This document discusses trends in higher education from 1993 to 2043 and proposes actions for universities over the next 25 years. It covers changes in the sector, technology, students, well-being, and pedagogical approaches. Key points discussed include the shifting landscape of universities, the rapid advancement of technology, the changing needs of millennial students, and a movement toward more student-centered and active learning. The document proposes listening to students, involving them in research, reimagining exams, and focusing efforts on eliminating lectures and handwritten exams to better promote student learning. Overall, the document reflects on improvements over the last 25 years and contemplates further changes needed to prepare students for an uncertain future.
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
Engaging Math Learners and Improving Achievement Through Blended LearningDreamBox Learning
New software and blended learning environments are enabling districts to implement personalized learning on a scale never before possible. New school structures in which classroom teachers and innovative learning technology engage students in more personalized ways hold some of the greatest potential for raising student AYP in mathematics particularly at the elementary level.
Attend this web seminar to hear how an experienced administrator implemented a personalized blended learning approach in her elementary school and has seen impressive and measurable growth in engagement and achievement in mathematics. Participants will learn ways to make learning more personal for elementary school students. Learn ideas for meeting the needs of each student and using new learning technologies effectively to help students become great critical thinkers.
Topics will include:
How to implement a blended learning model
Using data effectively to drive math achievement
Strategies for professional development in blended learning
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
Engaging Math Learners and Improving Achievement Through Blended LearningDreamBox Learning
New software and blended learning environments are enabling districts to implement personalized learning on a scale never before possible. New school structures in which classroom teachers and innovative learning technology engage students in more personalized ways hold some of the greatest potential for raising student AYP in mathematics particularly at the elementary level.
Attend this web seminar to hear how an experienced administrator implemented a personalized blended learning approach in her elementary school and has seen impressive and measurable growth in engagement and achievement in mathematics. Participants will learn ways to make learning more personal for elementary school students. Learn ideas for meeting the needs of each student and using new learning technologies effectively to help students become great critical thinkers.
Topics will include:
How to implement a blended learning model
Using data effectively to drive math achievement
Strategies for professional development in blended learning
This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Engaging students as partners in learning and teaching: challenges and opport...HEA_Blogs
This keynote presentation was delivered by Cathy at the HEA Enhancement Event 'Engaged Student Learning through Partnership'. Further details: https://www.heacademy.ac.uk/events-conferences/event10872
The blog post that accompanies this presentation can be accessed via: http://bit.ly/1FhDo22
Flip the Classroom in ELT: Gimmick or RevolutionDon Hinkelman
Is the current movement to "flip the classroom" an important revolution or a trendy gimmick? Don Hinkelman and Goh Kawaii present their views from a Japan perspective in the field of English Language Teaching (ELT). In the overview of flipped teaching, many images borrowed from other presentations.
Dr.Martin o’brien & Carol Allen - Evidence Based Practice methods and ideas i...IEFE
Presenters:
1- Martin O’Brien
Assistant Director Maryland School for the Deaf / USA
Coordinator of International Education Programs
2- Carol Allen
Advisory Teacher for ICT and SEN, North Tyneside Local Authority (UK)
Topic:
Evidence Based Practice
methods and ideas in planning and teaching deaf students
IEFE Forum 2014
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...EduSkills OECD
Martin Culkin and Julia Atkins present their 5-year journey – its challenges, change drivers and processes - to undertake a major regeneration project at Dandenong High School in which three existing schools with over 2 000 students were amalgamated, representing 66 nationalities (www.oecd.org/edu/facilities/compendiumlaunch).
ALASI22 Workshop: Towards learning analytics and belongingLisa-Angelique Lim
Presentation slides from the workshop at ALASI22, the Australian Learning Analytics Summer Institute, held on 9 Dec 2022 at the University of Technology Sydney. The workshop was conducted by Professor Simon Buckingham Shum and Dr. Lisa-Angelique Lim, from the Connected Intelligence Center (CIC) at UTS.
