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Quality Enhancement in Teaching and Learning Strategy
The document discusses quality enhancement in teaching and learning. It outlines key questions around defining quality in learning and teaching. It also discusses how institutions can design for quality learning experiences through frameworks that include peer review, guidelines for effective practice, learning design tools, and professional development. The implications for institutions include promoting professional trust, giving responsibility for quality back to academics, and building distributed leadership for teaching and learning.
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Quality Enhancement in Teaching and Learning Strategy
- 1. Quality Enhancement inTeaching and Learning Strategy Associate Professor Mark Brown Director, Teaching, Learning and Distance Education Tertiary Education Summit 29 th November 2011
- 2. Quality Enhancement inTeaching and Learning Strategy
- 3. Quality Assurance or Quality Enhancement? Quality Enhancement in Teaching and Learning Strategy
- 4. Quality Enhancement inTeaching and Learning Strategy QA QE
- 5. Quality Enhancement inTeaching and Learning Strategy QA QE Teaching Evaluations Academic Development Grants & Awards Academic Fellows Learning Design Tools Peer Review
- 6. Key questions… Whatdo we mean by quality in learning and teaching? How do we design for quality learning experiences? What are the implications for institutions and educators? Quality Enhancement in Teaching and Learning Strategy
- 7. 1. What DoWe Mean by Quality in Teaching and Learning? • Three stories… [email_address] Twitter @mbrownz
- 8. A personal quality…1. What Do We Mean by Quality in Teaching and Learning?
- 9. All the sameor unique, creative and distinctive? 1. What Do We Mean by Quality in Teaching and Learning? An institutional quality…
- 10. 1. What DoWe Mean by Quality in Teaching and Learning? Teachers Matter!
- 11. LMS VLE “To provide an exceptional and distinctive experience for all students through a rich digital learning culture.” 1. What Do We Mean by Quality in Teaching and Learning?
- 12. Wanted to avoidthe dominant ‘pump, pump, dump model’ of online (blended) learning… 1. What Do We Mean by Quality in Teaching and Learning?
- 13. institution individualclear standards creative flair externally imposed requirements internally owned commitments central quality police local professional responsibility quality compliance quality culture Key Tensions… 1. What Do We Mean by Quality in Teaching and Learning?
- 14. • Valueladen • Contestable • Context bound • Discipline specific • A moving target • But quality does exist Definitions of quality are… 1. What Do We Mean by Quality in Teaching and Learning?
- 15. 2. How DoYou Design for Quality Learning Experiences?
- 16. Teaching Evaluation DataCourse Planning & Development Tools Guidelines for Effective Practice Accessibility Guidelines Course Self-review Checklist Designs for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Professional Learning 2. How Do You Design for Quality Learning Experiences? Quality Enhancement Framework…
- 17. Scholarly Peer ReviewEffective Practice Guidelines Academic Development Learning Analytics Scholarship of Teaching and Learning Grants and Awards Designs for Learning Resources for Learning Facilitating Learning 2. How Do You Design for Quality Learning Experiences? Quality Enhancement Framework… Assessment for Learning Evaluating Teaching Professional Learning Learning Design Tools
- 18. • Whypeer review 2. How Do You Design for Quality Learning Experiences?
- 19. • Whypeer review • Principles of peer review - owned by academics - focus on paper design - emphasis on formative feedback - promote pedagogical conversations - confidential to participants - must have institutional alignment 2. How Do You Design for Quality Learning Experiences?
- 20. http://peerreview.massey.ac.nz 2. HowDo You Design for Quality Learning Experiences?
- 21. Peer Review Framework2. How Do You Design for Quality Learning Experiences?
- 22. … anall encompassing term to cover the process, representation, sharing and evaluation of designs from lower level activities right up to whole curriculum level designs. Learning design is… macro designs meso designs micro designs (Conole, 2010). 2. How Do You Design for Quality Learning Experiences?
- 23. ‘ A key principle of learning design is to help make the design process more explicit and shareable’ (Conole, 2010, p.482). 2. How Do You Design for Quality Learning Experiences?
- 24. ‘ There isa gap between the potential of technologies for learning and their actual use in practice’ (Conole, 2010, p.483). 2. How Do You Design for Quality Learning Experiences?
