teaching for (more) learning

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teaching for (more) learning

  1. 1. Chrissi Nerantzi Academic Developer @chrissinerantzi teaching for more learning
  2. 2. student(s)
  3. 3. excellence
  4. 4. So, what happens? “It was so much fun I think I forgot I was learning, but then maybe that was the point!” http://rebeccajacksonpgcap.wordpress.com/sell- your-bargains/ Video set http://www.youtube.com/playlist?list=PL344DE3772E336242 chapter presentations
  5. 5. Working as part of team definitely helped overcome the confidence barrier to a certain extent. Partly, it was a case of safety in numbers! But also it meant that we could discuss our findings as a team before editing the wikipedia entry so we were able to cross-check our conclusions. chapter presentations
  6. 6. The LEGO® model allowed me to focus on the journey as a whole going through the PGCAP rather than going through how I might go through the questions in the Professional Discussion and panicking about what I was going to say. paper submitted presentations social media patchwork portfolios
  7. 7. The synchronous webinars and hangouts have fostered a real sense of being part of a community of learners. paper work – in- progress presentations PhD research
  8. 8. “Sell your bargains” an alternative reality game
  9. 9. alternative reality games in Higher Education Dr Nicola Whitton Research Fellow, Education and Social Research Institute, Manchester Metropolitan University Blog: http://playthinklearn.net/ Twitter: @nicwhitton “The rationale behind the use of alternative reality games is that the use of problem-based, experiential and collaborative activities in alternative reality games makes them ideally suited to teaching in higher education; particularly as they enable players to become involved in both playing and shaping the narrative as it emerges.” (Whitton, 2010, 87)
  10. 10. • Stage 1: Select – Threshold concept (authentic problem (individual task) • Stage 2: Share and discuss problem, Invest – creative intervention (collaborative task) • Stage 3: Surprise – test in practice, Case study (individual task (public voting) “Sell your bargains” game
  11. 11. So, what happens? “It was so much fun I think I forgot I was learning, but then maybe that was the point!” http://rebeccajacksonpgcap.wordpress.com/sell- your-bargains/ Video set http://www.youtube.com/playlist?list=PL344DE3772E336242
  12. 12. combo approach BYOD & “no” tech
  13. 13. capturing their learning journeys
  14. 14. • fun and enjoyable experience • learning through play (not experienced before) • playing with colleagues from other disciplines • partnering • using different learning spaces • freedom despite structure • thinking outside-the-box • experimenting with digital tools (own devices and freely available online platforms) • reflect on own practice and think about introducing game-based learning with own students benefits
  15. 15. Introducing game-based learning in own practice: “Although the chocolate makes the game fun, I’m hopeful that the game environment will enhance the learning experience by encouraging students’ creativity. Instead of me showing them slides with lists of news values and endless examples, they’re going to have to find their own way through that complex concept through playing the game. “ PGCAP student
  16. 16. • Scepticism • Complexity of the game • One game organiser • Available digital technologies • Physical location to showcase ideas • Uploading video clips • Time required to fully engage in all 3 Stages • Open voting challenges
  17. 17. possible solutions • More facilitators (1 per 10 players) • Tablets for the game • Support (initial staff development) • Scaffolding Stage 3 (case study template) and link to assessment • Further dissemination (institutional repository, CPD session, publications) • Use further channels to promote the game and play with other groups beyond the PGCAP • seeks sponsors
  18. 18. NMC Horizon Report 12 2012 “Game-based learning reflects a number of important skills in higher education institutions strive for their students to acquire: collaboration, problem solving, communication, critical thinking and digital literacy. [...] Games related specifically to course content help students gain a fresh perspective on material and can potentially engage them in that content in more complex and nuanced ways. Alternative reality games (ARGs) in which players find clues and solve puzzles in experiences that blur the boundaries between the game and real life, offer a clear example in which course content and game play can overlap.” (p. 19) Horizon Report 2012, Game-Based Learning (Adoption 2-3 years)
  19. 19. dissemination Nerantzi, C (2013) “Sell your bargains” Playing a mixed- reality game with academics to spice-up teaching in HE, in: Baek & Whitton (eds.) Cases on Digital Game-Based Learning: Methods, Models and Strategies, Information Science Reference, Hershey: IGI Global, pp. 131-144. further research: one-year long study (work-in-progress) MELSIG 2012 CMC11 MOOC 2011 SEDA Conf 2012
  20. 20. evidence
  21. 21. 6 principles of effective teaching in HE 1. Interest and explanation 2. Concern and respect for students and student learning 3. Appropriate assessment and feedback 4. Clear goals and intellectual challenge 5. Independence, control and engagement 6. Learning from students (Ramsden, 2003)
  22. 22. 7 principles of good practice in undergraduate education • Encourages contacts between students and faculty. • Develops reciprocity and cooperation among students. • Uses active learning techniques. • Gives prompt feedback. • Emphasizes time on task. • Communicates high expectations. • Respects diverse talents and ways of learning. (Chickering & Gamson, 1987)
  23. 23. five ‘Es’ of an excellent university teacher • education • experience • enthusiasm • ease • eccentricity Gibson, J. (2009) The five ‘Es’ of an excellent teacher, The Clinical Teacher, Volume 6, Issue 1, pp. 3–5.