This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Engaging students as partners in learning and teaching: challenges and opport...HEA_Blogs
This keynote presentation was delivered by Cathy at the HEA Enhancement Event 'Engaged Student Learning through Partnership'. Further details: https://www.heacademy.ac.uk/events-conferences/event10872
The blog post that accompanies this presentation can be accessed via: http://bit.ly/1FhDo22
Flip the Classroom in ELT: Gimmick or RevolutionDon Hinkelman
Is the current movement to "flip the classroom" an important revolution or a trendy gimmick? Don Hinkelman and Goh Kawaii present their views from a Japan perspective in the field of English Language Teaching (ELT). In the overview of flipped teaching, many images borrowed from other presentations.
Dr.Martin o’brien & Carol Allen - Evidence Based Practice methods and ideas i...IEFE
Presenters:
1- Martin O’Brien
Assistant Director Maryland School for the Deaf / USA
Coordinator of International Education Programs
2- Carol Allen
Advisory Teacher for ICT and SEN, North Tyneside Local Authority (UK)
Topic:
Evidence Based Practice
methods and ideas in planning and teaching deaf students
IEFE Forum 2014
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...EduSkills OECD
Martin Culkin and Julia Atkins present their 5-year journey – its challenges, change drivers and processes - to undertake a major regeneration project at Dandenong High School in which three existing schools with over 2 000 students were amalgamated, representing 66 nationalities (www.oecd.org/edu/facilities/compendiumlaunch).
ALASI22 Workshop: Towards learning analytics and belongingLisa-Angelique Lim
Presentation slides from the workshop at ALASI22, the Australian Learning Analytics Summer Institute, held on 9 Dec 2022 at the University of Technology Sydney. The workshop was conducted by Professor Simon Buckingham Shum and Dr. Lisa-Angelique Lim, from the Connected Intelligence Center (CIC) at UTS.
21st century student engagement and success through collaborative project-bas...Beata Jones
How do we empower our students to thrive in the 21st century? How do we design student-centered learning environments in our courses that take advantage of the best, still relevant aspects of the Industrial Age education and infuse them with the necessary elements for our undergraduates to thrive in the Robotic Age? The presentation will explain the framework for course design and classroom strategies to aid in successful implementation of such student-centered, collaborative project-based learning environment in university courses.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
Analytics Goes to College: Better Schooling Through Information Technology wi...bisg
The focus on the tremendous volume of information about target markets that can be gleaned through the use of powerful analytics technology obscures the reality that, much of the time, that information lacks predictive capacity, and can really only provide a very detailed retrospective analysis of behaviors of interest. Vince Kellen discusses the ways that his university has reorganized and deployed their IT resources to acquire better, more useful information -- and, more importantly, how that information can be immediately translated into decisive action.
Blind kahoot for enhancing HOTS( higher order thinking skills) and learning n...Walaa Salem
It is the idea of gamification and using kahoot but not as a formative assessment tool only but also as a way to introduce new concepts and enhancing and supporting higher order thinking skills.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
4. Improvements on 1993?
Most universities train new staff to teach
Clearer targets in university mission and value statements
Staff-student partnership agreements – Student Charters
Graduate attributes
Recognition that most students will NOT have academic careers
Skills – Enterprise – Sustainability agendas
Some appreciation that auditing practice can be helpful (in some
areas!)
Student prizes for staff performance
What else?
5. WHAT WERE THE SUCCESSES OF THE LAST 25 YEARS
WHAT ARE YOUR THOUGHTS FOR THE FUTURE?
6. 1993 2018 2043
What can we anticipate to 2043?
Sector shifts
Technology
Students
Well being
Test of time
Top 4 actions for the next few years
7. 1993 2018 2043
Sector Shifts
1992 Further and Higher Education Act Polys Unis
1996 The Dearing report
1998 Labour, David Blunkett, introduces tuition fees
2009-10 Fee cap set at £9000
2010s New universities
2015 Cap off student numbers
Closure of FE colleges
Expansion of size of universities – classes
8. Changing shape of the sector
• Christensen 2011 ‘as many as half of American universities would close or go
bankrupt within 10 to 15 years’
• 2017 Christensen specifically predicted "50 percent of the 4,000 colleges and
universities in the U.S. will be bankrupt in 10 to 15 years."
