Workshop 1 (Introductions): Course design, active & e-learningJamie Wood
Presentation from first workshop of the New Techniques and Technologies for Text-Based Disciplines coaching programme at the University of Mainz (https://coachingmainz.wikispaces.com/Homepage), 26th February 2014.
An overview icluding basic principles and references. It was presented during a workshop on Differentiation for EFL teachers of the Alpha Athens School district. (There are problems with the content in the slides, which is not properly viewed. I don't have a clue why this is happening. Should I upload the file in a different format?). My sincerest apologies, anyway..
Workshop 1 (Introductions): Course design, active & e-learningJamie Wood
Presentation from first workshop of the New Techniques and Technologies for Text-Based Disciplines coaching programme at the University of Mainz (https://coachingmainz.wikispaces.com/Homepage), 26th February 2014.
An overview icluding basic principles and references. It was presented during a workshop on Differentiation for EFL teachers of the Alpha Athens School district. (There are problems with the content in the slides, which is not properly viewed. I don't have a clue why this is happening. Should I upload the file in a different format?). My sincerest apologies, anyway..
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
Closing keynote at SEDA Spring Conference in Edinburgh. Looks at change in Higher Education, TESTA data and principles from the 'Transforming the Experience of Students through Assessment' Project (TESTA).
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
Presentation from the I Seminário Internacional de Estudos sobre a Antiguedade e o Medievo: Ocidente e Oriente, 11-12 April 2017, Univesidade Estadual de Londrina, funded by Santander Universities.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Social media and e-learning in history teaching in UK HE – filling a gap?Jamie Wood
Presentation from Changing the Learning Landscape – Social Media in the Humanities workshop, 15th May 2013, Institute of Education University of London.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Introductions
• Briefly say
– your name
– what you study/ teach
– something you can remember from an earlier
workshop
3. Aims
• To develop understanding of different kinds of
learning
• To think more about the role the following in
learning:
– assessment
– creativity
– process and product
• To learn by doing and discussing together
4. Plan for today
• 30 mins: deep and surface learning (JW)
• 1 hour: assessment: from the hidden
curriculum to the creative curriculum (TH)
• 1 hour: lunch
• 1 hour: the creative curriculum (TH)
• 30 mins: Pedagogy, process and product:
inquiry-based learning and student as
producer (JW)
5. Approaches to Learning
Students take an approach to learning:
A ‘surface approach’ means that students intend only
to complete the task requirements. Characteristics of a
surface approach are that the student will memorise
information for assessment, will treat the task as an
external imposition, will fail to relate different aspects
of the course to one another and will often forget
material soon after the assessment.
A ‘deep approach’ means that the student organises
and structures content into a meaningful whole and
sees the relations between parts, relates previous
knowledge to new knowledge, relates knowledge from
different courses and sees the broader significance of
the course.
6. Approaches to Learning
In pairs:
a) Identify a time when you adopted a surface
approach to learning and
b) Identify a time when you adopted a deep
approach to learning.
What factors do you think influenced the
approach that you took in each instance?
7. Approaches to Learning
Students take an approach to learning:
A ‘surface approach’ means that students intend only to complete the
task requirements. Characteristics of a surface approach are that the
student will memorise information for assessment, will treat the task as
an external imposition, will fail to relate different aspects of the course
to one another and will often forget material soon after the
assessment.
A ‘deep approach’ means that the student organises and structures
content into a meaningful whole and sees the relations between parts,
relates previous knowledge to new knowledge, relates knowledge from
different courses and sees the broader significance of the course.
A ‘strategic approach’ means that the student attempts
to understand the demands of the task and adopts an
appropriate approach to meet those demands.
8. Deep or surface learning?
Read the excerpts on the handouts and discuss
with a partner.
Are the students taking a deep or a surface
approach to the task? Why?
9. Why might students choose one approach
over another?
