The document discusses different approaches and theories of university teaching. It introduces the Approaches to Teaching Inventory (ATI) developed by Prosser and Trigwell, which categorizes teaching approaches as either conceptually focused on student learning or information transmission focused on the teacher. The document also discusses Lindblom-Ylanne's learning versus content focused approaches and Ramsden's three theories of teaching as transmission, organizing student activity, or helping students learn.
This document outlines different theories of teaching approaches in higher education. It discusses the Approaches to Teaching Inventory (ATI), which identifies two main approaches: the conceptual change/student focused approach and the information transmission/teacher focused approach. Other theories covered include Lindblom-Ylanne's content-focused and learning-focused approaches, and Ramsden's three theories of teaching as telling, organizing student activity, and student learning. The session aims to help participants reflect on their own teaching approaches and how they relate to these overarching theories.
The document discusses strategies for effective classroom management and interactive teaching methods for large groups. It aims to help educators design interactive sessions that minimize disruptive behavior and encourage deep learning. Some key strategies discussed include using interactive techniques that allow students to learn by doing, receive feedback, and teach or assess each other in order to improve motivation and learning outcomes.
This document discusses small group teaching in higher education. It provides an overview of the session which aims to identify characteristics of small group teaching, common problems, and potential solutions. Small group teaching refers to tutorials, seminars, and other contexts involving small numbers of students intended to foster interaction and engagement. Challenges can include some students dominating, lack of preparation, and discussion not moving beyond superficial responses. Facilitating critical discussion and establishing group norms are recommended to enhance small group learning.
The document discusses considerations for starting an OpenCourseWare (OCW) project at an institution. It covers structuring an OCW team, choosing technologies, developing curriculum and content, managing intellectual property, and assessing the project. Sample OCW structures are provided from institutions like Notre Dame, Michigan State, and MIT. Key factors addressed include institutional culture and resources, stakeholder buy-in, intellectual property policies, and evaluating the project's impact and communicating results.
The Power of Open Educational ResourcesDavid Wiley
This document discusses open educational resources (OER) and how they are enabled through Creative Commons (CC) licensing. It defines OER as teaching materials like textbooks, videos, etc. that are both freely accessible and allow users to engage in the "5R activities" of reuse, revise, remix, retain, and redistribute. The document outlines how CC licenses work within existing copyright law to lower transaction costs by pre-granting certain permissions. It notes that over 500 million educational resources now use CC licenses, providing free and open sharing of ideas and knowledge on a massive, unprecedented scale.
This document discusses different theories and approaches to university teaching. It covers Prosser and Trigwell's Approaches to Teaching Inventory, which identifies two approaches: a conceptual change/student focused approach and an information transmission/teacher focused approach. Lindblom-Ylänne's work on approaches to teaching is also discussed. Ramsden identifies three theories of teaching: teaching as telling, teaching as organizing student activity, and teaching as making learning possible. The document also addresses areas of teaching activity, core knowledge needed for university teachers, and shared professional values.
This document provides an outline for a session on teaching large group lectures. It discusses expectations for the session, definitions of key terms, delivery techniques, student perspectives, ideas for starting, maintaining engagement during, and finishing lectures. Practical activities, resources, theories of learning, and ways to push boundaries are also presented. The overall message is that engaging students through interactive delivery and activities is important for large group lectures.
This document discusses field-based teaching and learning. It defines field-based learning as supervised learning outside the classroom through first-hand experiences. Examples of field-based learning discussed include site visits, exhibitions, and campus-based projects. Benefits highlighted are enhanced student engagement, understanding of course content, and opportunities to apply knowledge in real-world situations. Challenges covered are the complex organization, health and safety risks, issues of accessibility and inclusivity, and costs associated with field-based learning.
This document outlines different theories of teaching approaches in higher education. It discusses the Approaches to Teaching Inventory (ATI), which identifies two main approaches: the conceptual change/student focused approach and the information transmission/teacher focused approach. Other theories covered include Lindblom-Ylanne's content-focused and learning-focused approaches, and Ramsden's three theories of teaching as telling, organizing student activity, and student learning. The session aims to help participants reflect on their own teaching approaches and how they relate to these overarching theories.