Number of small US colleges closed per year and closure rate as a
percentage of the total number of private, not-for-profit colleges in the US,
2002–2019. Source: Moody’s
10. University of the
South West
University of
Wales
Mersey
University
White
Rose
University
Oxford
Cambridge
Bristol
Royal University
South East
King’s
University
Birmingham
2025?
Lets speculate
UK Universities
and Colleges
11. Technology - milestones
• 1975 Desk top computer
• 1983 Researchers began to assemble the ‘network of networks’
• 1980s Internet established
• 1990 Sir Tim Berners-Lee invents the World Wide Web
• 1990s email becomes a practical alternative to the post
• 1993 Browsers
• 1998 Google search engine
14. Next ten years - more automation
• Graduate jobs taken over by machine processing – finance /
accounting …
• Trawling huge data sets – data mining
• Simulation on a new scale
• Raspberry Pi generation
MEET ERICA:
THE ROBOT
LECTURER
15. Reaching the Millennial student
Understanding how today’s students learn successfully is
essential for effective curriculum design:
“… educators to change their methods in order to reach today’s
millennial student.” Ebert (2016)
“Millennials are the most diverse generation we have had to teach, thus our
approaches to teaching must be diverse … Millennials expect to be engaged in their
learning, they do not do well being passive learners”. NIU (2014)
These students embrace technology, lose interest during lectures, and enjoy the
challenges and experience of taking part in interactive learning activities. - Stevens and
Nies (2018)
16. Value authenticity, connection and co-creation
‘Many employers are already complaining about their need for constant feedback and their
weakness in basic job skills such as punctuality and proper dress - though most employers
who manage large numbers of them agree that they can perform superbly when given
clear goals and allowed to work in groups’. Howe and Strauss (2007)
‘Members of Generation K increasingly value things they can actively co-create. It is a
generation of makers, creators and inventors.
‘Selfie-taking yet unselfish, connected yet lonely, anxious yet pragmatic, risk-averse yet
entrepreneurial, Generation K is a distinct cadre, a generation very different from those
that preceded them’.
Phillips and Joseph (2015: 526) student quotes: “Don't read from PowerPoint ... I zoned out
before the second slide.”
“… relate the material to the real world or explain how it would be applied to actual tasks.
…engage students in the material by answering questions, rather than consistent
lecturing.”
17. The Future and Workplace is team based
• Team working/building and leadership
• Inter-personal skills
– Negotiation
– Decision making
– Handling conflict
– Sharing
• Communication skills
– Presentation, explaining, questioning
– Networking
• Managing projects and meetings
• Evaluation, judgement, appraisal
• Entrepreneurship, ‘intrapreneurship’ and social enterprise
20. 1993 2018 2043
What can we anticipate to 2043?
Test of time
Keep or Junk?
Prioritise or Marginalise?
Stop polishing?
Top 4 actions for the next few years
21. Inclusive Teaching, Learning & Assessment
‘Good teaching and learning is inclusive’ (Thomas et al, 2005; Hockings, 2010)
‘Teaching which engages students in learning that is meaningful, relevant and
accessible to all, embracing the view of individual difference as a source of diversity
that can enrich the lives and learning of others’ (adapted from Hockings 2010)
22. Doing My Project
My film
Our poster
Fun
Hard work
Boring Just listening
OK, but it’s in the book
Sometimes he’s quite funny
It’s OK when they tell
you WHY you are doing
an experiment
Is he a really important person?
It’s what you expect
23. Levy and Petrulis, (2007, 3)
Student-led
Exploring
and
acquiring
existing
disciplinary
knowledge
Staff-led
Participating
in building
disciplinary
knowledge
24. Design Thinking - Story telling
How are we telling stories to our students and taking them with us?