• Habit: previous approaches to learning (successful
and unsuccessful)
• Perception of workload
• Motivation/interest/enthusiasm
• Assessment: Is it assessed? How is it assessed?
• Cues from the tutor
• Perception of the purpose of (higher) education and
the discipline
• Ability to see relevance of learning across and beyond
courses
• Anxiety
11. Assessment?
Essays; examinations; presentations; etc.
Summative: after teaching
Formative: ‘… indispensable to teaching …’
(Biggs and Tang, 2007)
The difference between summative and
formative assessment …
12. What is assessment for?
What is the most important thing that
comes out of the process of assessment?
For the students?
For teachers?
What do our students think is the most
important?
13. An assessment dilemma
Three days before.
2000 word limit.
2800 word essay submitted.
What do you do?
A: Draw a line after 2000 words and assess those words only.
B: Hand it back and tell them to rewrite it before the deadline.
C: As for B, but apply a penalty. What should the penalty be?
D: Hand it back unassessed. (As a non-submission? A fail?)
E: Assess the essay but deduct marks. (How many?)
F: Something else.
14. How we frame assessment shows …
… our own conceptions of what we do; ‘disciplinary
unconscious’ (Decoding the Disciplines).
… our understanding of what ‘knowledge’ is
(quantifiable; what is known can be declared with
precision…)
… our understanding of what a university education
should look like (separation of highest from lowest
scorers).
15. The Hidden Curriculum
Snyder The Hidden Curriculum, 1971.
Gibbs, Improving the Quality of Student Learning, 1992.
‘If you are under a lot of pressure then you will just
concentrate on passing the course. I know that from
bitter experience. One subject I wasn’t very good at I
tried to understand the subject and I failed the exam.
When I retook the exam I just concentrated on passing
the exam. I got 96% … I still don’t understand the subject
so it defeated the object, in a way.’ (Gibbs, 1992, quoted
in Gibbs,2006, p.25)
18. ‘Backwash’
Assessment defines how the students
understand and approach our curriculum.
Learning and
teaching
Intended
outcomes
Outcomes
Assessment
Assessment
Teacher’s
perspective
Student’s
perspective
From Biggs and Tang (2007, p.169).
19. Before lunch
Idea: the post-submission questionnaire.
– What do you think it deserves?
– What do you think it will get?
– What will the feedback say?
– What would you do differently next time?
– What have you learned about the subject through doing
this assessment?
– What have you learned about yourself?
Idea: the ‘real life’ problem.
– Bain 2004.
– Continuous project work as assessment.
20. Questions?
Lunchtime task:
Think of a class you are teaching (or thinking of teaching).
What easy thing can you do to
(a) include a ‘real world’ problem in the course design
and/or
(b) revise (make better) how you assess that class?
Write your thoughts down on a post-it note. Stick it up.
22. So, the problem – the solution
Students are not achieving deep learning …
(partly) BECAUSE
… our assessments don’t encourage it …
SO
… how can we design assessments that encourage
deeper learning?
23. Case study 1: LIPA
Paul Kleiman (2005
and 2008)
A lack of coherence in how
creativity is understood.
HE assessment now
structured around ILOs and
alignment which constrain.
LIPA and its peer review
model.
Liverpool Institute of Performing Arts. Source:
wikimedia
Potentially emancipatory.
Renewal of curriculum
24. Case study 2: The imaginative
curriculum
Norman Jackson (2008)
Creativity is a ‘wicked
problem,’ unique and
complex.
But it is recognised as
essential for economy
and society.
Curriculum that
focusses on process;
on negotiation with
the students; on
continuing ‘lifewide’
curriculum.
25. A turn to ‘creativity’ in the curriculum
What do you understand by creativity?
Is you job a creative job?
Is teaching creative?
Is learning?
26. Some pedagogic justifications from
different perspectives
Bloom’s taxonomy (revised
Anderson and Krathwohl)
Gammon and Lawrence (2005)
University of Luton.
