Presentation from first workshop of the New Techniques and Technologies for Text-Based Disciplines coaching programme at the University of Mainz (https://coachingmainz.wikispaces.com/Homepage), 26th February 2014.
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Transcript
1. Workshop 1: Introductions Course design, active &
e-learning Dr Jamie Wood [email protected]
https://coachingmainz.wikispaces.com/Homepage
2. I. INTRODUCTIONS
3. Briefly introduce yourself Name Area of study Prior teaching
experience Why youre here
4. Overview of programme Series of 6 workshops Introduction
(today) = a taster session Technology = e-learning Techniques =
active learning Course design Techniques II = advanced techniques,
integrating design, technology and classroom Conclusions =
feedback, assessment, evaluation, publication, reviewing the
programme Coaching programme JWs observations and feedback
Peer-observation and feedback
5. Plan for today 1. Introductions and rational underpinning
the programme 2. Course design -- LUNCH -3. Active learning 4.
E-learning All roughly 1 hour All will be developed in future
sessions But all can be applied in your own teaching now
6. Activity: defining good teaching Individually, note down
quickly as many points as you can think of in relation to the
following question (2 minutes): What makes for an effective
learning experience FOR YOU PERSONALLY? In pairs, share your
answers and decide on an answer to the following question (5
minutes): What are the 3 most important features of GOOD teaching?
Please write these down on post-it notes IN ORDER of
importance.
7. Characteristics of effective teachers Communication Skills
Includes: presentation skills (e.g. clear speaker); sense of
humour; approachability; friendliness; patience; empathy; fairness;
ability to give and receive feedback; positivity. Student: It is
important to be in an atmosphere where free discussion and comment
are encouraged. Student : It is irrelevant whether a person is a
particularly strong academic if they cant put their knowledge
across Louise Goldring and Jamie Wood (2009), A guide to the
facilitation of Enquiry-Based Learning for graduate students,
University of Manchester, Centre for Excellence in Enquiry-Based
Learning, 2nd edition
8. Group Leadership Skills Includes: guiding, not telling;
trusting students to reach a conclusion themselves; confidence;
willingness to be quiet Teacher: Someonewho is attentive, flexible
and responsive to the needs of otherswho actively encourages
exploration but understands the parameters of focused research.
Organisation skills Includes: planning and structuring the session;
good time management skills; creativity Student: If a definite aim
for the lesson is set out then it is easier to learn. Student: If a
teacher has good stuff for the class to do it makes it much easier
and more fun. Subject Knowledge Includes: knowledge and enthusiasm
for the topic; understanding practicalities of the course Student:
There is no point having a group leader who cant answer questions
fully/ properly.
9. Some underlying assumptions Priority = learning Learning is
about the student(s), not the teacher There are different kinds of
learners There are different kinds of learning we want to impart:
skills, knowledge (= content), dispositions deep (understanding,
applying, creating) Image source:
http://www.learning-stylesonline.com/overview/
10. References Bloom, B.S. & D.R. Krathwohl (1956),
Taxonomy of educational objectives: The classification of
educational goals, by a committee of college and university
examiners. Handbook 1: Cognitive domain (New York, Longmans) For
more see:
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
11. Learning and learners There is a relationship (often a
tension) between the knowledge we want students to learn (the
subject content, skills or domain knowledge) and how we teach them
it (the process of learning) E.g. the question of the question Most
learning does not take place in the classroom (library, home, work,
social situations, a mix of these) Socialisation is vitally
important to learning
12. Understanding our position and our assumptions (Usually) we
are older than our students have different motivations and levels
of knowledge than they do assume that other people learn how we
learn teach how we were taught have been socialised within an
academic discipline this is good because were trying to induct
students into that discipline but we need to be aware of that they
have not been through that process yet (Threshold Concepts) The
only conclusion is that we are (like it or not)
13. A Vision of Students Today (Michael Wesch and 200 students
from Kansas State University, 2007)
14. Some working assumptions about small group teaching and
learning Learning should be An active experience for the students
About getting the students to do something (including thinking)
Reinforcing and developing learning Practising and improving skills
Giving feedback and feed-forward (both you and the students)
Discussion, debate and socialisation Checking (and possibly
correcting) and developing understanding Learning should not
(primarily) be A passive experience for the students About
showcasing your understanding of the material About one or two
students dominating (everyone should have a go if they want
to)
15. II. COURSE DESIGN (MORE IN WORKSHOP 4)
16. What is a syllabus and why use one? A syllabus is an
outline and summary of topics to be covered in an education or
training course... A syllabus is often either set out by an exam
board, or prepared by the professor who controls the course.
(Wikipedia) Syllabi serve several important purposes, the most
basic of which is to communicate the instructors course design
(e.g., goals, organization, policies, expectations, re quirements)
to students. (Eberly Center for Teaching Excellence and Educational
Innovation, Carnegie Mellon University)
17. Activity: syllabus review Individually, read through the
two syllabi that are being handed around and make some notes about
how they are helpful to student learning inhibiting to student
learning You have 10 minutes
18. Some principles of course design: Theory of constructive
alignment Basic principle for course design in UK higher education
Underpins (or should underpin!) design of syllabi like the ones we
just looked at Concerns the alignment of: Desired learning outcomes
for a course Student learning activities required to achieve these
outcomes Assessment needed to show degree of achievement of
outcomes Focus: Curriculum and what needs to be learned What the
students will do How teaching can support their learning How
learning can be demonstrated and assessed
19. Constructive alignment is therefore about getting students
to take responsibility for their own learning, and is seen as a way
of engaging students in deep rather than surface learning
20. A visual representation of Constructive Alignment
References: Biggs, J. (1999) Teaching for Quality Learning at
University, SRHE and Open University Press, Buckingham; UK Higher
Education Academy website on constructive alignment Image source:
http://arc.caut.hku.hk /ConsAlign.html (University of Hong
Kong)
21. Teaching Teaching & Understanding Understanding Claus
Brabrand and Jacob Andersen (Aarhus University Press, 2006)
22. In practice: Aims, objectives and learning outcomes In
general Aim: general statements that identifies the goal(s) of a
activity Objective: more specific target set in order to achieve
the goal(s) In education Aim: statement setting out the overall
intention of degree programme/ course/ class Objective (or intended
learning outcomes): specific statements setting out what the
student will have learnt or be able to do as a result of the
educational experience (University of Aberdeen)
23. An example The aim of this workshop is to provide
participants with a hands-on overview of the main themes to be
addressed in the coaching programme. Objectives/ learning outcomes:
To understand the structure of the coaching programme; To learn
some basic principles and theory relating to learning design,
active and e-learning; To engage actively and learn by doing; To
practice techniques that can be used in participants own teaching
practice; To interact with and learn from one another.
24. 5 benefits for learning 1. It helps to make explicit what
is usually implicit in your teaching (and students learning) 2. It
enables you to think about WHAT you want the students to learn, and
HOW to get them to learn it 3. It helps you think about how
different sessions fit together (the curriculum as a whole) and
relate to the bigger picture (degree/ department/ discipline) 4. It
allows you to decide what to leave out (to focus on what is
IMPORTANT) 5. It facilitates a fair assessment of students work
(because everyone knows what was expected)
25. 4 practical benefits for you 1. Saves time (though it can
more up-front effort) 2. It is reusable and can be developed/
shared 3. Reduces stress (theoretically) 4. Can help to resolve
disputes (a clear point of reference)
26. Activity: developing the syllabus In pairs, revisit one of
the syllabi we looked at before and think about how you could
develop it in the following ways to get students to read it to
enable and deepen learning You have 10 minutes
27. III. ACTIVE LEARNING (MORE IN WORKSHOPS 3 & 5)
28. What is active learning? Basically, learning by doing (and
reflecting) Involves students doing things and thinking about the
things they are doing (Bonwell, C. and Eison, J., 1991, Active
Learning: Creating Excitement in the Classroom, Washington:
Jossey-Bass). Often incorporates collaboration and social learning
engaging with real-life problems Engages students in higher level
cognitive activities (= deeper learning?) e.g. applying skills,
existing knowledge and theories, synthesising information,
problem-solving
29. Your experiences of active learning
30. Constructivism Underlies active learning pedagogies (as
well as ideas of constructive alignment) People construct own
understanding and knowledge (see next slide) through experiencing
things reflecting on those experiences often in interaction with
others Potentially alters role of teacher (in 2 slides) from
teaching students facts to (e.g.) supporting them in learning,
often called facilitation
31. Bibliography: Dewey, J. (1938). Logic: The theory of
inquiry (New York: Holt). Kolb, D.A. (1984). Experiential learning:
experience as the source of learning and development (Englewood
Cliffs: Prentice Hall). Vygotsky, L.S. (1962). Thought and
Language. (Cambridge, MA: MIT Press). Vygotsky, L.S. (1978). Mind
in Society. (Cambridge, MA: Harvard University Press). Image
source: here
32. Image source: here
33. Some basics Have a plan/ structure (aims and objectives)
What are you and the students going to do? What do you want the
students to get out of the class? How does this relate to the
course as a whole? Dont try to do too much 2 activities will
probably be enough for a 60 minute session Have 3 or 4 points (or
even less) that you want the students to take away from the session
Variety is good Students learn in very different ways so varying
activities (at home and in class) will engage more students It will
also be less boring for you and the students
34. Three tips Think about the space you are in and how you and
the students will use it rearrange if necessary Explain what you
want the students to do and why clearly Do so at all levels, from
syllabus to the class to the individual activities in class or for
homework Practice what you preach Show the students what you want
them to do if its a new skill (= modelling) Dont ask them to do
anything that you cant or wont do E.g. dont tell them not to use
Wikipedia if you use it
35. Activity: Activating learning Get into groups of 3-4, read
and work through the scenario on the handout that has been
provided. You have 20 minutes, after which you will have up to 5
minutes to present back to the group. By the end of the activity,
you should have created a poster that outlines your plan for an
active learning activity. Paper and pens are available from me.
Further guidance is available on the handout. Ask me if you have
any questions.
36. Case study: a sorting exercise I wanted to encourage
students to think about the constructed-ness of questions i.e. that
there is not necessarily a correct answer and that questions are
often attempting to get them to do something (in quite sneaky ways)
to consider that different types of questions demand different
kinds of answers (= arguments) and structures to start thinking
about their essays and the exam
37. Structuring Essays Look at the questions in the envelope.
In pairs, group similar types of questions together. Write down
what each of those types of questions are trying to get you to do
when you answer them. Think particularly about structure and
argument What kinds of structures might be best for addressing each
of the different kinds of questions we identified earlier? What
kind of argument would represent a good answer to the different
kinds of questions?
38. IV. E-LEARNING (MORE IN WORKSHOP 2)
39. What is e-learning? Learning and teaching facilitated and
supported through the use of information and communications
technology. There are a range of approaches but the focus is
learning. (JISC) Very broad concept: from using email to
communicate with students and word processing materials, to
entirely online courses where students produce websites/ databases/
etc.
40. Some key benefits Improves knowledge Of the discipline and
how it functions online Asynchronous (also synchronous, e.g.
chatrooms): Students learn at own time, place and pace; can
reflect, work independently Reusable: Content and activities can be
transferred quite easily Scale-able: Can be used from small to very
large groups Meets student expectations and develops skills: Vast
majority use technology in everyday life Have probably engaged in
e-learning at school Will probably have to use technology in work
contexts
41. What are potential drawbacks of elearning?
42. Key concept: blended learning (a combination of traditional
and e-learning approaches) Source: http://edtechreview.in/
43. Case study YouTube - pedagogical friend or enemy? YouTube
provides access to better lectures and enhanced learning
tremendously The ability to hear historical speeches by the
original speechmaker, or to see original newsreel clips is an
essential part of research of contemporary history. YouTube was
more beneficial than writing reams of notes or revision prep and
even attending lectures. The resources available on YouTube are
vast and specific. I could easily find a video that was more
specific if I want to delve into a particular area of study.
44. Teaching identity with YouTube 3rd year module on The Goths
through history About the constructed nature of Gothic-ness
Historical case studies, sources and scholarship Final week: Goths
in the modern world Lots of videos by and about modern Goths on
YouTube (= primary sources)
45. Design of activity I made playlist on YouTube and added 3
videos For homework: Students watch the videos, find another
relevant 1 on YouTube, then email it to me, I update the list
Students read article about modern Gothic identity In class: In
groups, students spend 10 minutes watching videos Discuss series of
questions about identity in the videos and how it relates to
secondary readings Reflection: (1) useful way of engaging with
insider/outsider concepts of identity; (2) idea that identity is
constructed by individuals in relation to groups; (3) its made more
real for students by being in a familiar online space (for more see
blog post: GOTHS, ANCIENT AND MODERN)
46. Five tips Think above all about learning aims and
objectives as with face-to-face teaching; use it for a purpose Ask
for help use the Internet to help you, there is loads out there
Testing, testing, testing from the perspective of the student Write
very clear, step-by-step instructions because youre not going to be
there to clear up any misunderstandings Use the group its likely
that some of the students will be technicallyskilled and/or pick it
up very naturally
47. Activity: from classroom to online or blended approach Each
group should think about how to transform the active learning
scenario you designed earlier into EITHER a blended learning
activity OR a fully online one. You have 20 minutes. Discuss the
ideas/ options in your group, then annotate the poster you drew
using post-it notes and/or different coloured pens. BLENDED
APPROACH FULLY ONLINE APPROACH
48. V. CONCLUSIONS
49. Summary Weve been using techniques here that you can apply
in your teaching (and which Ive already seen some of you applying)
Well look at each of these in more detail in subsequent workshops
(please excuse any repetition) 3 key points: 1. structuring (=
constructing) 2. explaining (= what, how and why) 3. doing (=
together)
50. Two final tips: Timings and Perfection Activities nearly
always take longer than you think, so Be conservative in planning
how much you can do Leave time for conclusions, even if its only a
minute [tell the class that they have less time than they really
have] It will never be perfect but thats ok
51. Feedback forms Please either fill in the feedback forms
that are being handed out or take them away and bring them back
next time (I can also email you a copy if you would like to fill in
a digital version)
52. Next workshop (Technologies) Tuesday, 18th March,
10.00-15.00, in the same room (University Forum, room 00415) Unless
you near otherwise, I would ask you to bring your laptop/ tablet
next time as the topic is elearning so it will be useful for you to
access the Internet Materials from this workshop will be made
available on the programme website in the next day or so:
https://coachingmainz.wikispaces.com/Workshops