Roth, B. (2015)
Where do students tell stories to us?
25. Social constructionist perspective
‘Knowledge’ becomes locally situated in the cultural and
social milieu in which it is created and what is important is
what happens ‘in between’ people, in the discursive social
context’ (Burr, 2015).
Meaning is created through interactions in the social
context. The SC approach recognises that the individual is
indivisible from their social context.
Where are the conversation spaces in curriculum?
…. science and engineering staff and students too
27. Bovill, C. and Bulley, C.J. (2011)
Co-creation
Module feedback collected
Select assessment from a list: essay,
web page or presentation
Fieldwork task decisions
Programme design team member
28. Bovill, C. and Bulley, C.J. (2011)
TEF
• Enabling students to learn
excellently
• Creating leaders for the
future
• Every student needs to be
exposed to research at all
stages of their degree
• Students really feel they are
part of the research group –
in all years, they contribute
usefully
31. 2018
How close are we to universal
student-centred learning?
Information transfer part of the picture;
Students involved;
Students doing;
Active and experiential learning pedagogies
prioritised and supported (Scheyvens et al.,
2008);
Assessment is authentic;
Delivery is inclusive, supporting learners with
diverse backgrounds and learning needs to
develop autonomy.
Biggs and Tang, 2007; Gibbs and Simpson,
2005
32. • International students
• Study from home, local and
commuting students
• Well-being
• Study support requirements
• (Un)awareness of university style
learning
• Search for value in the university
experience
Induction as a 3-year process
Focus on starting University
Multiple interlocking issues
33. First year success factors (Cox & Lemon, 2016)
10 ‘success factors’ for 1st year students (based on reviewing contemporary
American literature):
1. Extent to which students are prepared to take responsibility and
control for their own learning
2. Competition
3. Task planning
4. Expectations (goal setting / career planning)
5. Family involvement
6. College involvement with the HEI
7. Time management
8. Wellness
9. Precision (personality type)
10. Persistence
What do we have in the
curriculum already to support
success?
- what’s missing?
- What are your students
missing?
- what else?
34. Scaffolding student learning
Energy – focus – interest – stimulation - engagement
• The Module timetable sets expectations:
• Detailed taught sessions and indicates out of class
activities (reading / group work / language classes,
writing café, ...)
• Managed student expectations
• Introducing ‘good study’ habits
• Identified / Dedicated time for group work
• Managed anxiety:
“Working in groups enabled us to discuss our worries
about the assessment”
35. ‘It’s not hard to find friends; it’s hard to find British friends.’
An inquiry into the social integration of international students at
the University of Plymouth.
Anne Bentley
Research funded by a grant from the UK Council for International Student
Affairs (UKCISA)
36. Cultural connections-
Findings with international students?
It’s not hard to find friends; it’s hard to find British friends.
I played a card game with my flatmates but I just can’t play it because they give like the
particular name of probably the political figures or some stars but I have no clue about
who they are.
We don’t actually watch the same cartoons as you growing up, we don’t watch the same
TV programmes so actually we still have too much difference.
sometimes they [home students] may think you are stupid
Yeah, make me feel embarrassed, so I tend to go along with other international students.
I learnt some local expressions: Cheers mate! Cheers have many different meanings. If you
want to say thank you, you can use this word to replace that. …if you communicate with your
friends or others, speaking cheers seems more suitable. Also, when you leave the public vehicle,
you want to say goodbye to the driver….
I learnt that I need to improve pronunciation a lot because my buddy cannot understand my
pronunciation of ‘usually’. I will attend Pronunciation class.
37. Creating inclusive communities?
• Wenger (2010, p. 180) regards, ‘the person as a social participant, as a meaning-
making entity for whom the social world is a resource for constituting an identity.’
