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Learning and Teaching that is Research Led and Practice Driven

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Practice Driven Learning at Swansea. LOCS Learning Opportunities in Clinical Settings (Medicine) Practical Skills Labs (Nursing) Role Play exercises (Audiology) ... – PowerPoint PPT presentation

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Title: Learning and Teaching that is Research Led and Practice Driven


1
(No Transcript)
2
Learning and Teaching that is Research Led and
Practice Driven
Professor Alan Speight(PVC Student Experience)
3
RPLT how do we go forward?
  • Position Statement on Learning and Teaching that
    is Research Led and Practice Driven
  • Institutional Initiatives (e.g. Research/Practice
    Week)
  • Discipline Based Initiatives todays main focus

4
RPLT Week - Purpose
  • To introduce students to the research that is
    happening in their School and practice in their
    profession
  • To integrate staff and students into the research
    culture of the school
  • To encourage closer links between the research
    and the teaching of the subject area

5
RPLT Week - Ideas
  • Staff and student research/practice seminars for
    audiences of staff and students
  • Poster presentations of staff research/practice
    projects
  • Poster presentations of student research/practice
    3rd years to 2nd and 1st years?
  • Opportunities for students to interview staff
    about their research/practice as a part of their
    studies

6
RPLT in the Curriculum?
  • Can you clearly identify where research-based
    learning occurs in the programme?
  • Where are research methods/skills/ethics taught
    and practiced?  Is this progressive? 
  • Is the research knowledge/skill the student
    acquires made clear in the module learning
    outcomes?
  • Can/do students participate in departmental
    research projects?

Jenkins and Healey, Case Studies, p53
7
RPLT in the Curriculum?
  • Is there is the scope for students to conduct
    independent research in their programmes?
  • How are the links between teaching and research
    embedded in the monitoring and review of modules
    and programmes?
  • How are students supported in making explicit how
    research training/knowledge supports their
    employability?
  • How are undergraduate students made aware of
    postgraduate research opportunities?

Jenkins and Healey, Case Studies, p53
8
Promoting RPLT
  • How does the learning and teaching strategy
    articulate research and teaching/learning links?
  • How does the research strategy articulate
    teaching and research/learning   links?
  • Are (all) researchers involved in teaching? 
  • How do research teams and course teaching teams
    link with each other?  How are these links
    facilitated?
  • Are research 'clusters' also 'teaching teams'?

Jenkins and Healey, Case Studies, p53
9
Promoting RPLT
  • How are teaching staff managed in developing
    research and/or scholarly capacity and vice
    versa?
  • How are new staff and new students made aware of
    RPLT values and practices?
  • How is the research culture and activity given
    visibility to students? 
  • How do students come into contact with
    departmental research?

Jenkins and Healey, Case Studies, p53
10
Enquiry Driven Learning Example 1
  • Groups of 4-5 students were each given an
    engineering artefact e.g. a safety razor the
    bottom frame of a bicycle
  • In the next X weeks these student groups could
    approach research staff to ask what research are
    you doing that might effect how this artefact
    will look like and function in c5 years time?
  • All student groups later presented a poster which
    provided a summary of their findings to a
    gathering of 700 academic staff, support staff,
    postgraduates and first year and other students

Jenkins and Healey, Case Studies, p21
11
Practice Driven Learning Example 1
  • Final Year students were asked to undertake role
    play and requested to address an environmental
    geophysics problem for a client
  • Asked to design a solution and present their
    findings in a technical report and verbal format
  • Concluding in a 20 minute presentation describing
    their findings in detail to a group of
    stakeholders

Jenkins and Healey, Case Studies, p14
12
Practice Driven Learning at Swansea
  • LOCS Learning Opportunities in Clinical
    Settings (Medicine)
  • Practical Skills Labs (Nursing)
  • Role Play exercises (Audiology)
  • Design projects requiring close involvement with
    industry (Engineering)
  • Supervision Skills courses (Audiology)
  • Translation Technology (Languages)

13
Promoting Research Led Learning
  • Student Electronic Research Journals
  • Geography at Swansea
  • Biological Science at Chester, Leeds and
    Nottingham
  • Bioscience Horizons biohorizons.oxfordjournal
    s.org
  • Plans for a Welsh Student Research Journal
  • UROP Undergraduate Research Opportunities
    Programme
  • Warwick, Imperial, Cardiff and the US (paid,
    extra- curricular research on live projects
    linked to staff interests)

14
Useful Resources
  • Alan Jenkins and Mick Healey, Institutional
    strategies to link teaching and research, HEA,
    2005
  • Alan Jenkins, Mick Healey and Roger Zetter,
    Linking teaching and research in disciplines and
    departments, HEA, 2007
  • Mick Healey and Alan Jenkins, Case Studies of
    linking discipline-based research and teaching in
    disciplines, departments, institutions and
    national systems, May 2008
  • The University of Sydney policy on
    research-enhanced learning and teaching,
    University of Sydney, 2006, www.itl.usyd.edu.au/RL
    T/usydproject/policy.htm
  • BioscienceHorizons - biohorizons.oxfordjournals.or
    g/
  • www.campus.manchester.ac.uk/ceebl/

15
  • Diolch yn fawr
  • Thank you
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