Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.

1. Simon.Bates@ubc.ca
bit.ly/batestalks @simonpbates

2. 2
Content Interaction
Assessment Support
production
curation
delivery
S-S
S-F
F-F
formative
summative
of / as learning
S-S
S-F
design
delivery

3. example scenarios
• Content - intro genetics using news items
relevant to class material
• Interaction - Psych class produces great
discussions in class, but little online
between classes
• Assessment - peer feedback on formative
writing exercises in English

4. move to a corner!
• choose one of the 4 corners (C,I,A,S) that
best represents the topic you would like
to explore in more depth
• You can also use an example ‘issue’ from
your own teaching / courses if you would
prefer

5. let’s document your ideas
• go to https://goo.gl/5jxIqr (letter I not L)
• open the template document there

6. let’s document your ideas
• open the template and save a copy of it
for your use, with a filename of your
choosing

7. let’s document your ideas
• complete the questions that describe
your chosen course example and the
transformation idea / wish you have.

8. plenary discussions
• we will hear from each of the Scenario groups in
turn
• keep in mind the following questions for our
discussion:
• what are the particular strengths of what is
being suggested (‘why will it work?’)
• and what are the challenges (‘why might it not?’)
• any comments or examples from your own
experience that are relevant here?

9. Content: genetics
In this introductory gene0cs course taught to aspiring biology majors,
the course instructor wants to find a way to have students submit
materials from current news stories / features that illustrate the need for
a basic understanding of gene0cs to be able to understand the
implica0ons of the news piece. In this way, she wants to mo0vate
students to realize that the material that they are studying in the course
will be relevant to them in their lives, whether they go on to biology
majors or not. There are 60 students in the class, and the instructor does
not want to have to evaluate the quality of everything that the students
might find and submit.

10. Interaction: psychology
A second year cogni0ve psychology class generates dynamic
discussion between students and teaching staff and engagement on
topics in lectures and seminars, but there is no interac0on between
students online between class mee0ngs, and the instructor is
persistently asked the same ques0ons over and over via email. He
would like to be able to con0nue some of the interes0ng discussions
the cohort gets into during the class online aGerwards, but is not sure
how to support this kind of interac0vity.

11. Assessment: English
In this introductory English class for 200 first year students, the instructor
wants them to be able to give each other construc0ve feedback on small
wri0ng assignments (approximately 200 words each) to improve style and
content ahead of students turning in major summa0vely assessed papers later
in the semester, which contribute significantly to their grade. The instructor
has tried something previously and found that the quality of the feedback that
students are able to offer is highly variable, and some students have
complained about it being a waste of their 0me.

12. closing comments
Content Interaction
Assessment Support
production
curation
delivery
S-S
S-F
F-F
formative
summative
of / as learning
S-S
S-F
design
delivery