Embed Size (px)
Citation preview
Centre for HE Research and Practice
Learner-centred Curriculum
Professor Diane Hazlett
To provide a supportive environment, in which innovative approaches to learning, teaching and leadership are encouraged, valued and rewarded, for all staff and students in the University
UNIVERSITY OF ULSTERLEARNING AND TEACHING STRATEGY
2013/14 – 2017/18
VISION
GOAL
To lead innovation in learning through flexible, inclusive and accessible provision
We will realise our goal through the following three strategic aims:
and enabling aim:
To provide transformative, high quality, learning experiences through the promotion of meaningful staff student partnerships that engender a shared responsibility
Empowering learners to excel in professional life through transformative higher education
To provide appropriate learningopportunities which are flexible, responsive to and inclusive of the needs of students, professions, industry and the wider community
To enhance Ulster’s role as a sector leader for student employability as an integral part of the wider student experience.
Core Strategic Aims
Institutional reference points to Learning and Teaching Strategy 2013/14-2017/18
• To enhance the quality of the student learning experience.• To target, recruit, support and retain a diverse range of students.• To promote and foster creativity in curriculum design and
delivery.• To promote learning, professionalism and employability through
the integration of academic theory and relevant professional vocational practice.
Pedagogies for Engagement
Innovative Pedagogy
Technology
Learning
Spaces
STUDENT
Place for learning
Learner-centred Curriculum
1. Creation of Community
2. Sharing of Power
3. Use of Assessment for continuous improvement
(Cullen et al., 2012)
Learner-centred Curriculum
Student-centred, interactive and innovative programmes Curricula designed to promote leadership in students Develop students’ thinking skills Reflect new models of learning and practice Effectively integrate technology Promote a lifelong career commitment Include intra- and interdisciplinary learning experiences Prepare students for the roles they will assume
• ASSOCIATIVE – builds concepts or competencies in stages e.g. Guided instruction, Drill and practice
• CONSTRUCTIVE (individual) – achieves understanding through active discovery e.g. Experiential learning, Problem-based learning
• CONSTRUCTIVE (social) – achieves understanding through dialogue and collaboration e.g. Conversational model, Reciprocal teaching
• SITUATIVE – develops practice in a particular community e.g. Work-based learning, (Continuing) Professional Development
Pedagogic DesignLearning Perspectives
Learning ActivitiesLearner-Centred Curriculum Design
Learner
Collecting , gathering, recording
Working with others
Discovering Creating and
developing ideasSharing ideasSolving problems
Developing skills and techniques
Applying and integrating
Learning Design in course teams:Implications for professional learning – teachers and students
Technology
LEARNING OUTCOMES
STUDENTTEACHER
ASSESSMENT DESIGN
PedagogiesActive, Flexible, Collaborative
LEARNING OUTCOMES: Purpose, knowledge, skills, capabilities, attitudes?
LEARNER DIFFERENCES: Range, choice, collaboration, support, feedback?
DIGITAL TOOLS, RESOURCES, SERVICES: Access, information literacies, devices, services?
LEARNING DIALOGUES: Role, peer learning, interaction rules, expectations, communication context
LEARNING CONDITIONS: Engagement, motivation, challenge, dialogue, feedback, integration
Students/graduates of learner- centered programs (Blumberg, 2004)
• Know why they need to learn and how to learn
• Have self awareness of their learning abilities and their process of gaining it
• Are responsible and are prepared to become informed citizens
• Can retrieve & evaluate information
• Use knowledge to solve problems
• Can communicate their knowledge in real settings
Curriculum Design and Application
How do the team?....•Encourage staff-student contact?•Develop independent critical thinking?•Encourage active learning?•Provide prompt feedback?•Emphasise time on task?•Communicate high expectations?•Respect diverse talents and learning styles?•Support curriculum with blended learning?
Indicators of Learner-centredness- Evaluation and Assessment
•Are the learning outcomes clearly stated and tied to assessment and evaluation measures?•Are there formative assessments and summative evaluations?•Is assessment and evaluation ongoing through the semester or only at the end?•Are assessments used as learning tools or just grades?•How do students know what their performance is and how grading is presented on the syllabus?
Focusing on Assessment for Learning:
•The newly adopted Ulster Principles of Assessment and Feedback for Learning aim to promote and encourage effective assessment and feedback practice, for students and staff at Ulster. •Ulster staff are requested to familiarise themselves with the seven principles and to consider and plan how to embed the principles into their teaching, to enhance assessment and feedback practice. •This should be evident in the revalidation documents and discussion with the panel
Aims:
• to establish a culture where learning design and feedback practices drive curriculum design and engender student learning (Crisp, 2012; Norton, 2009b; Price et al., 2011; Olsson & Roxå, 2012).
• to embed the Ulster Principles of Assessment and Feedback for learning in the practice of all involved in teaching and supporting student learning
• to further develop staff student partnerships and interactions to support this theme
• to disseminate effective practice and encourage pedagogical research and dialogue in assessment and feedback
Assessment and Feedback
• Harness technology to facilitate the assessment process in an effective and efficient manner (Hepplestone and Parkin, 2012)
• Encourage and maximise opportunities for dialogical assessment and feedback processes – both staff-student and student-student (Beaumont et al., 2008; Boud et al.,1999; Blair & Cartney, 2010; McGinty, 2012; Nicol, 2010)
• Consider the role of on-going feedback for undergraduate and taught masters students undertaking research projects
Assessment and Feedback
• Encourage creativity in assessment design to engage and motivate students, particularly the use of active learning approaches such as problem-based learning and authentic assessment (Boud, 1997; Gulikers, 2004; Savery, 2006)
• Engage staff in conducting action research projects that explore and disseminate their assessment and feedback practices more fully (Norton 2009a;)
• Utilise institutional processes to drive and measure changes in practice and their impact e.g. UKPSF, PD&R, student survey on the quality of teaching, programme management, SoTL and Pedagogic Research.
