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Strategies for enhancing teaching and learning: Reflections from Australia

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Title: Strategies for enhancing teaching and learning: Reflections from Australia


1
Strategies for enhancing teaching and
learning Reflections from Australia
  • Merrilyn Goos
  • Director
  • Teaching and Educational Development Institute

2
EXTERNAL ENVIRONMENT
  • Learning and Teaching Performance Fund (LTPF)
    used a small set of performance indicators to
    allocate funding
  • Australian Universities Quality Agency
    (AUQA) conducts quality audits of higher
    education institutions
  • Tertiary Education Quality and Standards Agency
    (TEQSA) new national body for accreditation,
    regulation, quality assurance

3
EXTERNAL ENVIRONMENT
  • Promote and support strategic change in higher
    education institutions for the enhancement of
    learning and teaching, including curriculum
    development and assessment

4
EXTERNAL ENVIRONMENT
  • Raise the profile and encourage recognition of
    the fundamental importance of teaching in higher
    education institutions and in the general
    community

5
EXTERNAL ENVIRONMENT
  • Foster and acknowledge excellence in teaching in
    higher education

6
EXTERNAL ENVIRONMENT
  • Develop effective mechanisms for the
    identification, development, dissemination and
    embedding of good individual and institutional
    practice

7
EXTERNAL ENVIRONMENT
  • Develop and support reciprocal national and
    international arrangements for the purpose of
    sharing and benchmarking learning and teaching
    processes

8
EXTERNAL ENVIRONMENT
  • Identify learning and teaching issues that impact
    on the Australian higher education system and
    facilitate national approaches to address these
    and other emerging issues

9
HYPOTHETICAL
  • Enhancing teaching and learning at the University
    of Utopia

10
ENHANCING TEACHING AND LEARNING AT THE UNIVERSITY
OF QUEENSLAND
http//www.uq.edu.au/teaching-learning/
11
UQ TEACHING AND LEARNING PROFILE
12
UQ TEACHING AND LEARNING ENHANCEMENT PLAN
  • GOAL 2
  • Support and reward teaching excellence, and raise
    the professionalism, visibility, and status of
    teaching and learning at UQ.

13
Enhance T L
Policies informed by principles (research
scholarship)
14
Enhance T L
Policies informed by principles (research
scholarship)
Organisational infrastructure (committees, role
relationships)
15
Incentives and rewards (career progression)
Enhance T L
Policies informed by principles (research
scholarship)
Organisational infrastructure (committees, role
relationships)
16
Incentives and rewards (career progression)
Support (resources, professional learning)
Enhance T L
Policies informed by principles (research
scholarship)
Organisational infrastructure (committees, role
relationships)
17
Evaluation for quality assurance and enhancement
Incentives and rewards (career progression)
Support (resources, professional learning)
Enhance T L
Policies informed by principles (research
scholarship)
Organisational infrastructure (committees, role
relationships)
18
GOAL 2 Enhance TL
Build institutional commitment to teaching
scholarship
19
GOAL 2 Enhance TL
Build institutional commitment to teaching
scholarship
Ensure optimal arrangements for management of
TL issues
20
Recognise reward teaching excellence, recruit
promote high quality teachers
GOAL 2 Enhance TL
Build institutional commitment to teaching
scholarship
Ensure optimal arrangements for management of
TL issues
21
Recognise reward teaching excellence, recruit
promote high quality teachers
Enhance staff development opportunities ensure
fit with TL priorities
GOAL 2 Enhance TL
Build institutional commitment to teaching
scholarship
Ensure optimal arrangements for management of
TL issues
22
Improve TL quality assurance enhancement
processes
Recognise reward teaching excellence, recruit
promote high quality teachers
Enhance staff development opportunities ensure
fit with TL priorities
GOAL 2 Enhance TL
Build institutional commitment to teaching
scholarship
Ensure optimal arrangements for management of
TL issues
23
INTRODUCTION OF TEACHING FOCUSED POSITIONS
Academic role Role description
Teaching and research (T R) staff The T R academic will contribute principally to teaching and research. 
Research only (RO) staff The RO academic will focus effort on research, including supervision of RHD students.
Teaching focused (TF) staff The TF academic will contribute principally to teaching and to the scholarship of teaching.
http//www.uq.edu.au/hupp/?page69611pid25173
24
  • Build an institutional understanding of and
    commitment to teaching scholarship.
  • Educational research enhances theoretical
    understanding of teaching and learning
  • Scholarly teaching evaluation of and reflection
    on ones own teaching to enhance ones
    understanding of a local problem or issue
  • Teaching scholarship evidence based critical
    reflection on practice that is communicated
    within the discipline and aimed at improving
    practice

