Postgraduate Certificate in Learning and Teaching in Higher Education 4144 Supporting Student Learni

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Postgraduate Certificate in Learning and Teaching
in Higher Education4144 Supporting Student
Learning Day One

• Dr John Peters
• Learning and Teaching Centre

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Learning from Icebreaker

• Names of colleagues
• The variety of people, their situations and
  possible contributions
• Reduced anxiety and sense of isolation
• It was fun / energising
• Increased mutual understanding and empathy

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Learning from Icebreaker

• Learning is more complicated that first thought
• Learning works best by using the group
• The teacher doesnt have to be there for learning
  to happen

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Ice breaker issues

• Language can be a barrier
• Terminology irritating icebreaker
• Talking education speak
• Competitive icebreaking can encourage
  instrumentalism using people to fill the boxes
• The teacher wasnt directly involved and learning
• Can be time consuming so is the learning worth
  it?!

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Quick issues

• Timing of the certificate
• over 2 year
• APEL
• Peer observations
• 6 in all from a range of people
• Training outside this programme
• Registration the horror but it has to be done!
  Apply, offer, accept, register, access passwords
• Module progression and dates

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Session design Format

• All approaches listed!
• Ongoing discussion and shared experiences
• Collaborative work peer support outside
  sessions as well
• Direct teaching tell us what we need to learn
• Put the stuff on the web!

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Design content

• Theory and reading lists
• Reading list in handbook course texts
• Theory coming after lunch
• Delegate list
• Handouts on paper
• Providing assessment feedback and doing
  assessment
• Getting students to engage

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Course design Assessment

• Would like to see example portfolios!
• ePortfolio option yes!
• Timely reminders of deadlines
• When to start now and continually - ideally
• Electronic copy of handbook
• What are the requirements and criteria for the
  portfolio?!
• Criteria in handbook
• Requirements are meeting LOs and values

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Learning Cycle motivation

• Necessity
• Need extrinsic motivation
• Enjoyment
• Want intrinsic motivation

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Learning cycle Practice

• Lots of it or none of it
• Repetition good or bad?
• Variety in variety of settings
• Trial and error the opportunity to try and fail
  in safe environment

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Learning Cycle feedback

• Encouragement
• Praise
• Support
• Critical
• Negative

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Learning Cycle reflection

• Thinking
• Changing
• Developing
• Trial and error
• Not just thinking but doing something different
  as a result

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Learning Cycles

• Teacher has direct impact through feedback
• Some impact on environment
• No influence on talent / innate ability?
• Most influence on enabling the positive cycle and
  reducing negative cycle
• And we need to experience the cycle too!
• So how do we embed the cycle in all our
  sessions?

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Constructivism v behaviourism

• Behaviourism
• conditioning and testing
• Learning outcomes and examination
• Constructivism
• Every individual learn by constructing their own
  meaning on the basis of previous experiences and
  constructions
• Massive implications for our practice
• What I tell you is not what you learn
• So, how do I know what you are learning?!

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Lecturing issues

• Whats a lecture?! Presentation transmission
• It depends on environment
• Important for getting info over how do we know?
• Importance of being inspiring, motivating is
  this consistently possible through our
  performance?
• We dont know what students think or understand
  either about lecturing or what we are saying so
  we dont know if or what they have learnt
• Issue of fitness for purpose
• Caters for only one learning style
• Doesnt support a full learning cycle
• But, how do we do activities with large groups?!

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Director study Homework!

• Sort out registration
• Read the handbook and come back with any key
  issues
• Think about methods for embedding the learning
  cycle in large group teaching sessions
• Profile form and statement 1
• Me to construct a draft timetable