The document discusses strategies for effective classroom management and interactive teaching methods for large groups. It aims to help educators design interactive sessions that minimize disruptive behavior and encourage deep learning. Some key strategies discussed include using interactive techniques that allow students to learn by doing, receive feedback, and teach or assess each other in order to improve motivation and learning outcomes.
This document discusses small group teaching in higher education. It provides an overview of the session which aims to identify characteristics of small group teaching, common problems, and potential solutions. Small group teaching refers to tutorials, seminars, and other contexts involving small numbers of students intended to foster interaction and engagement. Challenges can include some students dominating, lack of preparation, and discussion not moving beyond superficial responses. Facilitating critical discussion and establishing group norms are recommended to enhance small group learning.
The document discusses considerations for starting an OpenCourseWare (OCW) project at an institution. It covers structuring an OCW team, choosing technologies, developing curriculum and content, managing intellectual property, and assessing the project. Sample OCW structures are provided from institutions like Notre Dame, Michigan State, and MIT. Key factors addressed include institutional culture and resources, stakeholder buy-in, intellectual property policies, and evaluating the project's impact and communicating results.
The Power of Open Educational ResourcesDavid Wiley
This document discusses open educational resources (OER) and how they are enabled through Creative Commons (CC) licensing. It defines OER as teaching materials like textbooks, videos, etc. that are both freely accessible and allow users to engage in the "5R activities" of reuse, revise, remix, retain, and redistribute. The document outlines how CC licenses work within existing copyright law to lower transaction costs by pre-granting certain permissions. It notes that over 500 million educational resources now use CC licenses, providing free and open sharing of ideas and knowledge on a massive, unprecedented scale.
This document discusses different theories and approaches to university teaching. It covers Prosser and Trigwell's Approaches to Teaching Inventory, which identifies two approaches: a conceptual change/student focused approach and an information transmission/teacher focused approach. Lindblom-Ylänne's work on approaches to teaching is also discussed. Ramsden identifies three theories of teaching: teaching as telling, teaching as organizing student activity, and teaching as making learning possible. The document also addresses areas of teaching activity, core knowledge needed for university teachers, and shared professional values.
This document provides an outline for a session on teaching large group lectures. It discusses expectations for the session, definitions of key terms, delivery techniques, student perspectives, ideas for starting, maintaining engagement during, and finishing lectures. Practical activities, resources, theories of learning, and ways to push boundaries are also presented. The overall message is that engaging students through interactive delivery and activities is important for large group lectures.
This document discusses field-based teaching and learning. It defines field-based learning as supervised learning outside the classroom through first-hand experiences. Examples of field-based learning discussed include site visits, exhibitions, and campus-based projects. Benefits highlighted are enhanced student engagement, understanding of course content, and opportunities to apply knowledge in real-world situations. Challenges covered are the complex organization, health and safety risks, issues of accessibility and inclusivity, and costs associated with field-based learning.
This document discusses assessment in higher education. It begins by listing some of the purposes of assessment, such as motivating students and providing feedback. It then discusses what makes a good assessment, including validity, reliability, practicality, and ensuring assessments are accessible and inclusive. The document also covers topics like grading criteria, plagiarism, and the importance of feedback. It provides references from other authors on issues and principles related to assessment in higher education.
This document introduces Open Educational Resources (OERs), which are freely available teaching and learning materials. It defines OERs and provides examples of repositories where OERs can be found, including those from the University of Leicester, Open University, and MIT. It offers tips for searching for, evaluating, adapting, and using OERs in teaching. The document also discusses issues like ensuring OER quality and the funding sources that support OER repositories.
This document outlines the agenda and goals for a workshop on using Open Educational Resources (OER) in course design. The workshop will [1] describe what OER are, [2] identify different types of OER and where to find them, and [3] have participants integrate OER into the design of their own course. Participants will then [4] reflect on the benefits and challenges of using OER. The goal is to help educators leave with the skills to design open courses using freely available teaching materials.
