- 1. DesigningEngaging and Enhancing StudentLearning (EESL)/ Core
PGCAPModule (Cohort 2)Chrissi Nerantzi & Neil Currant
2. my reflective notes during session 3. Intended learning
outcomesBy the end of the session, participants attending and
engaging in the session will have had the opportunity to: discuss
and critically evaluate own design process andapproaches used
explore innovative student-centred methods and activelearning
approaches when planning lectures, seminars,workshops and tutorials
to maximise engagement develop a better understanding of
technology-enhancedcurriculum design processes and explore
applications inown context 4. Decide What are the 3 most important
ingredients you need totake into account when planning a
session/programme? 5. planning a session: collaborativemindmap
http://www.text2mindmap.com/ 6. Planning a session Your learners
Group size Title Time/duration Day/date, location Aims and Learning
Outcomes Structure and Content Methods/Activities Aids and
Resources Assessment Differentiation Reflection/Evaluation If you
fail to plan, you plan to fail! 7. What is a good aim? A teaching
aim is couched in terms of what theteaching is trying to do,
grounded in what thesubject demands Laurillard (1993:184)
"...expressed in terms of what you, the teacher,will be presenting
to the learner. Rowntree(1990:44) 8. Intended Learning Outcomes
Describe what learners will know and be able todo when they have
completed a session, moduleor programme. What a learner knows or
can do as a result oflearning Otter (1992:i) Descriptors of the
ways that students will beexpected to demonstrate the results of
theirlearning. Race (2000:10) 9. A well-written learning
outcomestatement should: Contain an active verb, an object and a
qualifying clause or phrasethat provides a context or condition Be
written in the future tense Identify important learning
requirements: knowledge,understanding, skills, attitudes at each
appropriate level Be achievable and measurable Use clear language,
understandable by students Relate to explicit statements of
achievement 10. Learning outcomes, minimumrequirementsnice
couldshouldessential Butcher et al (2006) Designing Learning. From
Module outline to effective teaching, Oxon: Routledge. p. 59 11.
The 4 domains DomainTarget Focus Cognitive Knowledge, Mind/
intellectual/mental skills Knowledge Affective Attitudes,
interests, feelings Spirit/ and emotions, values,Attitude
adjustments Psychomotor Manual or physical skills, Body/ Motor and
manipulationsSkills skills Interpersonal People interacting with
each Spirit/Attitude/ otherSkills 12. The Cognitive Domain and
Blooms Taxonomy evaluation creating
synthesisevaluatinganalysisanalysingapplication applying
comprehension understandingknowledgerememberingBlooms Taxonomoy
(1956)Anderson and Krathwohl Revision (2001)Educational Psychology
Interactive: The Cognitive Domain 13. Blooms Taxonomy and verb
listarrange, define, duplicate, label, list, memorize, name, order,
Knowledgerecognize, relate, recall, repeat, reproduce
stateclassify, describe, discuss, explain, express, identify,
indicate,Comprehension locate, recognize, report, restate, review,
select, translateapply, choose, demonstrate, dramatize, employ,
illustrate, Applicationinterpret, operate, practice, schedule,
sketch, solve, use, writeanalyze, appraise, calculate, categorize,
compare, contrast,Analysiscriticize, differentiate, discriminate,
distinguish, examine,experiment, question, testarrange, assemble,
collect, compose, construct, create, design,Synthesis develop,
formulate, manage, organize, plan, prepare, propose,set up,
writeappraise, argue, assess, attach, choose compare, defend,
Evaluation estimate, judge, predict, rate, core, select, support,
value,evaluate 14. What words should (not) be used andwhy?created
at http://wordle.net 15. use words
likeavoid/useState...Describe...Explain... avoid words like List...
Know...Evaluate... Understand...Identify... Really know...
Distinguish between... Really understand... Analyse... Be familiar
with...Outline... Become acquainted with...Summarize... Have a good
grasp of...Represent graphically... Appreciate...Compare... Be
interested in...Apply... Acquire a feeling for... Assess... Be
aware of... Give examples of... Believe... Suggest reasons why...
