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The York Pedagogy: What, how and why
John Robinson, 12 November 2015
Work and Outcomes
Work and outcomes
Amount of work
Outcomes
The Basic Relationship
Amount of work
Outcomes
In practice
Amount of work
Outcomes
But, for simplicity:
Amount of work
Outcomes
Working more productively
Amount of work
Outcomes
Ways to work more productively
Ways to work more productively
▪Learning
▪Technology
▪Processes
▪Documents
The York Pedagogy
The York Pedagogy
▪Thinking about outcomes and work together
The York Pedagogy
▪Thinking about outcomes and work together
▪Better co-design of outcomes and work
The York Pedagogy
Amount of work
Outcomes
The York Pedagogy
Amount of work
Outcomes
A learning outcome
The York Pedagogy
Amount of work
Outcomes
A learning outcome
The route to it
The York Pedagogy
Amount of work
Outcomes
The York Pedagogy
Amount of work
Outcomes
The York Pedagogy
▪Better co-design of work and outcomes
The York Pedagogy
▪Better co-design of work and outcomes
▪More ambitious in final outcomes
The York Pedagogy
▪Better co-design of work and outcomes
▪More ambitious in final outcomes
Powerful PLOs
The York Pedagogy
▪Better co-design of work and outcomes
▪More ambitious in final outcomes
▪Enable students to work smarter (increase the slope)
The York Pedagogy
▪Better co-design of work and outcomes
▪More ambitious in final outcomes
▪Enable students to work smarter (increase the slope)
Well-designed work
The York Pedagogy
▪Better co-design of work and outcomes
▪More ambitious in final outcomes
▪Enable students to work smarter (increase the slope)
Well-designed work
Served by contact time
The York Pedagogy
▪Better co-design of work and outcomes
▪More ambitious in final outcomes
▪Enable students to work smarter (increase the slope)
▪Intermediate outcomes are important too
The York Pedagogy
▪Better co-design of work and outcomes
▪More ambitious in final outcomes
▪Enable students to work smarter (increase the slope)
▪Intermediate outcomes are important too
Summative assessmentdesign
The York Pedagogy
Amount of work
OutcomesAn ambitious outcome
The York Pedagogy
Amount of work
OutcomesAn ambitious outcome
The York Pedagogy
Take away the axes
An ambitious outcome
An ambitious outcome
And another
The Learning Ladder
Able to extend the boundary ofknowledge in the discipline
Able to extend the boundary ofknowledge in the discipline
By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)
Able to extend the boundary ofknowledge in the discipline
By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research Methods Module).
By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)
Able to extend the boundary ofknowledge in the discipline
By conducting research under one-to-onesupervision, analysing and writing up resultsin the form of a dissertation, develop theorganisational and expressive skills to applythe analysis and synthesis skills developedearlier to new problems (in ISM).
By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research Methods Module).
By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)
A narrative explanation
To reach this programme learning outcome of being able to extend the boundary of knowledge in the discipline, you will practice critical reading, analysis and writing skills on foundational texts in the discipline in Core II, practice research methods on small scale problems in Research Methods, then conduct research under one-to-one supervision, analysing and writing up results in the form of a dissertation, develop the organisational and expressive skills to apply the analysis and synthesis skills developed earlier to new problems, all in the Independent Study Module.
Purple Blue Mustard Red Green Extend the boundary of knowledge
ISM By conducting research under one-to-onesupervision, analysing and writing up resultsin the form of a diss-ertation, develop theorganisational and expressive skills to apply the analysis and synthesis skills dev-eloped earlier to new problems (in ISM).
Option in W
Res methods
By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research MethodsModule).
Core V
Option in Z
Core IV
Core III
Option in Y
Core II By reading canonical texts in the discipline and writing two critical essays, developunderstanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipl-ine (in Core II)
Option in X
Core I
The York Pedagogy
▪Better co-design of work and outcomes
▪More ambitious in final outcomes
▪Enable students to work smarter (increase the slope)
▪Intermediate outcomes are important too
What? (And why?)
▪A question about the outcomes
What? (And why?)
▪A question about the outcomes
▪Similar to the claims of many universities (Critical thinking, communication, teamwork)
What? (And why?)