This document outlines the agenda and goals for a workshop on using Open Educational Resources (OER) in course design. The workshop will [1] describe what OER are, [2] identify different types of OER and where to find them, and [3] have participants integrate OER into the design of their own course. Participants will then [4] reflect on the benefits and challenges of using OER. The goal is to help educators leave with the skills to design open courses using freely available teaching materials.
Opal case study 08 true bristol university and partners ukOPAL2010
The TRUE project involves 14 UK higher education institutions collaborating to create open educational resources for undergraduate economics courses. Academics from each institution are gathering and compiling existing teaching materials such as syllabi, reading lists, lecture slides, and assessments in their specialist areas. These materials are being made openly available on the Economics Network website under Creative Commons licenses to allow reuse and modification. While the project aims to promote open educational practices by transforming existing courses into OER, some materials may have restrictions on repurposing due to a lack of share-alike licensing. Overall, the TRUE project provides OER for specialized undergraduate economics topics through collaboration between academics across multiple UK universities.
Managing and disseminating Open Educational Resources ukcorr
Managing and disseminating open educational resources involves three key steps: (1) collecting existing teaching materials from faculty and filtering for IPR issues, (2) hosting resources through open repositories and websites to maximize exposure, and (3) arranging resources by subject, course, or faculty for easy access by learners. A variety of content types and formats are used, and resources are released under open licenses to facilitate sharing. The goal is to advance open educational practice and provide flexible learning opportunities to diverse audiences.
This presentation will introduce the exciting terrain of OER, identify the social, technical, legal, and financial motivators that are enabling the movement, and demonstrate how it has the potential to change academic practice and create new avenues for collaboration and feedback. He will argue that in adopting and familiarising oneself with OER practice academics can become ‘global scholars’, embracing Web 2.0 tools and open licensing systems which have the potential to enhance and increase the reach of their knowledge.
The presentation will detail an African university’s journey towards institutionalizing support for open educational resources. The talk intends to provide a base with which OER advocates can encourage African academic leaders to embrace openness and to highlight some of the benefits not only for the global community but also for the institution, students and contributing academic.
The document discusses open education and open educational resources (OERs). It notes that the demand for entrepreneurship education is increasing but there are obstacles like lack of funding and resources. OERs can help address this by allowing educational materials to be freely copied, distributed, edited and shared. The document defines OERs and the "5R" principles of reuse, revise, remix, redistribute and retain. It encourages sharing and collaborating on OERs to engage learners and build an open community of practice.
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
1. The document discusses how open courseware content like that provided by MIT OpenCourseWare and other universities can be used to improve student learning when instructors focus on applying research-backed guidelines on learning.
2. It proposes that websites providing guidelines on learning can encourage instructors using open courseware to shift their focus from teaching to enhancing the student learning experience.
3. The author is seeking examples of open courseware content being used together with the guidelines to actively engage students and improve learning, such as collaborative projects, to help expand an online "toolkit" for open courseware providers.
Opening your classroom to the world of OERStefanie Panke
This document discusses the benefits and challenges of using open educational resources (OER) and provides practical strategies for incorporating OER into the classroom. It recommends starting with a clear goal, being strategic about reducing repetitive tasks, reusing OER purposefully in assignments, and engaging students as co-creators. The document also emphasizes teaching students lifelong learning skills and mindsets for taking advantage of open online resources.
Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.
Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.
This document provides an overview of Open Educational Resources (OER) from a workshop for BCIT part-time studies. It defines OER as freely accessible teaching, learning and research resources that can be fully used and shared digitally. Examples of OER include open textbooks, videos, course materials and software. Research presented found that student achievement and outcomes were the same or better when using OER compared to commercial textbooks. OER quality was evaluated in studies and found to be about 50% as good, 35% superior, and 15% inferior to traditional resources. The document discusses OER licensing, notably Creative Commons, and provides lists of open education repositories and resources that instructors can use and adapt for their courses.
This booklet provides information about the involvement of C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) in the UK-wide Open Educational Resources programme.
This document provides an introduction to open educational resources (OER). It defines OER according to different organizations and outlines their key characteristics, including that they are free of legal and technical barriers. The document discusses the benefits of OER, including reducing student costs, improving quality of teaching materials, and increasing accessibility. It also outlines reasons why various groups are motivated to promote OER, such as lowering costs for students, improving pedagogy, and making resources more discoverable. In summary, the document introduces OER and discusses their benefits and motivations for their adoption.
