introduction to learning and teaching in higher education (part 2)
DESCRIPTION
This is Part 2 of the Introduction to the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley and Professor Simon Haslett in the afternoon of Monday 14th September 2009 on the Caerleon Campus of the University of Wales, Newport.TRANSCRIPT
Introduction to the course 214 September 09
1.30 – 4.30
Rachel Stubley and Simon Haslett
Reflect on the choices we make in selecting teaching methods
Differentiate between domains of learning (and levels of learning)
Start to plan to extend your teaching methods appropriately
Appreciate the scope of pedagogic research in HE
Consider the place of scholarship and research in your own practice
What teaching methods do you use? What influences your choices?
Most tutor control
Least tutor control
Lecture Demonstration Discussion Tutorial Practical Simulation Role play Visit Research/project Real life experience
“Rote learning scientific formulae may be one of the things scientists do, but it is not the way scientists think” Biggs 1989 (cited in Ramsden 2003:45)
Consider the model of levels in the three domains of learning on p. 55 of the guide
What teaching methods would be appropriate at different levels (exercise p.56)
Now return to the question of what you currently do
Consider how you might develop your practice
Use the grid on p.57 to support your reflections
You will need to complete the action plan on p. 46 and include it in your final portfolio
Higher Education Academy◦ Subject Centres
24 disciplined based centres Offer events/resources for new lecturers Grants and other funds
◦ Special Projects e.g. Education for Sustainable Development Project
◦ EvidenceNet new resource base Contribute material
Society for Research in Higher Education (SRHE) International Society for the Scholarship of
Teaching and Learning (ISSOTL)
http://www.heacademy.ac.uk
individually-focused scholarship for personal use; internally-focused scholarship for local (e.g. departmental,
institutional) use; externally-focused scholarship, such as defined by the
Research Assessment Exercise (RAE, 2005, p. 34) as “the creation, development and maintenance of the intellectual infrastructure of subjects and disciplines”; and
research for external dissemination at conferences and in publications (i.e. pedagogic research).
Where does your SoLT sit?
(see Haslett, 2009)
Why do/would you do it?◦ Strategic e.g. research-informed teaching◦ Contractual e.g. teaching-led research◦ Personal professional updating/reflection and career◦ Disseminate examples of practice
What do/would you research?◦ Generic issues e.g. student engagement◦ Case studies e.g. examples of teaching
How do/would you do it?◦ Individually or collaboratively?◦ Funding for research and publication e.g. grants?◦ Output types e.g. books, articles, conferences?◦ Time and space to undertake research and writing?
Which approaches are you most involved in?
Research-tutored
Engaging in research discussions
Research-based
Undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research and inquiry skills and techniques
STUDENTS ARE PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
STUDENTS FREQUENTLY ARE
AN AUDIENCE
Source: M. Healey & A. Jenkins (2009) Developing students as researchers. In: S. K. Haslett & H. Rowlands (eds) Linking research and teaching in Higher Education. University of Wales, Newport, pp. 7-11.
How does your teaching map within the R-T Nexus?
From Haslett (2009)
The Research-Teaching Complex
Select a paper in either the Newport CELT Journal or the NEXUS Conference Proceedings
On a quick skim read/scan discuss with the person next to you:◦ what is the focus of study?◦ what methods are used?
ARMITAGE, A. et al (2003) Teaching and Training in Post-compulsory Education 2nd Edition. Maidenhead: Open University Press
HASLETT S. K. (2009) Unpicking the links between research and teaching. Newport CELT Journal, 2, 1-5.
HEALEY M. & JENKINS A. (2009) Developing students as researchers. In: S. K. Haslett & H. Rowlands (eds) Linking research and teaching in Higher Education. University of Wales, Newport, pp. 7-11.
RAMSDEN P. (2003) Learning to Teach in Higher Education 2nd Edition. London: Routledge.