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This presentation is linked to a workshop presented at the HEA enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1t5DfMZ
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Reference
Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space, Mind, Culture, and Activity, 6(4), 286-303, DOI: 10.1080/10749039909524733
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Active and productive
Liminal and troublesome
Digital and Corporeal
Master-Apprentice
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References
Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441.
Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303.
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26.
Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.
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All or nothing: Building teaching team capacity to support the adoption of active learning
1. All or nothing
Building teaching team capacity to support the adoption
of active learning
Andrew Middleton and Helen Kay
Learning Enhancement & Academic Development
Sheffield Hallam University
2. What: Facilitating the development of consistent course
team practice.
Context: the adoption and implementation of student-
centred active learning pedagogies where the team has
different levels of experience and interest in shifting their
practice.
Workshop focus
3. Using a SCALE-UP and problem-based approach, we will
consider,
the teaching role in SCALE UP and the problem of its
associated paradigm shift in practice;
the 'developer's dilemna';
strategies for developing course teams and their consistency.
Outline
4. Problem context SCALE UP
An active learning pedagogy associated with a
physical large group space (Beichner, 2008);
Student-centred active learning;
Short learning activities interspersed with class-
wide discussion;
Use of problem-solving, experiments, etc;
Flipped teaching model ('Upside down
Pedagogy');
Use of circular tables accommodating groups of
9 and divisible by 3;
Technology-rich integration.
Large scale - 'alternative to lectures'
Paradigm shift for some of the
teaching team: didactic to active
'UP' - critical dependency on the
'flipped' method
The need for group formation
strategy
Is it about the room or the
pedagogy?
PedagogyTechnology
5. Responding to a significant investment in STEM-owned teaching space;
Investment at a time of changing management i.e. concerns over resource
efficiency, apparent lack of commitment;
Led by a small number of experienced academic STEM 'innovators';
The inflexible nature of the SCALE UP room imposed a common philosophy
and student-centred practices;
Teaching innovation - uneven and uncertain interest amongst team e.g. shift
from didactic to facilitation of PBL, etc;
The 'deep end threat' - don't know until you've done it - the difficulty of
'evidence' and context in pedagogic development;
SCALE UP modules existing in a mixed economy of course delivery.
Problem context Team challenge
6. Access to the team;
Knowledge of the team as a whole;
Knowledge of team members;
'Innovation bias', credibility and mixed developer identities;
Pitching - simplifying complexity while explaining or advocating;
The need to contextualise innovation;
Mixed intrinsic and extrinsic motivations of participants.
“Why isn’t this simple?”
the 'developer's dilemna'
7. Innovation characteristics
Rogers, E. (2003). Diffusion of innovations, 5th edition. New York: Free Press
Relative advantage (+) - An individual's perception that the innovation will
be better when compared with similar ideas, products or practices.
Compatibility (+) - The perception that an innovation is similar and
congruent with existing understandings, ideas, products, or practices.
Complexity (-) - The perceived difficulty of the innovation.
Trialability (+) - An individual's access to an innovation for
experimentation before 'adoption' and their commitment to applying it fully.
Observability (+) - How available and visible an innovation is to an
individual.
8. Problem
The academic developer is required to support the adoption
of SCALE UP by a course team (n. 12). This will require the
team's:
shared commitment to SCALE UP,
consistent understanding,
reworking of content, and
adoption of active learning methods.
9. Activity
1. Individually, review and clarify the problem context and the problem
definition (5 minutes quiet)
2. Together, identify or create an effective model for developing the
course team (20 minutes total)
1. List important factors
2. Identify and agree a single development model or approach
3. Write and/or draw your model on the flip chart
4. Describe the essential features of your model in a posting to Padlet.
https://padlet.com/amiddlet50/academicteams
10. What do you particularly like about the model you developed?
see blog post for summary and resources
Summary discussion
Editor's Notes
Session Outline (no more than 300 words)
The workshop will explore how we can better support the development of effective academic teams by recognising and acknowledging the various stages and characteristics associated with the implementation of innovative practices. Participants will consider the implementation of educational development strategies aimed at developing consistently excellent learner-centred teaching across teams to improve student satisfaction. This is a challenge because innovative teachers are typically set apart from their peers as innovative champions by, for example, receiving special funding for teaching development projects or being recognised for inspirational practice individually. A shift to a learning paradigm (Barr & Tagg, 1995) is not a matter for individual excellence, but is cultural. Adopting a common philosophy requires a significant commitment from all team members, although some would argue this is not attainable (Kember & Kwan, 2000).
To background this, the facilitators will report on the CPD models (Rogers, 1995; Pundak & Rozner, 2007; Herckis, 2017).they have used to move a course team towards confident and consistent use of the problem-based pedagogies associated with SCALE-UP active learning classrooms (Beichner, 2008). We will introduce the SCALE-UP method and the challenges its adoption created for the teaching team and their students. Initially driven by a sole innovator, its implementation exposed not only the imagination and strengths within the team, but the time, teaching experience and required capacity needed for the adoption of new active learning methods.
We will introduce the models we have used in this work, including:
Viewpoints to structure evaluation of and reflection on emerging practice;
Developing course leaders as team change agents for building capacity amongst their teaching teams;
Supporting experienced teachers to become pedagogic researchers;
Using new learning space as a problem to leverage structured CPD.
Participants will reflect on their own experience for comparing different strategies for developing teams-in-practice using the SCALE-UP story as a problem scenario.
Groups will analyse the situation and define the problem to devise a viable strategy for successfully engaging and developing the course team paying attention to how the offer will be negotiated with the whole team.
Comparing development strategies to facilitate consistent course team practice during the adoption and implementation of student-centred active learning pedagogies in situations where the team has different levels of experience and interest in shifting their practice.
Comparing development strategies to facilitate consistent course team practice during the adoption and implementation of student-centred active learning pedagogies in situations where the team has different levels of experience and interest in shifting their practice.
The workshop will adopt a SCALE-UP methodology using a problem-based approach for engaging triad groups:
* Introduction and background to develop the workshop challenge - slides 1- 7 (10 minutes);
* “Why isn’t this simple?” - small group analysis of the presented situation (10 minutes);
Co-produce and capture alternative strategies, and models for engaging team members effectively using Padlet (15 minutes);
Wider group discussion of the issues they encountered (10 minutes).
Problem context - background to activity
Problem context - background to activity
Responding to a significant investment in STEM-owned teaching space - the facility came as part of an estates project in which the Head of Department saw the opportunity to shift teaching towards a more active and student-centred methods. A small number of academics in the discipline shared the view and were passionate to shape the investment
Investment at a time of changing management i.e. concerns over resource efficiency, apparent lack of commitment
Led by small number of experienced academic STEM 'innovators'
The inflexible nature of the SCALE UP room imposed a common philosophy and student-centred practices - SCALE UP itself is highly flexible, because the room isn't
Teaching innovation - uneven and uncertain interest in team e.g. shift from didactic to facilitation of PBL, etc. - there was clearly a wide spread of teaching knowledge and experience. But it was not clear how open people were or would be...
The 'deep end threat' - don't know until you've done it - the difficulty of 'evidence' - what is good evidence in support of bleeding edge innovation where disciplinary context is paramount? Those who want it and get it and those who don't... don't"
SCALE UP modules existing in a mixed economy of course delivery - how compatible are contrasting philosophies to the course team (and their students)?
Assessment shift?
Access to the team - limited contact time with all or any of the group due to teaching load and given few CPD spaces (online resource, and development of local innovators leaders to ensure their clarity
Knowledge of the team as a whole - e.g. is this a happy, functioning and 'successful' team?
Knowledge of team members - their beliefs, experience, teaching preferences, self-esteem, etc
'Innovation bias', credibility and mixed developer identities - advocates, negotiators, facilitators, trainers, scholars, etc.;
Pitching - simplifying complexity while advocating;
The need to contextualise innovation - what 'signature' conditions need to be assimilated here?
Mixed intrinsic and extrinsic motivations of participants - having senior management buy-in (or not).
The academic developer is required to support the adoption of SCALE UP by a course team (n. 12). This will require:
a shared commitment across the team,
a consistent understanding,
reworking of content, and
adoption of active learning methods.
Give each group hand outs and card summarising the problem context (scenario), the developer's dilemna, the problem statement, and the Innovation characteristic cards.
Use a SCALE UP PBL triad approach
Use the Innovation Characteristics prompt card
Objective: an effective model for gaining buy-in across the team and a strategy for ongoing development (either self or supported)
Noting the developer's dilemna and using the problem statement, the 'innovation characteristics' cards, and the roles we will give you,
Individually, review and clarify the problem context and the problem definition (5 minutes quiet)
Together, identify or create an effective model for developing the course team (20 minutes total)
List important factors
Identify and agree a single development model or approach
Write and/or draw your model on the flip chart
Describe the essential features of your model in a posting to Padlet.