Have information about... Realize the significance of... Learn the
basics of... Obtain working knowledge of... 16. Constructive
alignment (Prof. JohnBiggs, 1999) outcomesoutcomes outcomesdesigned
to meet learning designed to meet learningdesigned to meet
learningLearning Intended AssessmentandLearning MethodTeaching
Outcomesactivities Students construct meaning from what they do to
learn. The teacher aligns the planned learning activities with the
learning outcomes. 17. Assessment Research shows that inclusive
assessmentachieves higher levels of student satisfaction,provides
increased opportunities for discussionand leads to improvements in
student marksand grades. Inclusive Assessments are built into
coursedesign and meet the assessment needs of themajority of
students. Inclusive assessments are assessmentconcerned with
equality of opportunity. It is an for learningapproach that
recognises that students havedifferent learning styles and offers a
range ofassessment methods necessary to assess thedifferent ways in
which students candemonstrate the achievement of the
learningassessmentoutcomes.of learning 18. Snowballing: I want my
students towe want our students to... Interact Engage Feel
challenged Feel motivated Stretched Feel a sense of achievement
Work autonomously and in groups Remember! We are all different! 19.
How can I do it??? Know my students Build-in variety Active
approaches Assessment for learning Acknowledge contributions Be
creative and flexible"What we have to learn to do, we learn by
doing."Aristotle 20. Designing sessions for Small group Large
groupsadvantages Online delivery Face-to-face delivery Blended
deliverychallenges 21. Technology-enhanced approaches Gadgets you
have with you today: How andwhen do you use them?What about
teaching and learning? Face-to-face settings Blended Fully online
22. Task: Designing a session for learningModule: Introduction to
English cookery (1st yearundergraduates, 100 students, 10 weeks,
kitchen,lecture theatre, seminar rooms, VLE)session: English
Breakfast Learners Intended learning outcomes Learning
environmentDesigning for Learning activitylearning Approach taken
http://www.elearning.ac. Inclusionuk/effprac/html/design_
Assessment model.htm Available technologyActivity based on JISC
resource available at
http://www.elearning.ac.uk/effprac/html/planner.htm 23. Curriculum
design 24. Curriculum design: what is it?A curriculum is an
artefact, constructed within aframe. It has form and structure. It
has dimensionsof time and space. It is experienced. The framing
isimportant what to place inside the frame andwhat to exclude. The
critical decision thenconcerns how the contents within the frame
arecomposed in relation to each other in order tocreate an integral
and harmonious entity.(Paul Kleiman, 2002. P.3) What is missing?
25. Creative Curriculum is a creative act but it usuallyfocuses
onnormcore knowledge of disciplineassessmentorientation internally
andexternallyinformal adjustments ongoingcrammed? 26. Creative
Curriculum is a creative act that focuses is a creative act but it
usuallyon focuses onspaces normflexibilitycore knowledge of
disciplineoriginalityassessmentpersonalisationorientation
internally andcollaborationexternallyinformal adjustments
ongoingcrammed? Key factor: Is creativity valued by students, the
department, influential academics? 27. Discussion Discuss within
your groups. What should be included in the module guide/programme
outline? Check the module guides/programme outlines youbrought with
you. Compare! Present findings 28. Influences Institutional &
Beyond Professional Bodies Resourcing Skills Agenda Employability
Students Widening Participation Technology Research Learning Theory
Student Experience 29. Threshold Concepts? Certain concepts are
held to be central to the mastery of a subject They have the
following features: Transformative: Once understood, a threshold
concept changes the way in which the student views the discipline.
