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”
https://www.youtube.com/watch?v=dwxmPrBdIcQ
Today’s learning journey
Welcome and sharing learning aims
Recall prior knowledge
Present active learning strategies
Activity 1 – review current needs
Break
Activity 2 – design new teaching and learning experiences
Peer Feedback
Connect to assignment
A copy of the tutors session plan will be shared at the end of
the session to exemplify constructive alignment.
24 October 2017 6
Features of ScholarlyTeachers (Anderson 2000)
What they teach?
How they teach?
Why they teach?
24 October 2017 8
Setting (Context) Ways of teaching (Pedagogy) Drivers (Why you teach?)
Lectures
Seminars
Dashboard
Knowledge transmission
Video
Card sorts
Develop mastery in discipline
Create affective ......
Cover module content
Support module assessment
Success for all
“Active learning is a process whereby students
engage in activities, such as reading, writing,
discussion, or problem solving that promote
analysis, synthesis, and evaluation of class
content.
Cooperative learning, problem-based learning,
and the use of case methods and simulations
are some approaches that promote active
learning.“
Chris O’Neal and Tershia Pinder-Grover, Center for Research on Learning
and Teaching, University of Michigan
https://www.youtube.com/watch?v=uhiCFdWeQfA
CADQ Resources
SCALE- UP
NTU has 12 bespoke SCALE-UP rooms, offering a
range of capacities and a variety of technologies.
NTU has a number of spaces that lend themselves
to collaborative and active learning.
NTU was the first UK university to adopt SCALE-UP teaching
across a broad range of disciplines. A total of 33 modules
participating in a year long pilot.
Teaching staff reported greater student engagement with
materials and more interaction between peers and the tutor,
leading to increased conceptual understanding.
By 2015-16, 86 modules, involving 1700 students, were
using SCALE-UP teaching approaches. In 2017 around 200
academics will be involved in SCALE-UP provision to in
excess of 200 modules.
Morrow and Friel (2010) and the Higher Education
Academy (2008; 2016) define interactive teaching
as, teaching involving an active interchange between
students; lecturer and students and lecture content.
Interactive lectures encourage students to be actively involved
in learning and promoting application of knowledge.
Interactive learning is a characteristic of teaching shown to
appeal to students, leading to greater engagement and
learning within teaching sessions across subject areas.
Success for All: It will improve student retention and success:
HEA report in 2012 highlighted the critical importance of
“Meaningful interaction between staff and students” to achieve
student belonging and consequent engagement (Thomas,
2012)
“active, experiential and student-centred
learning approaches are a strong
element across the majority of cases
with clear benefits reported in terms of
student engagement, retention and
success.” (HEA, 2016:10)
Audience Response
Systems / Quizzes
/ Surveys
Social Media for
Interaction
Use of Recordings
to enhance student
learning
Public Thinking
Spaces and
Discussion areas
Scenarios & Guest
Speakers for
Interaction
Designing Modules
and Courses to
increase
interactivity
Use of Audio /
Video
Use of Props or
Objects for
students to handle,
observe
Case Studies and
Practice based
Scenarios
Large and Small
Group Teaching
and Interaction
Interactive group
working tools
Interaction with
the Environment
Student
Presentations
Debates Pair and Group
Working
Interaction: Methods used and Issues discussed
SCHOOL Full DELITe DELITe-Lite Total
ARES 11 5 16
SSS 10 4 14
SST 12 2 14
NBS 10 2 12
AAD 10 10
EDU 8 2 10
AAH 3 5 8
NLS 7 7
ADBE 6 1 7
Other 3 1 4
Totals 80 22 102
“Pedagogy! For me, it’s all
about maximising student
engagement and thus improving
their wellbeing as well as their
educational outcomes.” – NLS
lecturer
“the interaction generally led to
stronger connections with
students, you got to know them
better as more responses and
communication with them.”
It is harder to introduce interaction with
different year groups. First years tend
to be a little more wary and less secure
and have to be encouraged more to
take risks.- EDU lecturer
I recognise the students have
different learning preferences
and so using different interactive
approaches appeals to as many
students as possible.- ARES
lecturer
https://free.primarypad.com/p/5tQCbPyrGb
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using any browser
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Pgcap session 4 powerpoint slides (3)

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  • 6. Today’s learning journey Welcome and sharing learning aims Recall prior knowledge Present active learning strategies Activity 1 – review current needs Break Activity 2 – design new teaching and learning experiences Peer Feedback Connect to assignment A copy of the tutors session plan will be shared at the end of the session to exemplify constructive alignment. 24 October 2017 6
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  • 8. Features of ScholarlyTeachers (Anderson 2000) What they teach? How they teach? Why they teach? 24 October 2017 8
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  • 10. Setting (Context) Ways of teaching (Pedagogy) Drivers (Why you teach?) Lectures Seminars Dashboard Knowledge transmission Video Card sorts Develop mastery in discipline Create affective ...... Cover module content Support module assessment Success for all
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  • 15. “Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning.“ Chris O’Neal and Tershia Pinder-Grover, Center for Research on Learning and Teaching, University of Michigan
  • 19. NTU has 12 bespoke SCALE-UP rooms, offering a range of capacities and a variety of technologies. NTU has a number of spaces that lend themselves to collaborative and active learning. NTU was the first UK university to adopt SCALE-UP teaching across a broad range of disciplines. A total of 33 modules participating in a year long pilot. Teaching staff reported greater student engagement with materials and more interaction between peers and the tutor, leading to increased conceptual understanding. By 2015-16, 86 modules, involving 1700 students, were using SCALE-UP teaching approaches. In 2017 around 200 academics will be involved in SCALE-UP provision to in excess of 200 modules.
  • 20. Morrow and Friel (2010) and the Higher Education Academy (2008; 2016) define interactive teaching as, teaching involving an active interchange between students; lecturer and students and lecture content.
  • 21. Interactive lectures encourage students to be actively involved in learning and promoting application of knowledge. Interactive learning is a characteristic of teaching shown to appeal to students, leading to greater engagement and learning within teaching sessions across subject areas. Success for All: It will improve student retention and success: HEA report in 2012 highlighted the critical importance of “Meaningful interaction between staff and students” to achieve student belonging and consequent engagement (Thomas, 2012) “active, experiential and student-centred learning approaches are a strong element across the majority of cases with clear benefits reported in terms of student engagement, retention and success.” (HEA, 2016:10)
  • 22. Audience Response Systems / Quizzes / Surveys Social Media for Interaction Use of Recordings to enhance student learning Public Thinking Spaces and Discussion areas Scenarios & Guest Speakers for Interaction Designing Modules and Courses to increase interactivity Use of Audio / Video Use of Props or Objects for students to handle, observe Case Studies and Practice based Scenarios Large and Small Group Teaching and Interaction Interactive group working tools Interaction with the Environment Student Presentations Debates Pair and Group Working Interaction: Methods used and Issues discussed
  • 23. SCHOOL Full DELITe DELITe-Lite Total ARES 11 5 16 SSS 10 4 14 SST 12 2 14 NBS 10 2 12 AAD 10 10 EDU 8 2 10 AAH 3 5 8 NLS 7 7 ADBE 6 1 7 Other 3 1 4 Totals 80 22 102
  • 24. “Pedagogy! For me, it’s all about maximising student engagement and thus improving their wellbeing as well as their educational outcomes.” – NLS lecturer “the interaction generally led to stronger connections with students, you got to know them better as more responses and communication with them.” It is harder to introduce interaction with different year groups. First years tend to be a little more wary and less secure and have to be encouraged more to take risks.- EDU lecturer I recognise the students have different learning preferences and so using different interactive approaches appeals to as many students as possible.- ARES lecturer
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  • 33. Go to kahoot.it on your smartphone or device using any browser Enter the Code Enter your name or nickname or team name and you are ready to go!

Editor's Notes

  1. Present: Sarah 5 minutes
  2. SCALE-UP: Student-Centred Active Learning Environment with Upside-down Pedagogies SCALE-UP supports NTU's strategic goals including Success for All (Creating Opportunities), personalised learning (Creating Opportunities), accessible modes of learning (Connecting Globally), social integration (Creating Opportunities), and student engagement in research (Valuing Ideas). NTU has 12 bespoke SCALE-UP rooms, offering a range of capacities and a variety of technologies. Clifton campus boasts the first purpose-built SCALE-UP rooms in UK higher education. In addition NTU has a number of spaces that lend themselves to collaborative and active learning. NTU was the first UK university to adopt SCALE-UP teaching across a broad range of disciplines. A total of 33 modules including subjects such as Law, Physics, Marketing and Education participating in a year long pilot. In the evaluation of the pilot teaching staff reported greater student engagement with materials and more interaction between peers and the tutor, leading to increased conceptual understanding. By 2015-16, 86 modules, involving 1700 students, were using SCALE-UP teaching approaches. In 2017 around 200 academics will be involved in SCALE-UP provision to in excess of 200 modules.
  3. NTU has 12 bespoke SCALE-UP rooms, offering a range of capacities and a variety of technologies. Clifton campus boasts the first purpose-built SCALE-UP rooms in UK higher education. In addition NTU has a number of spaces that lend themselves to collaborative and active learning. NTU was the first UK university to adopt SCALE-UP teaching across a broad range of disciplines. A total of 33 modules including subjects such as Law, Physics, Marketing and Education participating in a year long pilot. In the evaluation of the pilot teaching staff reported greater student engagement with materials and more interaction between peers and the tutor, leading to increased conceptual understanding. By 2015-16, 86 modules, involving 1700 students, were using SCALE-UP teaching approaches. In 2017 around 200 academics will be involved in SCALE-UP provision to in excess of 200 modules.
  4. In a recent JISC survey of 500 HE students…   “Students were also open to new and innovative ways of learning, the survey found, with more than half (58 per cent) happy to have some of their lectures delivered by robots. More than a third were interested in virtual lectures (37 per cent) and dedicated mobile apps (35 per cent) to help them study.” Student experience with interactive learning and teaching A comprehensive HEA report into effective approaches to improving student retention and success highlighted the critical importance of “Meaningful interaction between staff and students” to achieve student belonging and consequent engagement (Thomas, 2012) Thomas, L. (2012). Building student engagement and belonging in higher education at a time of change: a summary of findings and recommendations from the What works? Student Retention & Success programme. Published by Higher Education Academy Available at: https://www.heacademy.ac.uk/sites/default/files/what_works_summary_report_1.pdf
  5. DELITe aimed to generate data to address the following: Assess the intended benefits of introducing/extending interactivity in lectures, namely to increase student: a) engagement; b) satisfaction; and c) learning. Identify conditions needed for interactive teaching: e.g. teaching strategies, resources, TRD, equipment, rooming, scheduling, etc. Assess potential and feasibility for wider use of interactive teaching, particularly in lectures. There is no magic wand- the secret to success is complicated and complex but it does hinge on you!
  6. Talk a little about this and the importance of all Schools being involved Go to next Slide- Methods
  7. Focus always on the Pedagogy Technology can support but should never be the focus Developing Relationships Taking Risks together The right approach at the right time at the right level Variety of Learning Approaches Encourages a move to facilitated learning and a flipped learning approach Interactive teaching is challenging but can be fun Consistency vs Coherence, across a Course or Module Time to Plan, Prepare, Deliver and Evaluate Positive Project and Peer pressure Support individually from a University wide Project CADQ and NTU support for increased interaction in teaching Campus-based events and meetings Reward and Recognition
  8. David - Card sort activity
  9. Kahoot Quiz: NTU Sign In- david.Ellicott@ntu.ac.uk Team sign up allows time to discuss and agree answer, Question will come up on the Screen , you will have then 4 choices which will display by colour on your device It is competitive and the quicker you give the correct answer the more points you will score! There are 8 questions in total and using the Quiz as a way of sharing information about the DELITe Project as well as checking your own understanding and memories! Question 1- What does DELITe stand for? The name was important and hopefully means something for those involved- was a grass roots Project looking to engage colleagues who were keen to try new things, were wanting to improve the student experience Question 2- The DELITe Project seeks to demonstrate interactive lectures lead to greater… Recognised by participants in a survey of 80 that the three were linked, satisfaction a response to engagement and learning Question 3- Which of these was not a DELITe Project Aim?