▪A question about the outcomes
▪Similar to the claims of many universities (Critical thinking, communication, teamwork)
▪More specific
What? (And why?)
▪A question about the outcomes
▪Similar to the claims of many universities (Critical thinking, communication, teamwork)
▪More specific
▪More ambitious
What? (And why?)
▪A question about the outcomes
▪Similar to the claims of many universities (Critical thinking, communication, teamwork)
▪More specific
▪More ambitious
▪More credible
What? (And why?)
How? (And why?)
▪A question about the work
How? (And why?)
▪A question about the work
▪Why am I doing what I’m doing now?
How? (And why?)
▪A question about the work
▪Why am I doing what I’m doing now?
▪Not tradition
How? (And why?)
▪A question about the work
▪Why am I doing what I’m doing now?
▪Not tradition
▪Not fad
How? (And why?)
▪A question about the work
▪Why am I doing what I’m doing now?
▪Not tradition
▪Not fad
▪But because your work has been designed as a whole, to take you up the learning ladder
How? (And why?)
▪A question about the work
▪Why am I doing what I’m doing now?
▪Not tradition
▪Not fad
▪But because your work has been designed as a whole, to take you up the learning ladder
▪(And we’re continuing to innovate to make the design better)
How? (And why?)
The York Pedagogy: What, how and why? y?
Reconsidering assessment in the light of PLOs
Michael Bate
Department of Mathematics
The York Pedagogy: What, how and why? y?
Refocusing Electronics PLOs to strengthen the core
Andy Hunt
Department of Electronics
Department of Electronics
Refocusing Electronics PLOs to strengthen the core
▪CONTEXT: Major Departmental Teaching Review– Done completely within 2015
▪AIMS:– Respond to external reviews
• IET (accrediting body)• University (Periodic Review)• External Examiners
– Focus more on Core subjects in early years– Enhance specialities in later years– Develop integrated project work throughout degree– Do all this in harmony with University Pedagogy
Department of Electronics
Development Process for PLOs▪Brainstorm with JAR
▪Splitting into Topics & Levels
▪Departmental Away Days– Full staff engagement– Reduction to 4 major topics– Simplification of wording
▪Teaching Committee
▪BoS
▪Working group to developProgramme Specifications– Customised PLOs for specialisms
▪UTC
Department of Electronics
How PLOs appear in our Prog Specs
MEng outcome
BEng outcome
Knowledge
Application
Communication
Management
Customised for each of our
programmes. Electronics with
Music TechnologyNanotechnology
Computing
Department of Electronics
How PLOs appear in our Prog SpecsCommon to ALL programmes.
Shows progression throughinclusive Stages.
Maps well to our Accrediting body.IET (using UK-SPEC)
Knowledge
Application
Communication
Management
Knowledge & Understanding
Design & Development
Communication& Interpersonal
ManagementProfessional
The York Pedagogy: What, how and why? y?
Embedding Programme Leadership
Alison Foster-Lill
Department of Health Sciences
What we doDMT BoS
GSB UPB
Nursing programmes Committee
Midwifery programmes committee
Associate Practitioner (FD) programmes committee
SSPRD (CPD) programmes committee
Why?
PGDip Nursing 1 2
BSc Nursing 1 2 3Integrated Masters In
Nursing 1 2 3 4
BSc programme – four routes through programme (adult , mental health, learning disabilities or child) 34 modules in total, each student will take 22 compulsory modules
54 modules to choose from
BSc in Health and Social Care
Nursing programmes
Part time BSc CPD programme – each student has a bespoke route agreed with programme leader
The benefits• Programme leader has oversight of the entire programme and
the student experience• Programme structure is more cohesive with consistency of QA
across modules• Curriculum development can be managed in an
interconnected way• Minimises repetition or omissions of teaching• Cleary map student progression through the programme and
how they are progressing to achieving the overarching programme aims
• Clearly map development of themes across stages, e.g. in nursing programme - Stage 1 - lay person to practitioner, Stage 2 - practitioner to partner, Stage 3 - partner to leader
The York Pedagogy: What, how and why? y?
Questions?