  24. 24. White Paper Students at the Heart of the System “Our university sector has a proud history and a world-class reputation, attracting students from across the world. Higher education is a successful public-private partnership: Government funding and institutional autonomy. This White Paper builds on that record, while doing more than ever to put students in the driving seat. We want to see more investment, greater diversity and less centralised control. But, in return, we want the sector to become more accountable to students, as well as to the taxpayer. Our student finance reforms will deliver savings to help address the large Budget deficit we were left, without cutting the quality of higher education or student numbers and bringing more cash into universities. They balance the financial demands of universities with the interests of current students and future graduates. Students from lower-income households will receive more support than now and, although many graduates will pay back for longer, their monthly outgoings will be less and the graduate repayment system will be more progressive. No first-time undergraduate student will have to pay upfront fees. We are also extending tuition loans to part-time students, increasing maintenance support and introducing a new National Scholarship Programme. But our reforms are not just financial. We want there to be a renewed focus on high-quality teaching in universities so that it has the same prestige as research. So we will empower prospective students by ensuring much better information on different courses. We will deliver a new focus on student charters, student feedback and graduate outcomes. We will oversee a new regulatory framework with Higher Education Funding Council for England (HEFCE) taking on a major new role as a consumer champion. We will tackle the micro-management that has been imposed on the higher education sector in recent years and which has held institutions back from responding to student demand. We must move away from a world in which the number of students allocated to each university is determined in Whitehall. But universities will be under competitive pressure to provide better quality and lower cost. Responding to student demand also means enabling a greater diversity of provision. We expect this to mean more higher education in further education colleges, more variety in modes of learning and wholly new providers delivering innovative forms of higher education. The Coalition will reform the financing of higher education, promote a better student experience and foster social mobility. Our overall goal is a sector that is freed to respond in new ways to the needs of students.” David Willetts, source http://webarchive.nationalarchives.gov.uk/+/http://discuss.bis.gov.uk/hereform/introduction/
  25. 25. http://www.qaa.ac.uk
  26. 26. student voice
  27. 27. http://www.heacademy.ac.uk The UK PSF recognition - accreditation
  28. 28. The Dimensions of the UK Professional Standards Framework 36 Areas of Activity (WHAT) • Design and plan • Teach/support • Assess/give feedback • Develop effective learning environments and approaches to student support/guidance • Engage in CPD incorporating research, scholarship and evaluation of professional practices Core Knowledge (HOW) • Subject • Appropriate methods of teaching and learning • How students learn • Use and value appropriate learning technologies • Methods for evaluating effectiveness of teaching • Quality assurance and quality enhancement Professional Values (WHY) • Respect individual learners and learning communities • Promote participation and equality of opportunities • Use evidence-informed approaches and the outcomes from research, scholarship and CPD • Acknowledge the wider context in which HE operates recognising implications for professional practice
  29. 29. The Descriptors of the UK Professional Standards Framework 37 D1 Associate Fellow •early career researchers with some teaching •staff new to teaching including part-time staff •staff supporting academic provision (learning technologists, library staff •demonstrators, technicians with some teaching responsibilities •experienced staff new to teaching or with limited teaching portfolio D2 Fellow •Early career academics in full teaching role •Academic related, support staff with substantive teaching responsibilities •Staff with teaching- only responsibilities, including within work- based settings D3 Senior Fellow •Experienced staff who demonstrate impact and influence through leading, managing organising programmes, subjects/disciplinary areas •Experienced subject mentors and staff supporting those new to teaching •Experienced staff with departmental and/or wider teaching and learning support advisory responsibilities D4 Principal Fellow •Highly experiences/senior staff with wide- ranging academic/academic- related strategic leadership responsibilities linked to teaching and supporting learning •Staff responsible for institutional strategic leadership and policy- making in teaching and learning •Staff who have strategic impact and influence in relation to teaching and learning that extends beyond their own institution
  30. 30. July 2013 instututional level wide recognition (86%) of positive influence to Ac. Development provision, learning and teaching and student experience individual level 57% were aware of the UK PSF reported impact on own teaching, learning, assessment 43% NOT aware of the UK PSF case studies positive impact of UK PSF CPD Frameworks and accredited provision shaping teacher identity, recognition, promotion problems: in specific •disciplines/culture •more clarity about UK PSF and Descriptors, •D3 + support and alignment with promotion/progression •GTA, part-time staff, mid-career academics
  31. 31. massive changes are going to happen in the next 50 years!!! radical changes > disruption required to survive and thrive lifelong and lifewide learning everybody is a learner HEI to specialise Governments to support HEI distinctiveness, ‘5 models’
  32. 32. “Teaching and learning in higher education is a shared process, with responsibilities on both student and teacher to contribute to their success. Within this shared process, higher education must engage students in questioning their preconceived ideas and their models of how the world works, so that they can reach a higher level of understanding. But students are not always equipped for this challenge, nor are all of them driven by a desire to understand and apply knowledge, but all too often aspire merely to survive the course, or to learn only procedurally in order to get the highest possible marks before rapidly moving on to the next subject. The best teaching helps students to question their preconceptions, and motivates them to learn, by putting them in a situation in which their existing model does not work – and in which it matters to them that it does not work and in which they come to see themselves as authors of answers, as agents of responsibility for change. That means that students need to be faced with problems which they think are important. They need to engage with new questions which are bigger than the course itself, which have relevance to their own lives and which provoke a lively participation far beyond simply getting through assessment or exams.” p. 18
  33. 33. by 2020 all teachers in HE to hold a teaching qualification! quality teaching initial and continuous professional development opportunities to grow as teachers cross-institutional, cross- cultural programmes authentic, collaborative development opportunities, learning communities call to open-up and join-up provisions towards open educational practice EU’s role: discussion shift culture support
  34. 34. priorities
  35. 35. student(s)
  36. 36. Quality: What really matters? class size: 1 tutor 20 students tutor load: 1 class tutor full-time tutor has teaching qualification students: time on task ‘close contact’ student tutor interactions and relationship for educational gains focus on formative assessment quick feedback for learning intellectual challenge positive research environment tutors as reflective practitioners active learning collaborative and social learning clear and high expectations peer assessment learning hours matter programme teams to work together social relationships programme team students as partners students using feedback Prof. Graham Gibbs
  37. 37. Gibbs, G (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy Gibbs, G (2010) Dimensions of quality, York: The Higher Education Academy, pp. 19-37 Prof. Graham Gibbs
  38. 38. “There is a need for a national initiative on cost-effective teaching so that, where reduced resources force changes to teaching practices, it might be possible to maintain or even to improve student learning.” Gibbs, G (2012, 11) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy
  39. 39. http://www.enhancementthemes.ac.uk/
  40. 40. Changing nature of Academic Development • emergence from a focus on the classroom to a focus on the learning environment • changing emphasis from individual teachers to a focus on course teams and departments, and also leadership in teaching • a parallel change from a focus on teaching to a focus on learning • a developing emphasis from change tactics to change strategies • a changing focus from quality assurance to quality enhancement • a changing focus from ‘fine tuning’ of current practice to transforming practice in new directions Gibbs, 2013, 5-9 Prof. Graham Gibbs
  41. 41. Orientations to Academic Development • managerial • political-strategic • romantic (growth of individual practitioners) • opportunist • researcher • professional competence • reflective practitioner • modeller-broker • interpretative-hermeneutic • provocateur (discipline-specific) Land, R. (2004) Educational development, Maidenhead: SRHE/Open University Press, McGraw Hill.
  42. 42. SEDA: Developing the Developer http://www.seda.ac.uk/
  43. 43. SEDA Values 1. An understanding how people learn 2. Scholarship, professionalism and ethical practice 3. Working in, and developing learning communities 4. Working effectively with diversity and promoting inclusivity 5. Continuing reflection on professional practice 6. Developing people and processes source: http://www.seda.ac.uk/professional-development.html?p=2_1_1
  44. 44. Coursera’s Prof. Dev MOOC http://edudemic.com/2013/05/2-potential-scenarios-for-professional-development-moocs/ Blended (more likely Fully-online
  45. 45. interaction
  46. 46. “Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. There are a number of ways institutions can be more open, including programs of open sharing of educational materials. Individual faculty can also choose to be more open without waiting for institutional programs. Increasing degrees of openness in society coupled with innovations in business strategy like dynamic specialization are enabling radical experiments in higher education and exerting increasing competitive pressure on conventional higher education institutions. No single response to the changes in the supersystem of higher education can successfully address every institution’s situation. However, every institution must begin addressing openness as a core organizational value if it desires to both remain relevant to its learners and to contribute to the positive advancement of the field of higher “ Wiley, D. & Hilton, J. (2009) Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education, in: International Review of Research in Open and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available at http://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 8 May 2013] p.1
  47. 47. Education Everyday Analog Digital Tethered Mobile Isolated Connected Generic Personal Consumers Creators Closed Open Differences between Higher Education and the Supersystem in which it is Embedded (Wiley and Hilton, 2006, 3)
  48. 48. Lars
  49. 49. social media • Professional communities and networks – LinkedIn – Twitter – Instagram – YouTube – Facebook
  50. 50. http://www.heacademy.ac.uk/cll
  51. 51. http://www.jisc.ac.uk/
  52. 52. http://jiscdesignstudio.pbworks.com
  53. 53. http://www.jorum.ac.uk/
  54. 54. http://www.alt.ac.uk/http://www.alt.ac.uk/
  55. 55. http://www.nmc.org/publications/2013-horizon-report-higher-ed
  56. 56. Chrissi Nerantzi Academic Developer @chrissinerantzi teaching for more learning

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