This document provides an overview of open educational resources (OER) and affordable learning solutions. It discusses the motivations for using OER, including reducing student costs and leveraging taxpayer funding. It also covers challenges such as quality assurance and sustainability. The document outlines how faculty can find, use, author, and engage with OER through technologies and integration with learning management systems. It emphasizes the importance of institutional policies and support for OER use and recognition.
This document discusses inclusive teaching practices in higher education. It defines inclusion and diversity broadly to encompass all students and teaching approaches that fully include all students. The document advocates for a student-centered approach and discusses moving from a pedagogical to andragogical teaching model. It also provides examples of inclusive assessment and feedback practices and suggests that the most effective inclusive practices are essentially invisible because they are fully embedded in the teaching approach.
Next year's conference will likely focus on the student experience and the impact of recent initiatives to enhance it. The conference will also aim to identify the major challenges facing the university over the next three years to further improve the student experience, as a better experience leads to a happier campus community and greater university success.
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This document discusses assessment in higher education. It begins by listing some of the purposes of assessment, such as motivating students and providing feedback. It then discusses what makes a good assessment, including validity, reliability, practicality, and ensuring assessments are accessible and inclusive. The document also covers topics like grading criteria, plagiarism, and the importance of feedback. It provides references from other authors on issues and principles related to assessment in higher education.
This document introduces Open Educational Resources (OERs), which are freely available teaching and learning materials. It defines OERs and provides examples of repositories where OERs can be found, including those from the University of Leicester, Open University, and MIT. It offers tips for searching for, evaluating, adapting, and using OERs in teaching. The document also discusses issues like ensuring OER quality and the funding sources that support OER repositories.
This document outlines the agenda and goals for a workshop on using Open Educational Resources (OER) in course design. The workshop will [1] describe what OER are, [2] identify different types of OER and where to find them, and [3] have participants integrate OER into the design of their own course. Participants will then [4] reflect on the benefits and challenges of using OER. The goal is to help educators leave with the skills to design open courses using freely available teaching materials.
This document outlines the agenda and goals for a workshop on using Open Educational Resources (OER) in course design. The workshop will [1] describe what OER are, [2] identify different types of OER and where to find them, and [3] have participants integrate OER into the design of their own course. Participants will then [4] reflect on the benefits and challenges of using OER. The goal is to help educators leave with the skills to design open courses using freely available teaching materials.
Opal case study 08 true bristol university and partners ukOPAL2010
The TRUE project involves 14 UK higher education institutions collaborating to create open educational resources for undergraduate economics courses. Academics from each institution are gathering and compiling existing teaching materials such as syllabi, reading lists, lecture slides, and assessments in their specialist areas. These materials are being made openly available on the Economics Network website under Creative Commons licenses to allow reuse and modification. While the project aims to promote open educational practices by transforming existing courses into OER, some materials may have restrictions on repurposing due to a lack of share-alike licensing. Overall, the TRUE project provides OER for specialized undergraduate economics topics through collaboration between academics across multiple UK universities.
Managing and disseminating Open Educational Resources ukcorr
Managing and disseminating open educational resources involves three key steps: (1) collecting existing teaching materials from faculty and filtering for IPR issues, (2) hosting resources through open repositories and websites to maximize exposure, and (3) arranging resources by subject, course, or faculty for easy access by learners. A variety of content types and formats are used, and resources are released under open licenses to facilitate sharing. The goal is to advance open educational practice and provide flexible learning opportunities to diverse audiences.
This presentation will introduce the exciting terrain of OER, identify the social, technical, legal, and financial motivators that are enabling the movement, and demonstrate how it has the potential to change academic practice and create new avenues for collaboration and feedback. He will argue that in adopting and familiarising oneself with OER practice academics can become ‘global scholars’, embracing Web 2.0 tools and open licensing systems which have the potential to enhance and increase the reach of their knowledge.
