IFP staff development Day 2

Learning Development Centre

Welcome and starter activities

Help yourself to refreshments and… a) use the post-it notes to pose any

question you have about teaching and learning at Warwick.

b) make sure you read the contributions of others on the shared spaces

(homework task)

Review of homework tasks

Task 1: http://bit.ly/2cEuLHG - what have you learned today?

Task 2: http://bit.ly/2cUNrFa - relationship between research and teaching

Research-based teaching approaches

http://www.delta.wisc.edu/Events/BBB%20Balance%20Healey.pdf

University Strategy“Innovative ways in which we can connect research

and teaching for the benefit of our students,

and give students the opportunity to undertake research as part of their

degrees.”

“Enrich the student experience through research-led teaching

and further embed opportunities for

undergraduate engagement in our research activities, both to challenge their critical thinking

and to inspire the research scholars of the future.”

screening initial diagnostic

formative summative

Different assessment types

“Backwash” (Elton 1987: 92)

“From our students point of view, assessment always defines the curriculum.”

(Ramsden 1992: 187)

6 tenets of assessment:promote assessment for learning;ensure assessment is fit for purpose;recognise that assessment lacks precision;standards constructed within communities;integrate assessment literacy into course design;ensure professional judgements are reliable.

Assessment for learning“The debate on standards needs to focus on how high standards of learning can be achieved through assessment. This requires a greater emphasis upon assessment for learning rather than assessment of learning.”

Students say that…• knowing what is expected of them, through

clear briefs and criteria enabled them to learn more effectively.

• assessment is marked on implicit criteria• Student say that they don’t understand the

criteria There are indications that…• students don’t fully understand what is meant

by commonly used assessment terminology

Understanding the assessment criteria

http://vimeo.com/channels/154640

Integrate assessment literacy Active engagement with assessment standards needs to be an integral and seamless part of course design and the learning process. This enables students to develop their own internalised conceptions of standards – to monitor and supervise their own learning.

Feedback is “the most important aspect of the assessment process in raising achievement” (Bloxham and Boyd, 2007:7)

Seven principles of good feedbackGood feedback practice:1. helps clarify what good performance is (goals, criteria,

expected standards)2. facilitates the development of self-assessment (reflection) in

learning3. delivers high quality information to students about their

learning4. encourages teacher and peer dialogue around learning5. encourages positive motivational beliefs and self-esteem6. provides opportunities to close the gap between current and

desired performance7. provides information to teachers that can be used to help

shape the teaching.

Taken from: Nicol, D. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 34 (1), 199-218.

Assessment and feedback

Online presentations can also be useful tools for assessment and feedback. Research shows that students both enjoy and understand their feedback better when it is spoken.

http://screencast.com/t/jN4CKBXbFWH

Involving studentsStudents can use their online voice for reciprocal teaching or to provide evidence of group/seminar activity, which you can listen to and assess later.

Recent research has found audio feedback to have advantages over written in terms of retention of content and likelihood of engagement.London Met University (Lunt and Curran, 2010) found audio feedback to be beneficial to both staff and students, with the latter 10 times more likely to read their feedback.Audio feedback can be achieved easily through podcast techniques or combined with written feedback through screencast approaches.

Innovative approaches to giving feedback

Blog feedback

Holistic assessment: e-portfolios

• Wheeler et al (2005) discuss the notion of distributed problem-based learning online and ‘communities of practice’.

• Discursive online dialogue can lead to a ZPD (Vygotsky, 1978) – an incremental shift of an individual’s cognitive development, through peer interactions.

• DPBL can be achieved in synchronous and asynchronous environments.

• Notions of online identity and its relationship to actual, professional identity.

Wheeler, S (2005) The influence of online problem-based learning on teachers’ professional practice and identity ALT-J Research in Learning Technology Journal.  v. 13. no. 2.   2005. p. 125

Problem-based learning online

Tools for brainstorming and collaboration

Tools for real time assessment and capturing student thinking

Advantages of these tools

Ability to keep and share resultsCreating live classroom and homework tasksMotivation and interest; ‘authentic’ resultsInitial or formative assessment of conceptsAnonymity; encourages all learners to engageGamificationPeer dialogue around the ‘live’ results

Write your own evaluation!Which questions (quantitative) would be useful to ask to ascertain learning/enjoyment/value of these two days of training?Think about answer types (e.g. true/false; degree of agreement; multiple choice).

Inclusive Teaching is…Inclusive teaching recognises and accommodates the diverse learning needs of students. This method of teaching is: good practice and will benefit all learners involves acknowledging the different learning needs and

an awareness of the different communities that students are from

encourages the avoidance of stereotyping promotes an anticipatory and proactive approach matches provision to meet the diverse range of student

needs.

Dimensions of Diversity Race Religion or belief Gender Sexual Orientation Age Disability (Seen and

Unseen) Different Learning Styles Background Prior knowledge Previous education

Accessibility• Accessibility is a general term used to describe the degree

to which a product, device, service, or environment is available to as many people as possible. Accessibility can be viewed as the "ability to access" and benefit from some system or entity.

• Accessibility is strongly related to universal design when the approach involves "direct access". This is about making things accessible to all people (whether they have a disability or not).

Source: http://en.wikipedia.org/wiki/Accessibility

Models of Disability

http://www.slideshare.net/unicefceecis/expert-presentation-by-ms-gerison-lansdown-international-expert-on-child-rights

See Oliver (1990) The Politics of Disablement and Oliver and Barnes The New Politics of Disablement (2012)

Re-framing the curriculum

“There is a world of difference between, on the one hand, offering courses of education and training and then giving some students who have learning difficulties some additional human or physical aids to gain access to those courses, and, on the other hand, redesigning the very process of learning, assessment and organisation so as to fit the objectives and learning styles of the students.”

Tomlinson, Inclusive Learning, FEFC, 1996

Format choice• Making materials available in a number of formats

(e.g. printable handout, podcast, slideshow).• Offering a choice of method to achieve the same

learning outcome (e.g. video recording, electronic mind map etc).

• Using formats which are accessible and promote readability (e.g. font choice and size, screen definition etc).

• Ensuring materials work with other accessibility tools (e.g. screenreaders).

Electronic alternatives

Screen shot from Freemind (free mindmap software)http://freemind.sourceforge.net/wiki/index.php/Main_Page

Accessible TextTRY TO AVOID PRODUCING LARGE AMOUNTS OF TEXT IN UPPER CASE, BOLD AND UNDERLINED.

Audio, visual and mobile alternatives

LDC accreditation framework

The UK Professional Standards Framework

Stay in touch!Sara Hattersley (LDC) ext. 75761S.Hattersley@warwick.ac.uk

Twitter: @sarahattersley

https://www2.warwick.ac.uk/services/ldc/