li>Aims to give you an opportunity to use the “Viewpoints” process and tools while considering the design and delivery of your programme </li></ul><ul><li>Uses large laminated worksheets (with a student timeline) and best practice cards as prompts to assist conversation, debate, creative thinking and problem solving. </li></ul><ul><li>You will work together to plan how to address your agreed challenge(s). </li></ul><ul><li>You will produce visual output. </li></ul>
  5. 5. Work tasks <ul><li>You will: </li></ul><ul><ul><li>be given resources you can use - a worksheet, prompts, post-its and markers etc. </li></ul></ul><ul><ul><li>be given set tasks to complete. </li></ul></ul>
  6. 6. Some examples of outputs from previous workshops
  7. 7. Captured Process <ul><li>Workshop sessions </li></ul>Reward & Recognition residential
  8. 8. Course Level Course View workshop Images
  9. 9. Course Level Example 1
  10. 10. Course Level Example 2
  11. 11. Module Level Module View workshop images
  12. 12. A&F Example 1 Scenario: Effective use of an ePortfolio, module level Why: Course up for revalidation – artefacts could be useful beyond the module.
  13. 13. A&F Example 2 Scenario: Improve student engagement Why: Course up for revalidation – going to be using a blended approach (combination of block face-to-face teaching and online learning).
  14. 14. Course and Module Level Side by Side
  15. 15. Some Quotes <ul><ul><li>“ Thought provoking.” </li></ul></ul><ul><ul><li>“ Good to see the plan in front of you.” </li></ul></ul><ul><ul><li>“ Short sessions exploring ideas - very useful. ” </li></ul></ul><ul><ul><li>“ Enjoyed it – not too time-consuming and time used very well. ” </li></ul></ul><ul><ul><li>“ Good material supplied to encourage wider consideration.” &quot;Got the team to brainstorm about the way forward in relation to creativity.” </li></ul></ul><ul><ul><li>“ Better face to face interaction with course team.” </li></ul></ul><ul><ul><li>“ Look at the holistic approach.” “Group participation/engagement on ideas” </li></ul></ul><ul><ul><li>“ Being given the time to reflect.” </li></ul></ul><ul><ul><li>“ Useful prompts and discussion.” </li></ul></ul><ul><ul><li>From library </li></ul></ul>
  16. 16. Task 1: Consider your main challenge (20 minutes) <ul><li>Agree challenges and work together to plan how to address these. </li></ul><ul><li>Consider/decide/agree </li></ul><ul><ul><li>What needs to be done? </li></ul></ul><ul><ul><li>By whom? </li></ul></ul><ul><ul><li>By when? </li></ul></ul><ul><li>Record details in the ‘objective’ box at the top of the laminate worksheet. </li></ul>
  17. 17. Task 2 – Select cards / learning events (20 minutes) <ul><li>Firstly only look at the front of the cards. </li></ul><ul><li>Choose any cards that might help you address your challenge(s). </li></ul>
  18. 18. Task 3 – Map principles to student learning timeline (20 minutes) <ul><li>Place the cards on the timeline, where you think is relevant, considering the student perspective . </li></ul><ul><li>Record your plan as you go along. Note: you can place them in more than one place on the timeline . </li></ul>
  19. 19. Task 4 - Tailoring a solution (30 minutes) <ul><li>Discuss how your ideas could be used in practice. </li></ul><ul><li>Make notes using post-its or markers in the ‘your plan’ area. </li></ul><ul><li>Note any overall action points and reflections. </li></ul>
  20. 20. Task 5 – Select Interactions (20 minutes) <ul><li>Turn over the most important card(s) and select any interactions that might help you address your challenge(s). </li></ul><ul><ul><li>(Note: you could indicate what you do already or aspire to do using different coloured markers and providing a key.) </li></ul></ul><ul><li>Rank the most important card(s) using the ‘rating’ box or rate individual ideas in order of priority. </li></ul>
  21. 21. Next steps <ul><li>Refine the workshop format based on feedback. </li></ul><ul><li>Develop the online version of the tools. </li></ul><ul><li>Promote and disseminate both versions. </li></ul><ul><li>Build up examples / case studies / digital stories. </li></ul>
  22. 22. Any Questions? Anything you wish to ask us?
  23. 23. Further information Project blog: CIES R&R Programme: RLO CETL: Dr Alan Masson, Project Director - [email_address] Catherine O’Donnell, Academic E-Learning Consultant - [email_address] Jill Harrison, Instructional Technologist – [email_address] Karen Virapen, Instructional Technologist – [email_address]