Troublesome: Threshold concepts are likely to be troublesome for
the student. e.g when it is counterintuitive. Irreversible: They
are difficult to unlearn. Integrative: Threshold concepts, once
learned, are likely to bring together different aspects of the
subject that previously did not appear, to the student, to be
related. Bounded: A threshold concept will probably delineate a
particular conceptual space, serving a specific and limited
purpose. Discursive: Crossing of a threshold will incorporate an
enhanced and extended use of language. 30. Curriculum design
modelsmodular approach Lego (scaffolded modules) Satellite (free
standing modules) Jigsaw (connected modules)fitting it all
together, approachespyramidspiral 31. Procedures Quality Assurance
- AQA handbookhttp://www.governance.salford.ac.uk/page/aqa_handbook
consistent, rigorous, transparent and reliable systems
ofassessment; equality of opportunity ... to demonstrate ability
andachievement; the provision of reliable information and guidance.
Annual programme monitoring & enhancement Periodic programme
review & reapproval New Academic Regulations for Taught
Programmes
2010/11http://www.governance.salford.ac.uk/page/ARTP_2010-11 32.
National bodies Quality Assurance Agency (QAA) Frameworks for HE
qualifications (FHEQ)- describe the achievement represented by
higher education qualifications. Subject Benchmark statements for
U/G Masters Degree Characteristics 33. References Biggs, J. (1999)
Teaching for Quality Learning at University SRHE/OUP Bloom, B.S. et
al, Taxonomy of Educational Objectives: Cognitive Domain New York:
McKay Bourner, T & Flowers, S (1998) Teaching and Learning
Methods in Higher Education: A Glimpse of the Future.Reflections on
HE, pp. 77-102. Butcher, Davies & Highton (2006) Designing
Learning: From Module Outline to Effective Teaching,
Abingdon:Routledge Hussey, T. and Smith, P. (2002) The Trouble with
Learning Outcomes, Active Learning 3 (3) 220-233 Hussey, T. and
Smith, P. (2003) The Uses of Learning Outcomes, Teaching in Higher
Education 8 (3) 357-368 Hussey, T. and Smith, P. (2008) Learning
Outcomes: a conceptual analysis, Teaching in Higher Education 13
(1) 107-115 Knight, P. (2002) Being a Teacher in Higher Education
Buckingham: SRHE/OUP Knight, P. (2001) Complexity and curriculum: a
process approach to curriculum making in Teaching in HE Vol 6 No3
pp369-381. Laurillard, D. (2002) Rethinking University Teaching: A
Framework for the Effective Use of EducationalTechnology London:
Routledge Light, G. and Cox, R. (2001) Learning and Teaching in
Higher Education London: PCP publishing Nixon, J. (2001) Not
without dust and heat: the moral bases of the new academic
professionalism, British Journal ofEducational Studies, 49, 2.
173-186. Ramsden, P. (1992) Learning to Teach in Higher Education
London: Routledge. Schon D. A. (1983) The Reflective Practitioner:
How Professionals Think in Action New York: Basic Books. Shulman,
L.S. (1987) Knowledge and teaching: foundations of the new reform
in Harvard Educational ReviewFebruary 57 (1) pp.1-22. Steeples, C,
Jones, CR & Goodyear, P (2002) Beyond e-learning: a future for
networked learning. In C Steeples and CRJones (Eds) Networked
learning : principles and perspectives. London: Springer Trigwell,
K. (2001) Professionalism in the practice of teaching: the role of
research ILT Conference - Keynote addressUniversity of York
Trigwell, K., Prosser, M., and Taylor, P. (1994) Qualitative
differences in approaches to teaching first year universityscience,
Higher Education 27, pp75-84. Universities UK (2004) Towards a
Framework of Professional Teaching Standards: Consultation
Document.
http://www.universitiesuk.ac.uk/consultations/UniversitiesUK/ 34.
Resources: Guide for Busy Academics: Using LearningOutcomes to
Design a Course and
AssessLearninghttp://www.itslifejimbutnotasweknowit.org.uk/files/CPLHE/Learnng%20outcomes%20for%20busy%20academics.rtf
35. looking back and next weekToday What did we do? What are you
taking away? Collect reflective diariesNext week Using and
experimenting Where? You decide!!! 36. DesigningUniversity of
SalfordAcademic Development UnitChrissi Nerantzi
[email protected] Currant [email protected]