Csikszentmihalyi’s concept of
flow.
Student engagement in designing
assessments; pre-hand-in and
post-hand-in.
Focus on student experience and
anxiety levels.
Image source: http://steve-
wheeler.blogspot.co.uk/2012/06/bloom-reheated.html
27. Against value in the
Humanities
www.heacademy.ac.uk/as
sets/.../Winner_Univers
ity_of_Sheffield.pdf
An interesting assessment
http://honoriartist.livejour
nal.com/622165.html
29. A wrap up
Assessment echoes and structures how students
learn.
Assessment therefore is not just important at the
end of the module but all the way through.
This means innovative and new ways of
approaching curricula and assessment.
But also that even small changes can make a big
difference.
31. Next session
• Workshop 6: Developments, Reflections and
Conclusions
– When: 10th June, 10-12 and 2-4 (note change of
timings)
– Where: 10-12 (Philosophicum, room P 108) and 2-
4 (Georg-Forster-Haus, room 02-741)
– Who: Prof. Hugh Pyper (Biblical Studies, University
of Sheffield)
32. References (1)
• Bain, K. (2004) What the Best College Teachers Do. Cambridge, Mass.: Harvard University
Press.
• Biggs, J. and Tang, C. (2007) Teaching for Quality Learning at University. Maidenhead: Open
University Press.
• Decoding the Disciplines
• Gammon, S. and Lawrence, L. (2006). ‘Improving Student experience through making
assessments ‘flow’’, in Innovative Assessment in Higher Education, edd. Bryan, C. and Clegg, K.
London: Routledge.
• Gibbs, G. (1992) Improving the Quality of Student Learning. Bristol: Technical and
Educational services.
• Gibbs, G. (1999) ‘Using assessment strategically to change the way students learn,’ in
Assessment Matters in Higher Education: Choosing and Using Diverse Approaches edd. Brown, S.
and Glasner, A. Maidenhead: Open University Press.
• Kleiman, P. (2005) ‘Beyond the Tingle Factor: creativity and assessment in higher
education,’ paper presented to the Economic and Social Research Council seminar, Strathclyde.
Source.
• Kleiman, P. (2008) ‘Towards transformation: concepts of creativity in higher education,’
Innovations in Education and Teaching International 45: 3, 209-217.
• Jackson, N. (2008) ‘Tackling the wicked problem of creativity in higher education,’ Source.
• Snyder, B. (1971) The Hidden Curriculum. New York: Knopf.
33. References (2)
For a general overview of issues related to teaching in HE:
• Paul Ramsden (2003). Learning to Teach in Higher Education(2nd edition). London: RoutledgeFalmer.
• John Biggs (1999). Teaching for Quality Learning at University. Buckingham : Society for Research into
Higher Education : Open University Press.
How students learn:
• Jennifer Case and Delia Marshall (2004). “Between deep and surface: procedural approaches to learning
in engineering education contexts”. Studies in Higher Education, 29 (5) 605-615.
• Mary Lea and Brian Street (1998). “Student writing in higher education: an academic literacies
approach”. Studies in Higher Education, 23 (2) 157-172.
• Trevor Habeshaw, Graham Gibbs, & Sue Habeshaw (1987, 2nd edition 2012). 53 Interesting Ways of
Helping Your Students Study. Plymouth: Harper and Row).
• More on deep and surface approaches:
http://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute/document
s/supportresources/lecturersteachingstaff/resources/resources/Student_Approaches_to_Learning.pdf
• Learning styles (which are different to approaches, and describe how a person prefers to learn):
http://www2.le.ac.uk/offices/careers/pgrd/resources/teaching/theories/honey-mumford
• Jan Meyer and Ray Land (2003). Threshold Concepts and Troublesome Knowledge: Linkages to Ways of
Thinking and Practising within the Disciplines. ETL Project Report, no. 4.
http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf