Why CAIeRO? Researching course design at Northampton
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Brief overview of our research project looking at staff experiences of the CAIeRO course design methodology
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1. The document discusses a framework called How Learning Works that bridges educational research findings and teaching practices. It outlines seven principles of how students learn based on cognitive science, including that students' prior knowledge and motivation impact learning.
2. A case study is presented on the use of PeerWise, a student-generated multiple choice question tool, in a physics course. Students engaged well beyond minimum requirements, and participation was correlated with learning outcomes. PeerWise exemplified principles like knowledge organization and motivation.
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The course provided the student with valuable information about the instructional leader's role in technology implementation and integration. They learned that technology plays an important role in student learning and about tools like online learning, distance learning, and web-based instruction. The student set new goals for their own technology proficiency and will prioritize professional development to improve their weaknesses. They realized the need to advocate for change to prepare students for the digital world, despite resistance from others, and will model technology use as an instructional leader.
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Administrative management focuses on accountability and bureaucracy while instructional leadership focuses on achieving goals set by administrative management. Pedagogical leadership focuses on creating a learning organization with a shared vision that supports learning. Administrative management is also necessary to maintain existing school operations and prepare for future challenges. Pedagogical leadership differs from instructional leadership in that it focuses on student learning and needs, sees teaching as a profession, and encourages shared leadership.
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This presentation was used to support a Higher Education Academy workshop on using PBL to deliver employability skills. It provides suggested activities for identifying triggers and scaffolding the development of employability skills.
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1. The course consists of 8 subjects being designed for a 6-week carousel model to provide qualifications for financial advisers by 2024.
2. An active, collaborative approach is taken, informed by educational theories of connected learning. Subjects will include scenario-based assessments and focus on communication, collaboration, creation and feedback.
3. The design process is ongoing, with further consultation in January 2020 to consolidate design elements like topic outcomes and assessment, and finalize the online course structure. The new qualification is a work in progress designed sustainably.
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This document provides guidance on developing an effective new teacher induction program to enhance school culture. It recommends including a full-day orientation before the school year with activities like school tours, introductions to mentors and colleagues, and modeling best teaching practices. Formal mentor training and regular mentor observations of new teachers are also suggested. The goal is to build relationships, increase comfort, share expectations, and inspire new teachers through a well-planned induction program and mentoring support.
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1) Help teachers understand the vision for professional development and attributes of student-centered classrooms;
2) Provide examples of using technology like Google Docs and videos to enhance learning; and
3) Guide teachers to analyze student data and plan lessons integrating researched strategies.
Curriculum Mapping Sept 20, 2013
Curriculum Mapping overview on Sept. 20, 2013 for MURSD on plans for the year, as well as Atlas Rubicon.
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Peer coaching involves teachers observing and providing feedback to one another to improve teaching practices. It works because it creates a collaborative learning community where teachers can discuss passions, set goals, reflect on lessons, and implement new strategies in a cyclical process. The peer coaching system trains master trainers, facilitators, and coaches so participating teachers can improve classroom instruction through peer support and professional development.
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The document outlines a goal-based model for curriculum planning that involves organizing structures like district and school advisory councils and curriculum task forces to determine responsibilities, identify leadership functions, and carry out activities like needs assessments and project evaluations. The planning process also aims to align educational goals with standards, develop a curriculum database, and establish a planning calendar.
Characteristic of curriculum
The document outlines 9 characteristics of an effective curriculum:
1. The curriculum continuously evolves to meet the changing needs of the community.
2. The curriculum is based on the needs and experiences of the people it serves.
3. The curriculum is developed democratically with input from many community stakeholders.
4. Developing the curriculum requires long-term effort to ensure its continued success.
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Module 1 principal leadership for school improvement ppt march 2015
This document outlines the key points from a professional development session on principal leadership for school improvement. The session is divided into three parts with learning outcomes listed at the beginning of each part. The first part focuses on the challenges of 21st century leadership and identifying leadership actions to support student achievement. The second part discusses Viviane Robinson's research on the impact of leadership on student outcomes and the five dimensions of student-centered leadership. The third part focuses on instructional leadership, the barriers and enablers to demonstrating instructional leadership, and tools leaders can use for instructional leadership.
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The document discusses designing blended courses that combine both online and face-to-face learning. It defines blended learning and notes that reducing classroom time is not the goal. The benefits mentioned include increased connectivity between students and instructors and continuing discussions started in class online. Faculty reported that blended courses, when well-designed, allow students to better master concepts and apply skills like critical thinking. The document provides tips for redesigning a course to be blended, such as reexamining objectives and integrating online and in-person activities.
