The Higher Education Academy New Lecturers Workshop Welcome

1
The Higher Education AcademyNew Lecturers
WorkshopWelcome!

• Heriot-Watt University
• September 3-4 2007
• Roger Penlington
• Jane Pritchard
• Elaine Smith

2
Aims of the workshop

• To introduce you to some of the current and
  emerging practices in designing and delivering
  engineering programmes in HE
• To give you the opportunity to share your ideas
  and practices and to consider some new approaches
  to teaching students in Engineering Text

3
Overview of 2 days

• Day 1
• AM
• Welcome and introductions and housekeeping
• Theme 1 Design for learning in Engineering
• PM
• Theme 2 Designing teaching activities

• Day 2
• AM
• Theme 3 Assessment driven student learning
• Feedback
• PM
• Theme 4 Evaluating the student learning
  experience
• Where next - What can the Engineering Subject
  Centre offer you?

4
(No Transcript)
5
(No Transcript)
6
Intended Learning Outcomes (ILOs)

• By the end of the 2 days participants will be
  able to
• Design teaching sessions and write intended
  learning outcomes inline with UK-SPECS
• Evaluate the role of e-learning technologies as
  part of an array of approaches to teaching
• Prepare constructively aligned assessment
  strategies to ILOs and analyse a range of
  assessment practices
• Describe what good practice in providing student
  feedback is with examples
• Recognise the role of evaluation in providing
  feedback on teaching and design an appropriate
  evaluation for their teaching needs

7
ACTIVITY 1

• In pairs interview each other for 3 minutes on
  the 2 questions
• What questions do you have about teaching and
  learning?
• What do you want to get out of these 2 days, i.e.
  what would be a successful 2 days for you?
• BE PREPARED TO FEEDBACK FROM YOUR PAIR TO THE
  GROUP

8
Learning
ATHERTON J S (2005) Learning and Teaching  What
is learning?   On-line UK Available
http//www.learningandteaching.info/learning/whatl
earn.htm  Accessed 22 August 2007
9
WHAT IS LEARNING?
10
Video moment
11
Approaches to Learning www.learningandteaching.inf
o (table adapted from Ramsden 1988)
12
Strategic/Achieving

• very well-organised form of Surface approach
• the motivation is to get good marks.
• The exercise of learning is construed as a game,
  so that acquisition of technique improves
  performance.

13
Like our students we as teachers can adopt a
surface/deep/strategic approach to our role.

• The other pressures on us will determine our
  approach as well as our own preferences, i.e. the
  external and internal motivations.
• This is no different to your students.

14
The starting point for design

•  What knowledge, understanding and skills should
  the learner develop through this course,
  programme or session?

15
The design depends upon

• The purposes of the course
• Your conceptualisation of the subject
• The assumptions you makes concerning the nature
  of knowledge and the way students learn,
• What you consider to be appropriate processes for
  achieving these aims

16
Other influences include

• What you consider to be the purpose of higher
  education
• What you believe your role is in supporting
  student learning
• Your prior experiences as a learner and/or
  teacher

17
One way of designing courses (Cowan and Harding
model)
18
This approach helps students to

• Determine what they are meant to be achieving
• Monitor their own progress
• Develop greater responsibility for their own
  learning

19
This approach helps teachers to

• Make explicit previously implicit assumptions and
  values
• Think and plan in detailed and specific terms
• Improve assessment methods
• Assess whether students have achieved ILOs
• Select what to teach and the best order in which
  to teach it
• Choose the most appropriate teaching method
• Evaluate/review the design

20
Aims, objectives and outcomes (whats the
difference?)
21

• Aims are what the teacher plans to do for the
  students and how.
• The aim of this course/module/session is
• to encourage the acquisition of general
  scientific skills relating to the systematic
  assembly, critical analysis, interpretation and
  discussion of factual information and data
  (IBLS, Level 2)

22

• Objectives are statements of what you are going
  to teach.
• To present current methods of cataloguing and
  providing access to records.
• Explain the threads that link past artistic
  traditions to those of the 20th Century art
  forms

23

• Intended Learning Outcomes are statements of what
  a student should be able to do at the end of the
  course and of what you are going to assess.
• They are expressed in terms of active behavioural
  verbs, e.g.
• By the end of this course students should be able
  to
• Use software packages for design, analysis and
  modelling of XXXX.
• Analyse and critically evaluate experimental lab
  data.

24
What about different levels of learning?

• What happens when you really want students to
  "understand" something, or even to have come to
  their own conclusions about a debatable topic?
• What happens when you want them to change their
  frame of reference so that they see something
  differently?
• What happens when you want them to be creative?
• What happens when you want them to reach the
  higher levels of learning?

