Viewpoints: Student Representation

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Viewpoints Learner Engagement workshop with the Students Union (21 Jan 2011)

Text of Viewpoints: Student Representation

  • 1. Viewpoints: Student Representation Workshop Presenters: Dr Alan Masson and Jill Harrison ,Contributors: Dr Alan Masson, Vilinda Ross, Catherine ODonnell, Jill Harrison and Karen Virapen. Friday 21 January 2011.

2. Session Outline

  • Welcome and Introduction(5 minutes)
  • Some brief examples of past workshop outputs, photos and findings(5 minutes)
  • Work tasks(1 hour 45 minutes)
  • Next steps, conclusions and questions(5 minutes)

3. Viewpoints Overview

  • Viewpoints has a remit to create a series of user-friendly reflective tools (in workshop and online format) to promote and enhance effective curriculum design.
  • Short video introduction - http://www.youtube.com/watch?v=rV_DE_0fPJ0
  • The tools will help staff consider areas such as:
      • assessment and feedback,
      • information skills,
      • Learner engagement and
      • creativity and innovation
    • while considering the learner perspective.

4. Todays Workshop

  • Aims to give you an opportunity to usethe Viewpoints process and tools while considering the design and delivery of your programme
  • Uses large laminated worksheets (with a student timeline) and best practice cards as promptsto assist conversation, debate, creative thinking and problem solving.
  • You will work together to plan how to address your agreed challenge(s).
  • You will produce visual output.

5. Work tasks

  • You will:
    • be given resources you can use - a worksheet, prompts, post-its and markers etc.
    • be given set tasks to complete.

6. Some examples of outputs from previous workshops 7. Captured Process

  • Workshop sessions

Reward & Recognition residential 8. CourseLevel Course View workshop Images 9. Course Level Example 1 10. Course Level Example 2 11. Module Level Module View workshop images 12. A&F Example 1 Scenario:Effective use of an ePortfolio, module level Why:Course up for revalidation artefacts could be useful beyond the module. 13. A&F Example 2Scenario:Improve student engagement Why:Course up for revalidation going to be using a blended approach (combination of block face-to-face teaching and online learning). 14. Course and Module Level Side by Side 15. Some Quotes

    • Thought provoking.
    • Good to see the plan in front of you.
    • Short sessions exploring ideas - very useful.
    • Enjoyed it not too time-consuming and time used very well.
    • Good material supplied to encourage wider consideration. "Got the team to brainstorm about the way forward in relation to creativity.
    • Better face to face interaction with course team.
    • Look at the holistic approach. Group participation/engagement on ideas
    • Being given the time to reflect.
    • Useful prompts and discussion.
    • From library http://www.youtube.com/watch?v=KuX6b4L_AoA&feature=channel

16. Task 1: Consider your main challenge (20 minutes)

  • Agree challenges and work together to plan how to address these.
  • Consider/decide/agree
    • What needs to be done?
    • By whom?
    • Bywhen?
  • Record details in the objective box at the top of the laminate worksheet.

17. Task 2 Select cards / learning events (20 minutes)

  • Firstlyonlylook at the front of the cards.
  • Choose any cards that might help you address your challenge(s).

18. Task 3 Map principles tostudent learning timeline (20 minutes)

  • Place the cards on the timeline, where you think is relevant, considering the student perspective .
  • Record your plan as you go along. Note: you can place them in more than one place on the timeline .

19. Task 4 - Tailoring a solution (30 minutes)

  • Discuss how your ideas could be used in practice.
  • Make notes using post-its or markers in theyour planarea.
  • Note any overall action points and reflections.

20. Task 5 Select Interactions (20 minutes)

  • Turn over the most important card(s) and select any interactions that might help you address your challenge(s).
    • (Note: you could indicate what you do already or aspire to do using different coloured markers and providing a key.)
  • Rank the most important card(s) using the rating box or rate individual ideas in order of priority.

21. Next steps

  • Refine the workshop format based on feedback.
  • Develop the online version of the tools.
  • Promote and disseminate both versions.
  • Build up examples / case studies / digital stories.

22. Any Questions? Anything you wish to ask us? 23. Further information Project blog:http://viewpoints.ulster.ac.uk CIES R&R Programme:http://www.cetl.ulster.ac.uk/elearning/rrs/ RLO CETL:http://www.rlo-cetl.ac.uk Dr Alan Masson, Project Director -[email_address] Catherine ODonnell, Academic E-Learning Consultant -[email_address] Jill Harrison, Instructional Technologist [email_address] Karen Virapen, Instructional Technologist [email_address]