The presentation will detail an African university’s journey towards institutionalizing support for open educational resources. The talk intends to provide a base with which OER advocates can encourage African academic leaders to embrace openness and to highlight some of the benefits not only for the global community but also for the institution, students and contributing academic.
The document discusses open education and open educational resources (OERs). It notes that the demand for entrepreneurship education is increasing but there are obstacles like lack of funding and resources. OERs can help address this by allowing educational materials to be freely copied, distributed, edited and shared. The document defines OERs and the "5R" principles of reuse, revise, remix, redistribute and retain. It encourages sharing and collaborating on OERs to engage learners and build an open community of practice.
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
1. The document discusses how open courseware content like that provided by MIT OpenCourseWare and other universities can be used to improve student learning when instructors focus on applying research-backed guidelines on learning.
2. It proposes that websites providing guidelines on learning can encourage instructors using open courseware to shift their focus from teaching to enhancing the student learning experience.
3. The author is seeking examples of open courseware content being used together with the guidelines to actively engage students and improve learning, such as collaborative projects, to help expand an online "toolkit" for open courseware providers.
Opening your classroom to the world of OERStefanie Panke
This document discusses the benefits and challenges of using open educational resources (OER) and provides practical strategies for incorporating OER into the classroom. It recommends starting with a clear goal, being strategic about reducing repetitive tasks, reusing OER purposefully in assignments, and engaging students as co-creators. The document also emphasizes teaching students lifelong learning skills and mindsets for taking advantage of open online resources.
Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.
Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.
This document provides an overview of Open Educational Resources (OER) from a workshop for BCIT part-time studies. It defines OER as freely accessible teaching, learning and research resources that can be fully used and shared digitally. Examples of OER include open textbooks, videos, course materials and software. Research presented found that student achievement and outcomes were the same or better when using OER compared to commercial textbooks. OER quality was evaluated in studies and found to be about 50% as good, 35% superior, and 15% inferior to traditional resources. The document discusses OER licensing, notably Creative Commons, and provides lists of open education repositories and resources that instructors can use and adapt for their courses.
This booklet provides information about the involvement of C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) in the UK-wide Open Educational Resources programme.
This document provides an introduction to open educational resources (OER). It defines OER according to different organizations and outlines their key characteristics, including that they are free of legal and technical barriers. The document discusses the benefits of OER, including reducing student costs, improving quality of teaching materials, and increasing accessibility. It also outlines reasons why various groups are motivated to promote OER, such as lowering costs for students, improving pedagogy, and making resources more discoverable. In summary, the document introduces OER and discusses their benefits and motivations for their adoption.
This document provides an overview of open educational resources (OER) and affordable learning solutions. It discusses the motivations for using OER, including reducing student costs and leveraging taxpayer funding. It also covers challenges such as quality assurance and sustainability. The document outlines how faculty can find, use, author, and engage with OER through technologies and integration with learning management systems. It emphasizes the importance of institutional policies and support for OER use and recognition.
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Next year's conference will likely focus on the student experience and the impact of recent initiatives to enhance it. The conference will also aim to identify the major challenges facing the university over the next three years to further improve the student experience, as a better experience leads to a happier campus community and greater university success.
The University will reward staff excellence in Learning and Teaching through specific rewards like the Baroness Lockwood Distinguished Teaching Award and designating staff as University Learning and Teaching Fellows. Over the next five years, the corporate strategy will show that Learning and Teaching can lead to promotion and additional payments based on quality and excellence. The University will also support staff through research into pedagogy, technology enhanced learning, and curriculum and professional development.
The University will reward staff excellence in teaching through a three stage professional development process. For new and occasional teachers, support includes classroom preparation modules and a postgraduate certificate in teaching practices. For existing staff, professional development and scholarly targets in teaching are set through annual performance reviews.
The document discusses new opportunities for graduate internships and employability within the university. It proposes creating internships within the university for specific projects and working with local employers to provide internships within different firms to gain valuable work experience. It also considers creating a digital work academy where computing, informatics and media students can gain work experience through tasks like website design for the university's own company.
The economic climate will negatively impact students in 2009-2010 and 2010-2011 through reduced public spending. Some graduates will struggle to find employment. To address this, the university is promoting additional post-graduate study to allow students to delay entering the job market and gain skills that improve employability. A new entrepreneurship program aims to enhance skills while reduced fees and bursaries will help students afford further education to prepare better for future career opportunities.
Preparing for change involves focusing on using new facilities to enhance formative assessment, formative feedback and the overall student experience in the next few months. This will be done with a big push on these areas and an expectation that people will support focusing on them in the coming time period.
The document discusses preparing for changes coming to the academic year structure and utilizing a new graduate teaching assistant (GTA). Lecturers should prepare for a discussion moving away from semesters to year-long modules to develop deeper learning. All need to understand how the new GTA works and the university aims to expose different people to the new system. Being creative with timetabling and new spaces will help maximize benefits from the new GTA.
Technology can be used to enhance student learning through virtual environments and online tools. Significant consultation is needed to determine how to move forward with technology enhanced learning and what options may be available in the new year. A decision on the path ahead will come after wider discussion.
The Dean of Students will advocate for students, promote student welfare, and work closely with the Student Union. The Dean of Graduate Studies will increase research degrees, ensure quality assurance, and enhance the student experience in research programs. The Dean of Learning and Teaching will focus on quality improvement through School targets and strategies as well as learning environments and facilities.
The university aims to enhance the student experience by empowering students and putting them at the heart of what the institution does. It also plans a major project to upgrade teaching facilities across the university to state-of-the-art standards to better support students. Additionally, the academic strategy is focused on becoming a more entrepreneurial, innovative, and creative university that is well known globally for its high quality work.
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Introduction to University Teaching - ORHEP
1. Centre for Educational Development
Centre for Educational Development
ORHEP Project
ORHEP Project
Approaches to
University Teaching
Dr Sean Walton
www.orhep.brad.ac.uk
This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License -
1 http://creativecommons.org/licenses/by-sa/3.0/ www.orhep.brad.ac.uk
2. Centre for Educational Development
ORHEP Project
An Introduction to University Teaching
• Theories of teaching.
• The HE Academy & university teaching
- areas (what does teaching involve).
- knowledge.
- values.
www.orhep.brad.ac.uk
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3. Centre for Educational Development
ORHEP Project
Learning Outcomes
At the end of this section, you should have:
• Reflected on your own approach(es) to
teaching, and begun to place this within
overarching theories of teaching.
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4. Centre for Educational Development
ORHEP Project
What is University Teaching?
• Individually, describe
on one post-it note
what university
teaching means to
you.
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5. Centre for Educational Development
ORHEP Project
Some theories of teaching
Prosser & Trigwell:
Lindblom-Ylanne
Approaches to Teaching
Approaches to Teaching
Inventory (ATI)
Ramsden
Three Theories
of Teaching www.orhep.brad.ac.uk
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6. Centre for Educational Development
ORHEP Project
Approaches to Teaching Inventory (ATI)
• Prosser & Trigwell (1999).
• Draws from research into (science)
lecturers’ conceptions of teaching.
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7. Centre for Educational Development
ORHEP Project
Line-up Activity
• In responding to each of the following
questions from the ATI, think of a
particular teaching context.
• You will be asked to position yourselves on
a continuum from ‘almost always true for
me in this context’ to ‘only rarely true for
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me’.
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8. Centre for Educational Development
ORHEP Project
• In this subject I concentrate on covering the
information that might be available from a good
textbook.
• We take time out in classes so that students can
discuss, among themselves, the difficulties that
they encounter studying this subject.
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strategy
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9. Centre for Educational Development
ORHEP Project
• I feel a lot of teaching time in this subject
should be used to question students’
ideas.
• I feel it is important to present a lot of facts
in classes so that students know what they
have to learn for this subject.
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intention
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10. Centre for Educational Development
ORHEP Project
ATI and types of teaching
• ATI: 2 main approaches to teaching
- Conceptual change/student focused
approach.
- Information transmission/ teacher focused
approach.
• But note concern about validity of ATI as a
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research tool (Meyer & Eley, 2005).