25
Something to consider when writing ILOs

• Blooms taxonomy

ATHERTON J S (2005) Learning and Teaching 
Bloom's taxonomy   On-line UK Available
http//www.learningandteaching.info/learning/bloom
tax.htm  Accessed 16 November 2006
26
ACTIVTY 2

• Using the table supplied
• Write/examine 2 or 3 ILOs that span Blooms
  taxonomy for a course you are currently teaching
• OR
• Write 2 or 3 ILOs for a new course based on your
  own current research/scholarship interests
• Swap with another participant

27
ILOs and ASSESSMENT 1

• Spot quiz what does ILO stand for?
• Good practice for a module is 4-6 ILOs
• Any less and they are more likely to be aims
• Any more and maybe overly prescriptive
• WRITING ILOs takes practise and is only part of
  the deisgn process. Be prepared to change your
  ILOs to match your assessment.

28
ILOs and ASSESSMENT 2

• You should be able to assess ALL the ILOs.
• Constructive alignment (tomorrow am)
• Your assessment and ILOs should be matched. Use a
  grid to cross reference. Helps identify where
  over assessing and under assessing.
• Preparing ILOs and assessment is a cyclic
  process.

29
Evaluation (tomorrow pm)

• So you designed a course.
• How will you know what went well and what
  didnt?

30
ACTIVITY 3 Design a course

• Design a course on shoplifting using the Cowan
  Harding model as a template
•  Consider the following
•  What are the aims of your course? i.e. what do
  you want your students to know and be able to do
  by the end of the course?
• What are the ILOs?
• How will you assess the ILOs?
• Have you built in any evaluation in other words
  how will you know what went well and what didnt?
• What teaching and learning approaches will you
  adopt?

31
(No Transcript)
32
Evaluation

• What was the most useful of meaningful thing you
  learned during this session?
• What question(s) remain uppermost in your mind as
  we end this session?
• What was the muddiest point in this session?

33
Question 1

• What does ILO stand for?
• 1 (pink) Intended Learning Objectives
• 2 (yellow) Independent Learning Outcomes
• 3 (green) Intended Learning Outcomes
• 4 (white) Ideal Learning Outcomes

34
Question 2

• What does HEA stand for
• 1 (pink) Helping Educators Always
• 2 (yellow) Higher Education Academy
• 3 (green) Hopeless Educators Anonymous
• 4 (white) Higher Education Authority

35
Question 3

• What is constructive alignment?
• 1 (pink) where ILOs and Assessment are aligned
• 2 (yellow) where ILOs, Assessment and teaching
  activities are aligned
• 3 (green) where your course outline fits on one
  side of A4

36
Question 4

• What are the 4 signs to identify a student in
  trouble?
• 1 (pink) unhappy/loud/withdrawn/appearance
  change
• 2 (yellow) loud/withdrawn/joyful/attentive
• 3 (green) loud/withdrawn/appearance
  change/happy
• 4 (white) drunk/disorderly/raucous/smelly

37
Question 5

• The statement
• To present the key features of steel structure
  microstructures
• Is an
• 1 (pink) AIM
• 2 (yellow) OBJECTIVE
• 3 (green) Intended Learning Outcome (ILO)

38
Question 6

• Relates theoretical ideas to everyday
  experience ARE characteristics of a student
  taking which approach to their learning?
• 1) PINK SURFACE
• 5) BLUE DEEP

39
Question 7

• Going from low-high which is the correct order of
  the Blooms Taxonomy Hierarchy
• 1 (pink) comprehension/ application/
  knowledge/ analysis/ evaluation/ synthesis
• 2 (yellow) knowledge/ comprehension/
  application/ analysis/evaluation/ synthesis
• 3 (green) knowledge/comprehension /applicati
  on/analysis/synthesis/evaluation

40
Question 8

• Which is not plagiarism?
• 1 (pink) Cutting and pasting a paragraph from an
  e-book, changing the order of a few words
  and acknowledgment in a bibliography
• 2 (yellow) Quoting the idea of a fellow student
  or colleague in your own work
• 3 (green) Paraphrasing a statement, changing a
  few verbs but retaining the focus of the idea
  and inserting as a reference

41
Question 9

• What does UK-SPEC stand for?
• 1 (pink) UK Society of Engineering Councils
• 2 (yellow) UK Standard of Engineering Capacity
• 3 (green) UK Specification for Engineering
  Competence
• 4 (white) UK Standard of Professional Egg
  Counting

42
Question 10

• Which of the following is not a learning object?
• 1 (pink) Flash animation
• 2 (yellow) PDF document
• 3 (green) Lab Sheet
• 4 (white) Paper bag