- 25. ‘ Teachers lackthe necessary skills to make informed judgements about how to use technologies and are bewildered by the possibilities’ (Conole, 2010, p.483). 2. How Do You Design for Quality Learning Experiences?
- 26. http://compendiumld.open.ac.uk http://www.phoebe.ox.ac.uk/ Emergenceof design tools… 2. How Do You Design for Quality Learning Experiences?
- 27. Learning Design Supporthttps://sites.google.com/a/lkl.ac.uk/ldse/Home Conversational framework… 2. How Do You Design for Quality Learning Experiences?
- 28. 2. Where iseLearning heading? Masterman, E., & Manton, M. (2011). Teachers’ perspectives on digital tools for pedagogic planning and design. Technology, Pedagogy and Education, 20 (2), 227-246. Calculating the costs of pedagogy… 2. How Do You Design for Quality Learning Experiences?
- 29. 2. Where iseLearning heading? Student Workload Calculator http://www.massey.ac.nz/~arowatt/Mockup01.html 2. How Do You Design for Quality Learning Experiences?
- 30. 2. How DoYou Design for Quality Learning Experiences? • Consolidating data • Sharing the evidence • Implementing action plans
- 31. 3. What arethe Implications for Institutions and Educators?
- 32. • Promotinga high level of professional trust • Giving responsibility for quality back to academics • Building distributed leadership for teaching and learning Quality enhancement is about… 3. What are the Implications for Institutions and Educators?
- 33. “ Not everythingthat can be counted counts , not everything that counts can be counted ” Albert Einstein Final Comment
- 34. http://tinyurl.com/solt-mbrown Further Comments• Walk the talk • Digital scholarship • Knowledge harvesting and brokering • Scratch pad for critical thinking and reflection • Wider impact with a worldwide audience Why I blog…
- 35. “ A prudent question is one-half of wisdom. ” Francis Bacon Questions http://www.slideshare.net/mbrownz/
Editor's Notes
- #12 The new New Zealand is digitally connected.
- #16 Thank you for your attention and I welcome questions and discussion.
- #17 In the spirit of being a quality maker…
- #18 In the spirit of being a quality maker…
- #27 Learning design tools have been around for some time in different forms. Something as simple as a lesson plan can constitute a learning design, or at least be a component part of one. Much of the work that has been undertaken in recent years, mid to early 2000s, has focused on the ‘e’ aspects. Many of the digital tools then focus on the digital elements of learning design, as well as providing opportunities to share designs for review with peers. By way of tools the two displayed here are from the Open University UK and the Oxford University. Both focus on learning design with Phoebe being an online tool that allows users to record what we call paper details into a searchable repository, with the aim of being able to share designs with the community, who in turn take can take those designs, change and put back into the community. The Open University tool breaks down the activities that take place as part of specific tasks and maps out the way the student would get to the end point. Alongside this the ‘tutors’ activities are also mapped out, providing a visual representation of the process of achieving a particular course aim from tutor and student points of view. Conole and Oxford Tools
- #28 Learning Design Support project from the London Knowledge Lab and headed by Diana Laurillard extends the notion of collaborative learning design by providing a tool for building learning designs that are hung off explicit pedagogic frameworks.
- #29 Laurilard’s Tools – a very well defined and well thought out tool but is beyond the capabilities of most people to fully appreciate what it attempts to achieve.
- #30 Massey’s tool based on the spreadsheet version of the student workload calculator, now online. Focuses on the numbers, specifically whether what is being asked of a student is excessive given the number of hours available. The tool doesn’t focus on the pedagogical decision making that often takes place when making decisions about what to include and not to include. In many ways this tool possibly oversimplifies a very complex set of decision making, but its strength, we believe, is the fact it speaks to teaching staff by not focusing on the complexities of learning design. It does however raise important questions around assumptions of time spent in activities or tasks such as creation of material online i.e. interactions between peers and lecturers, interacting with tools i.e. wikis etc. Bringing these sorts of questions to the forefront may then result in a person to seek help from colleagues and support staff.
- #32 Final response to quality question.
- #33 Final response to quality question.