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11. Centre for Educational Development
ORHEP Project
Approaches to Teaching
(Sari Lindblom-Ylänne, U of Helsinki, e.g. Lindblom-Ylänne et al (2006); Postareff et al (2007))
• Content-focused approach to teaching
– focus on transmission of knowledge
– generally repeat traditional and familiar ways of teaching
• Learning-focused approach to teaching
– teaching to improve student learning
– emphasis on continuous enhancement of own teaching
• (also looking at how AtT are affected by disciplinary
and teaching context) www.orhep.brad.ac.uk
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12. Centre for Educational Development
ORHEP Project
Ramsden’s 3 Theories of Teaching
Ramsden(2003)
1 Teaching as telling or transmission.
- Transmission of authoritative content.
- Teacher as source of undistorted
information.
- Failure to learn is blamed on students.
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13. Centre for Educational Development
ORHEP Project
2 Teaching as organising student
activity
- Focus on what the student does.
- Orchestrate teaching to generate
learning activity.
- But may be failure to fully integrate T&L
activity with students’ learning of www.orhep.brad.ac.uk
subject.
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14. Centre for Educational Development
ORHEP Project
3 Teaching as making learning possible.
- T, L & subject linked in overarching system
- Teacher’s focus is on identifying &
overcoming barriers to students’ learning
- Teacher recognises knowledge of the
subject is constituted by the learner
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15. Centre for Educational Development
ORHEP Project
The HE Academy & University Teachers
• Areas of activity (what does teaching
involve).
• Knowledge (what do we need to know to
be effective).
• Values.
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16. Centre for Educational Development
ORHEP Project
Activity: areas, knowledge & values
In table groups discuss & produce a brief list
of what YOU feel might constitute:
• The key activities of teaching in HE, or
• The core knowledge required by all HE
teachers to be effective, or
• Professional values that should be shared
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by all HE teachers.
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17. Centre for Educational Development
ORHEP Project
HEA: The UK Professional
Standards Framework
Please take a moment to consider the
UKPSF
http://www.heacademy.ac.uk/ukpsf
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18. Centre for Educational Development
ORHEP Project
Areas of activity
1. Design and plan learning activities and/or programmes of
study.
2. Teach and/or support learning.
3. Assess and give feedback to learners.
4. Develop effective learning environments and approaches to
student support and guidance.
5. Engage in continuing professional development in
subjects/disciplines and their pedagogy, incorporating
research, scholarship and the evaluation of professional
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practices.
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19. Centre for Educational Development
ORHEP Project
Core Knowledge
1. The subject material.
2. Appropriate methods for teaching and learning in the subject
area and at the level of the academic programme.
3. How students learn, both generally and within their subject/
disciplinary area(s).
4. The use and value of appropriate learning technologies.
5. Methods for evaluating the effectiveness of teaching.
6. The implications of quality assurance and quality
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enhancement for academic and professional practice with a
particular focus on teaching.
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20. Centre for Educational Development
ORHEP Project
Professional Values
1. Respect individual learners and diverse learning
communities.
2. Promote participation in higher education and equality of
opportunity for learners.
3. Use evidence-informed approaches and the outcomes from
research, scholarship and continuing professional
development.
4. V4 Acknowledge the wider context in which higher
education operates recognising the implicationswww.orhep.brad.ac.uk
for
professional practice.
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21. Centre for Educational Development
ORHEP Project
Specific References
Lindblom-Ylänne, S, Trigwell, K, Nevgi, A & Ashwin, P (2006). How approaches to
teaching are affected by discipline and teaching context, Studies in Higher
Education, 31 (3), 285-298.
Meyer, JHF & Eley, MG (2006) The approaches to teaching inventory: a critique of
its development and applicability, British Journal of Educational Psychology, 76,
633-649.
Postareff, L, Lindblom-Ylänne, S & Nevgi, A (2007). The effect of pedagogical
training on teaching in higher education, Teaching and Teacher Education, 23
(5) 557-571.
Prosser, M & Trigwell, K (1999) Understanding Learning and Teaching,
Buckingham: SRHE & Open University Press.
www.orhep.brad.ac.uk
Ramsden, P (2003) Learning to Teach in Higher Education 2nd edition, London:
RoutledgeFalmer.
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