Constructive Alignment
1. Clarify good performanceHelp to clarify, from the early stages of a programme, what good performance means (goals, criteria, standards);
2. Encourage time and effort on taskEncourage 'time and effort' on challenging learning tasks, which recognise the importance of learning from the tasks, not just demonstrating learning through tasks;
3. Deliver timely high quality feedbackDeliver timely learner-related feedback information that helps students to self-correct and communicates clear, high, expectations and professionalism;
4. Provide opportunities to act on feedbackProvide opportunities for students to act on feedback and close any gap between current and desired performance through complementary and integrated curriculum design and pedagogic practice;
Encourage positive motivational beliefsEnsure that all assessment has a beneficial, constructive, impact on student learning, encouraging positive motivational beliefs, confidence and self-esteem;
Develop self-assessment and reflectionFacilitate the development of self- and peer-assessment skills and reflection on learning, to enable students to progressively take more responsibility for their own learning, and to inspire a lifelong capacity to learn;
Encourage interaction and dialogueEncourage interaction and dialogue around learning and professional practice (student-student, lecturer-student and lecturer-lecturer) including supporting the development of student learning groups and peer learning communities.
Implementation Ideas (pdf cards)
1. Clarify good performance
2. Encourage time and effort on task
3. Deliver timely high quality feedback
4. Provide opportunities to act on feedback
5. Encourage positive motivational beliefs
6. Develop self-assessment and reflection
7. Encourage interaction and dialogue
Professional Engagement: UKPSF
“…staff engaged in delivering or supporting a collaborative programme are appropriately qualified for their role”
Areas of Activity
Core Knowledge
Professional Values
Team engagement with L&T Enhancement
Student Engagement
• Student engagement is about what a student brings to Higher Education in terms of goals, aspirations, values and beliefs and how these are shaped and mediated by their experience whilst a student.
• SE is constructed and reconstructed through the lenses of the perceptions and identities held by students and the meaning and sense a student makes of their experiences and interactions.
• As players in and shapers of the educational context, educators need to foster educationally purposeful SE to support and enable students to learn in constructive and powerful ways and realise their potential in education and society (RAISE 2010).
Recent/Current initiatives
•SE strategic work stream•CHERP/SU focus groups with students prior to
revalidation•HEA funded Students as Partners change programme
2012-2013•CHERP conference Jan 2013 – Student Engagement: a
catalyst for transformative change•HEA/Paul Hamlyn foundation funded What Works?
Student Retention & Success Change Programme 2012-2016
• Ulster Student Experience Principles
Student Engagement (SE)
Institutional reference points:
• Learning and Teaching Strategy 2013/14-2017/18• Graduate qualities• Guidelines for first year teaching• Transition policy• Principles of Assessment and Feedback for Learning• HEA What Works Student Retention and Success Change
programme• Ulster Student Experience Principles
Where is this relevant in revalidation/evaluation documentation?
– Section B Commentaries
• B2.5 Learning, Teaching & Assessment• B2.7 Creativity, innovation & good
practice• B2.10.1 Graduate Qualities• B2 10.2 Widening Participation
• B4 Modules
Learning & Teaching Strategy/SE linkages (1)
Strategic Aim 2 Key supporting objectives Section
To provide transformative, high quality, learning experiences through the promotion of meaningful staff student partnerships that engender a shared responsibility
• To develop students’ knowledge, skills and confidence through active learning experiences with fellow students from diverse backgrounds, to engender a sense of student belonging and identity
B2.5B210.2
B2.5B2.7B210.2• To develop supportive partnerships and
learning communities amongst and between students and staff to engender mutual respect and trust
• To develop ways of working that foster students’ active engagement with their learning and career progression and values their contributions to shaping the design and delivery of programmes.
B2.5B2.7
Learning & Teaching Strategy/SE linkages (2)
Strategic Aim 2 Key supporting objectives Section
To provide transformative, high quality, learning experiences through the promotion of meaningful staff student partnerships that engender a shared responsibility
• To ensure that all students are clear about what they can reasonably expect of their course and what is expected from them
B210.2B4
B210.1
B210.1
B2.5B2.7B210.1
B2.5B2.7B4
• To embed within the curriculum opportunities for students to develop as global citizens, socially, ethically and environmentally aware, sensitive to international contexts and cultures
• To exploit opportunities within course design and programme delivery for internationalising the curriculum and the student body
• To provide explicit opportunities for students to learn about sustainability, formally and informally, engaging with communities and employers.
• To develop and implement more efficient and effective methods for collecting, analysing and responding to student feedback on a timely basis.
Student Perspective
Student Feedback Guidehttp://uusu.org/files/focus-on-feedback-2011.online.pdf
For students… by students… with students…
Students were involved in the working group that devised the Principles and received HEA funding to develop the ‘Focus on Feedback’ Student Feedback Guide.