25
SCHOLARSHIP OF TEACHING IS CHARACTERISED BY
  • Concern for students and their learning
  • Deliberate, research led design for teaching and
    learning
  • Systematic implementation, analysis and
    evaluation of the design (evidence based
    inquiry) Is it improving student learning?
  • Communicating the findings within the discipline
    so as to improve teaching practice

http//www.uq.edu.au/teaching-learning/index.html?
page65733
26
  • Recruit and promote high quality teachers.
  • Promotion outcomes 2008 for Teaching Focused
    staff (n88 across all academic levels and
    Faculties)

Promotion to Successful Unsuccessful
Level B (Lecturer) 4 1
Level D (Associate Professor) 1 2
http//www.uq.edu.au/hupp/index.html?page68324pi
d0
27
  • Enhance staff development opportunities.
  • TEDI supports Teaching Focused academics and
    promotes research and scholarship in teaching and
    learning via the CESoTL initiative (Creating
    Excellence in Scholarship of Teaching and
    Learning).
  • CESoTL comprises the following activities

28
CESoTL ACTIVITIES
  • 1. Build staff capability within SoTL methods and
    practice
  • University Staff Development Program designated
    courses on SoTL SoTL embedded within existing
    teaching and learning courses on assessment,
    eLearning and mobile technologies, RHD
    supervision, lecturing, curriculum design and
    renewal, leadership, evaluation
  • Situated workshops tailored for school/faculty
    staff or curriculum teams
  • Graduate Certificate in Higher Education -
    Embedding of SoTL orientation, methods, practice
    within courses.

29
CESoTL ACTIVITIES
  • 2. Engage and support staff in SoTL activities
  • Information sessions, mentoring and support for
    staff engagement in local, institutional, and
    national funded teaching and learning grant
    schemes (Faculty TL Grants UQ TL Strategic
    Grants ALTC Schemes see http//www.uq.edu.au/te
    aching-learning/index.html?page56478)
  • Readership and feedback for teaching excellence
    award submissions.

30
CESoTL ACTIVITIES
  • 3. Create and facilitate SoTL communities of
    practice
  • UQ Teaching Learning Network facilitated by
    TEDI academics
  • Support for disciplinary networks and communities
    of practice.

31
CESoTL ACTIVITIES
  • 4. Advocate for SoTL policies and practices
  • Support Faculty Associate Deans (Academic) to
    identify local SoTL priorities and practices
  • Attend and contribute to School and Faculty
    Teaching and Learning Committees, advocate for
    development of policies, initiatives and
    practices to support teaching focused staff.

32
CESoTL ACTIVITIES
  • 5. Develop a national and international profile
    for UQ as SoTL institution
  • Conduct institutional research on UQ SoTL
    initiatives and activities
  • Contribute to UQ Teaching Learning Week (e.g.,
    http//www.uq.edu.au/teaching-learning/week/2008/i
    ndex.html)
  • Potential host of 2012 International Scholarship
    of Teaching and Learning Conference.

33
  • Improve TL quality assurance and enhancement.
  • In January 2009 TEDI conducted on online survey
    of Teaching Focused academics (108 responses) and
    interviewed a sample of respondents.
  • Demographics
  • 57 female
  • 62 full-time
  • 48 Lecturers (Level B)
  • 43 in Health Sciences Faculty
  • 62 on fixed term contract

34
KEY FINDINGS
  • Participants were aware of the intrinsic rewards
    of appointment to a Teaching Focused position
    (satisfaction from teaching support from TEDI
    validation of role within the School extend
    conceptual understanding of teaching and
    learning).
  • Prospects of extrinsic rewards (promotion) are
    unknown and ambiguous.
  • There are diverse perceptions of the role of
    Teaching Focused academics.

35
KEY FINDINGS
  • The majority of Teaching Focused academics
    perceived that their workload had increased.
  • There is a need to promote better understanding
    of the scholarship of teaching and learning
    amongst Teaching Focused academics.
  • Teaching Focused academics have diverse support
    needs in terms of learning about and improving
    their teaching.

36
WHAT CAN WE LEARN FROM YOU?
  • What challenges does your university face in
    enhancing teaching and learning?
  • What support does your university offer academic
    staff for enhancing teaching and learning?
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