University is a new social world
• The communities international students make do not include home students,
(despite their best efforts)
• Research suggests a need for organisational ownership of the situation – with
lecturers and professional staff creating academic and co-curricular opportunities
for home-international encounters
39. Commuter Students
• Stay at Home Students: Students with term-time and vacation postcodes within the
city boundary. Many of these students have attend their city primary and secondary
schools, and possibly an FE college first.
• Commuter Students: those who travel to the University on a daily basis from outside
the city boundary. Daily commutes exceed two hours each way for some students.
• Study Away Students: Students who move to a city to study.
40. Inclusive, Active, Authentic student journey
Admissions -realistic (fitness to study/practice issue)
Early identification, communication about students support needs, reasonable
adjustments
Consistent & effective personal tutoring
Effective teaching and post session support
Inclusive assessment and feedback
Active learning - field trips / off campus activities, laboratory and practical work
accessible to all.
41. 1993 2018 2043
What can we anticipate to 2043?
Test of time
Top 4 actions for the next few years
WHAT ELSE?
42. 1 Listen to Students – Explain why we use different
pedagogic approaches
Share the pedagogic research evidence with students
43. Course Learning
Outcomes (CLO)
Assessment
Program Learning
Outcomes (PLO)
Evaluation
Resources
Activities
Support
Evaluation
Content + Tools enabling students
to learn
Work on tasks (individual + peer) to
achieve LOs
Peer/Tutor/Technical/online -
resolve emerging difficulties
Structured, formative ways to identify
and improve student progress
Courses & Course
Components
UNSW 2025 &
Graduate Capabilities
Shared institution-wide frameworks
Consistent Support
RASE (Resources, Activities, Support and
Evaluation) pedagogical support for all
modules
(Churchill, King and Fox, 2014; UNSW, 2017).
44. 2 Student researchers
Tame Problems - complicated but resolvable, they are likely to have
occurred before, have a limited degree of uncertainty. There is an answer.
Wicked Problems are difficult impossible to solve. Typically characterised by
incomplete information, contradictory and changing circumstances and requirements that
are often difficult to recognize. They are complex, not just complicated. No clear
relationship between cause and effect. Solving one aspect of a wicked problem may reveal
or create other problems.
45. Co-researching with partners.
Employer / charity / organisation - defined work to resolve contemporary life
and workplace issues.
Projects that align to the university / department mission exploring technical,
policy and society issues.
Topics that inspire dedicated enjoyment and deep engagement.
‘Products’ are professional standard, work-relevant, authentic in all aspects.
Fee-paying students are more engaged in co-creation activities in comparison
to non-fee-paying students. Maxwell et al. (2018: 1401)
Owen and Hill, 2011; NCCPE, 2019
46. A Model of Learning
Skill
Will
Thrill Thrill
Will
Skill
Surface
Consolidating
Deep
Acquiring
Knowing
Success
Deep
Consolidating
Transfer
Surface
Acquiring
Environment
Inputs Surface Deep Transfer Outputs
Hattie and Donoghue (2016)
47. 3 Re-imaging Exams
Inclusive Typed Open book
Seen
Take-Home: same day
Take-Home: extended 3 days – 3 months
Multiple choice questions (MCQ)
Problem or case based scenarios – individual or team solutions
Practical examinations
Computer Aided Assessment (CAA)
Observed laboratory and field activities - Group and team
Group presentations
Observed Structured Clinical Examinations (OSCEs) individual and team
Integrated Structured Clinical Examinations (ISCEs) individual and team
Assessment needs to be rigorous but not exclusive, to be authentic yet reliable, to be
exacting while also being fair and equitable, to adhere to long-established standards but
to reflect and adapt to contemporary needs. (Hounsell, Xu and Tai, 2007)
48. Current Assessment Practice
Assessment Options - Flexibility both ways
Staff choice - Student choice - Co-design
Simple or MAP free assessments
Group plan, report and
presentation
Report of data analysis
Encyclopaedia entry
Wiki
Website
Group discussion
Debate
Research proposal
Report on cause and effect
Research bid
Field work report
Decision makers template
Case study analysis
Oral presentation to a small
group, or on camera
Laboratory practical report
Court of enquiry
Analysis of a problem
Action plan
Group or individual poster
Simulation exercise
Report and presentation
MCQs (no time pressure)
Story boards
Mooting
Press conference
49. 4 What would really impact students learning?
Suppose all SEDA people …. Total Focus …… 2018-
2025 on …..
Eliminating the traditional lecture and handwritten
timed exam.
Promoting the alternatives in every forum at all times
Managing up, down and out to employers,
government, professional bodies, parents, alumni,
…..
51. References
Balint, P.J., Stewart, R.E., Desai, A. and Walters, L.C. (2011) Wicked Environmental Problems: Managing
Uncertainty and Conflict, Washington: Island Press.
Barnett, R. 2014 Conditions of Flexibility: Securing a more responsive higher education system,
Biggs, J. & C. Tang (2007). Teaching for quality learning at university. Maidenhead: Open University Press.
Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring
desirability and possibility. In Rust, C. Improving Student Learning (18) Oxford: The Oxford Centre for Staff
and Educational Development, pp176-188.
Christensen, C. 2011The Innovative University
Churchill, D., King, M. & Fox, B. (2013). ‘Learning design for science education in the 21st century.’ Journal of
the Institute for Educational Research, 45 (2), 404-421.
Conklin, R. J. (2003) Dialog Mapping: An Approach for Wicked Problems. CogNexus Institute.
http://cognexus.org/dmforwp2.pdf
Ebert, K. (2016). Teaching techniques. Classroom strategies for millennial learners. Radiation Therapist, 25(2),
201–204
Gibbs, G. and Simpson, C. (2005) Conditions Under Which Assessment Supports Students’ Learning. Learning
and Teaching in Higher Education, 1, 3-31
52. Griffith, A. and Burns, M. (2014) Teaching Backwards, Outstanding Teaching Series.
Grint, K. (2008) Wicked Problems and Clumsy Solutions: the Role of Leadership.
http://leadershipforchange.org.uk/wp-content/uploads/Keith-Grint-Wicked-Problems-
handout.pdf
Hattie, J.A.C. and Donoghue, G.M. (2016) Learning strategies: a synthesis and conceptual model, npj
Science of Learning, 1, 16013 https://www.nature.com/articles/npjscilearn201613#f1
Healey, M. (2005). Linking research and teaching: exploring disciplinary spaces and the role of
inquiry-based learning, in Barnett, R. (ed). Reshaping the university: new relationships between
research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press, pp.67-78.
Kneale, P.E. Context Case Studies, http://www.geog.leeds.ac.uk/courses/other/casestudies/
Knight, P.T. and Page, A. (2007) The assessment of ‘wicked’ competences. Report to the Practice-based
Professional Learning Centre for excellence in teaching and learning in the Open University (The
Open University).
Levy, P. and Petrulis, R. (2007). Towards transformation? First year students, inquiry-based learning
and the research/teaching nexus. In: Proceedings of the Annual Conference of SRHE, 11-13
December 2007, Brighton, UK.
53. Neve and Hanks 2016 The transition from competence to capability.
https://www.plymouth.ac.uk/uploads/production/document/path/10/10114/Sally_Hanks_-
_The_transition_from_competence_to_capability.pdf
NIU (2014) Millennials: our newest generation in higher education, Northern Illinois University, Faculty Development
and Instructional Design Center,
https://www.niu.edu/facdev/_pdf/guide/students/millennials_our_newest_generation_in_higher_education.pdf
Phillips, C.R. and Joseph E. (2015) Millennial students and the flipped classroom, Proceedings of ASBBS Annual
Conference: Las Vegas, 21, (1) 519-530. http://asbbs.org/files/ASBBS2014/PDF/P/Phillips_Trainor(P519-530).pdf
Roth, B. (2015) The Achievement Habit. New York: HarperCollins Publishers;
https://www.youtube.com/watch?v=8bYIQDlWj34
Scheyvens, R., Griffin, A.L., Jocoy, C.L., Liu, Y. and Bradford, M. (2008) Experimenting with Active Learning in
Geography: Dispelling the Myths that Perpetuate Resistance, Journal of Geography in Higher Education, 32(1) 51-
69.