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Constructivism
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences and reflecting on those experiences. Key founders of constructivism include Jean Piaget and John Dewey. According to constructivism, learning involves a process of assimilation of new information and accommodation or adjustment of existing knowledge. Constructivism emphasizes hands-on, active learning and problem solving over rote memorization. It suggests learning occurs through collaboration and social interaction.
Curriculum organization
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
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Ah yes, but that would never work with my students
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Using self- and peer-assessment to develop Higher Education teachers' skills ...
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This document summarizes findings from the Digital Tracker survey conducted at the University of Northampton in April 2017. The survey was distributed to 389 student course representatives and received 111 responses, a 28.5% response rate. Key findings from the 2016 survey included issues around access to technology, need for support of digital skills for both teaching staff and independent learning, and challenges around personal data storage and public profiles. Actions taken in response included reviewing support staffing, promoting digital skills support for students, and clearer communications on file storage policies. The 2017 survey found some ongoing issues as well as new areas to explore like accessibility and digital skills development. Possible actions for 2017 include using evidence to inform policies, more targeted investigations, and support for collaborative
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The document discusses the University of Northampton's strategic approach to leading pedagogical change across its programs and courses to support active blended learning. It involves creating a climate for change by communicating the vision and research behind the approach. Staff are engaged through development programs and course redesign support. Key challenges include helping staff understand the value of active blended learning, representing learning designs, and ensuring the model is clearly communicated. The university provides various resources to support implementing and sustaining the pedagogical changes.
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The University of Northampton saw both strategic and student-driven reasons to pursue mobile learning opportunities. While some raised concerns about inclusiveness and skills gaps, the document argues these challenges can be turned into opportunities with the right platforms, device provision, wireless access, and training. It outlines needing to understand different audience needs and what mobile learning possibilities exist. Future accessibility advances by Apple could help, but third-party developers' priorities may still need to be considered. The university aims to open up learning and support through mobile strategies.
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Introduction to objective, scope and outcome the subject
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Why CAIeRO? Researching course design at Northampton
- 1. Why CAIeRO? Researching staff experiences of course design ALT West Midlands, November 2018
- 2. Approx 350 programmes, over 2000 modules 1 learning and teaching approach: ‘Active Blended Learning’ 1 custom designed campus The challenge
- 4. Phase 1: • Literature review • Semi-structured interviews Phase 2: • Compiling statements (349 down to 41!) • ‘Q sorts’ of statements The research
- 5. CAIeRO encouraged me to reflect on and re-examine the way that I teach; CAIeRO has helped me to think about teaching in terms of the activities students do in order to learn, rather than in terms of the content I should deliver; CAIeRO helped me to align my learning outcomes with my teaching activities and my assessments. Overall findings
- 6. Perspective 1: an opportunity for reflection and experimentation “The CAIeRO process has allowed me to consider and reflect on the ways students learn given the content and the context of the module, to promote engagement, interest and motivation to learn more and on a deeper level.”
- 7. Perspective 2: an opportunity for social learning and to build and strengthen relationships “You can argue that if you just sit at your desk and do it yourself it will be faster, yes ... but then you will have the other people coming back and saying, oh I don’t agree with this, and even the class as well, what are we trying to do? So I think although it may be faster, at least on the surface of it, it’s not as efficient even, let alone effective.”
- 8. Perspective 3: an opportunity to protect time for a structured and holistic design process “the CAleRO process provides dedicated time to re-evaluating a module and physically being able to see where content fits from a student perspective and how this relates to learning outcomes and assessments.”
- 9. Facilitation “I don’t think it’s something where you can just take someone and say, “Oh, do you fancy being a facilitator for a CAIeRO?” I think they need to be embedded in teaching and learning ... They have to have teaching and learning kind of coming from their core, otherwise I don’t think it’d work. I think you’d see through them.”
- 10. Benefits • developing transferable skills; • student-centred design; • constructive alignment; • coherent overview of the student journey; • collaborating with and learning from others; • blocking out dedicated time.
- 11. Limitations • not directly transformative in terms of teaching practice (a great design doesn’t make a great teacher); • not seen to directly increase effective use of technology in teaching; • not easy to take the time to participate in CAIeRO, or to ensure all the necessary staff were there.
- 12. Focus on teaching practice Ongoing research with staff and students What next?
- 14. Useful links More information about Northampton’s approach: About ABL: https://www.northampton.ac.uk/ilt/current-projects/abl/ About CAIeRO: http://bit.ly/CAIeRO Download the report: https://www.northampton.ac.uk/ilt/research- and-funding/publications/ More information about Q: Q Method: https://qmethod.org/ Operant Subjectivity: http://www.operantsubjectivity.org/