Sadler, D.R. (2010) ‘Beyond feedback: Developing student capability in complex appraisal’, Assessment & Evaluation in
Higher Education, 35: 5, 535–50
Stevens, K.P. and Nies, M.A. (2018) Transforming nursing education in a 140-character world: The efficacy of becoming
social, Journal of Professional Nursing, 34, 31-34.
UNSW, 2017 University of New South Wales https://teaching.unsw.edu.au/students-as-partners
UNSW 2017 University of New South Wales https://student.unsw.edu.au/hero
54. Assessment Resources
DfE: ( 2017) Inclusive teaching and learning in Higher Education as a Route to
Excellence. https://www.gov.uk/government/publications/inclusive-teaching-
and-learning-in-higher-education
HEA(2012) A Marked Improvement; transforming Assessment in higher
Education.
https://www.heacademy.ac.uk/system/files/a_marked_improvement.pdf
Waterfield,J., & West,B.,(2006) Inclusive Assessment in Higher Education: A
Resource for Change. Plymouth University.
https://www.plymouth.ac.uk/uploads/production/document/path/3/3026/Sp
ace_toolkit.pdf
University of Plymouth – Inclusive Teaching, Learning & Assessment
https://www.plymouth.ac.uk/your-university/teaching-and-
learning/inclusivity
55. Inclusive learning
Healey, M., Bradley, A., Fuller, M. and Hall, T. (2006) Listening to students: the
experiences of disabled students of learning at university. In Adams, M and
Brown, S.(eds) Towards Inclusive Learning in Higher Education: developing
curricula for disabled students. Abingdon. Routledge.
Hockings. C. (2010) Inclusive learning and teaching in higher education: a
synthesis of research. EvidenceNet. HEA York
Hughes,B and Paterson,K. (1997) The Social Model of Disability and the
Disappearing Body: Towards a sociology of impairment. Disability& Society,
12, 3.
May, H. and Bridger, K. (2010) Developing and embedding inclusive policy and
practice in higher education. HEA
Thomas, L; May, H; Harrop, H; Houston, M; Knox, H; Lee, M, F; Osborne, M;
Pudner, H, and Trotman, C (2005).From the Margins to the Mainstream:
Embedding Widening Participation in Higher Education. Disability & Society.
12, 3.
Swain,J and French,S. (2000) Towards an affirmation model of disability.
Disability & Society, 15, 4. 55
Editor's Notes
10 success factors for 1st year students identified based on a review of contemporary American literature.
Extent to which students are prepared to take responsibility and control for their own learning
Competition
Task planning
Expectations (goal setting / career planning)
Family involvement
College involvement with the HEI
Time management
Wellness
Precision (personality type)
Persistence
Structure of the timetable
Students were presented with a structured timetable (running from 9-6) which mapped out the teaching and learning activities related to this module. The timetable not only included details of the taught (workshops) sessions, but also indicated when students could undertake course related reading, study tasks and meet as a group. The module leader demonstrated a clear rationale behind structuring the timetable in this way; firstly, they highlighted the value of this to map out their expectations of the students when planning the course. But more importantly the module leader felt this gave a clear indication to students of what was expected of them and how they could manage their time in order to meet the requirements of this module. At the end of the module a number of students recognized the value of this in the focus group discussions and felt it had be a useful approach to assist them in planning what they did when.
But, the students appreciated the opportunity to be ‘thrown in at the deep end’ and felt that the experience would be of benefit to them throughout the duration of their programme and into employment.
42
This work is not new 2006 in SPACE identified the need
MAPs – bust the jargon - no room to put it in full
