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This document discusses trends in higher education from 1993 to 2043 and proposes actions for universities over the next 25 years. It covers changes in the sector, technology, students, well-being, and pedagogical approaches. Key points discussed include the shifting landscape of universities, the rapid advancement of technology, the changing needs of millennial students, and a movement toward more student-centered and active learning. The document proposes listening to students, involving them in research, reimagining exams, and focusing efforts on eliminating lectures and handwritten exams to better promote student learning. Overall, the document reflects on improvements over the last 25 years and contemplates further changes needed to prepare students for an uncertain future.

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SEDA at 25 - time to party and plan for the next twenty-five years Pauline E. Kneale @pekneale #sedaconf 2018
25 Looking back Peering forward 2033 2043
1993 2018 2043
Improvements on 1993?  Most universities train new staff to teach  Clearer targets in university mission and value statements  Staff-student partnership agreements – Student Charters  Graduate attributes  Recognition that most students will NOT have academic careers  Skills – Enterprise – Sustainability agendas  Some appreciation that auditing practice can be helpful (in some areas!)  Student prizes for staff performance What else?
WHAT WERE THE SUCCESSES OF THE LAST 25 YEARS WHAT ARE YOUR THOUGHTS FOR THE FUTURE?
1993 2018 2043 What can we anticipate to 2043? Sector shifts Technology Students Well being Test of time Top 4 actions for the next few years
1993 2018 2043 Sector Shifts 1992 Further and Higher Education Act Polys  Unis 1996 The Dearing report 1998 Labour, David Blunkett, introduces tuition fees 2009-10 Fee cap set at £9000 2010s New universities 2015 Cap off student numbers Closure of FE colleges Expansion of size of universities – classes
Changing shape of the sector • Christensen 2011 ‘as many as half of American universities would close or go bankrupt within 10 to 15 years’ • 2017 Christensen specifically predicted "50 percent of the 4,000 colleges and universities in the U.S. will be bankrupt in 10 to 15 years." Number of small US colleges closed per year and closure rate as a percentage of the total number of private, not-for-profit colleges in the US, 2002–2019. Source: Moody’s
UK Universities and Colleges
University of the South West University of Wales Mersey University White Rose University Oxford Cambridge Bristol Royal University South East King’s University Birmingham 2025? Lets speculate UK Universities and Colleges
Technology - milestones • 1975 Desk top computer • 1983 Researchers began to assemble the ‘network of networks’ • 1980s Internet established • 1990 Sir Tim Berners-Lee invents the World Wide Web • 1990s email becomes a practical alternative to the post • 1993 Browsers • 1998 Google search engine
1974-1993 Change 1974 SPSS Fortran - punch cards mainframe 1976 Programmable calculator 1978 ZX spectrum 1979 Commodore PET 1980 BBC micro 1981 BMDP calculator 1985 Microtab SPSS X 1990 Minitab 1992 MATLAB
Contemporary reality 2005 Computers are furniture
Next ten years - more automation • Graduate jobs taken over by machine processing – finance / accounting … • Trawling huge data sets – data mining • Simulation on a new scale • Raspberry Pi generation MEET ERICA: THE ROBOT LECTURER
Reaching the Millennial student Understanding how today’s students learn successfully is essential for effective curriculum design: “… educators to change their methods in order to reach today’s millennial student.” Ebert (2016) “Millennials are the most diverse generation we have had to teach, thus our approaches to teaching must be diverse … Millennials expect to be engaged in their learning, they do not do well being passive learners”. NIU (2014) These students embrace technology, lose interest during lectures, and enjoy the challenges and experience of taking part in interactive learning activities. - Stevens and Nies (2018)
Value authenticity, connection and co-creation ‘Many employers are already complaining about their need for constant feedback and their weakness in basic job skills such as punctuality and proper dress - though most employers who manage large numbers of them agree that they can perform superbly when given clear goals and allowed to work in groups’. Howe and Strauss (2007) ‘Members of Generation K increasingly value things they can actively co-create. It is a generation of makers, creators and inventors. ‘Selfie-taking yet unselfish, connected yet lonely, anxious yet pragmatic, risk-averse yet entrepreneurial, Generation K is a distinct cadre, a generation very different from those that preceded them’. Phillips and Joseph (2015: 526) student quotes: “Don't read from PowerPoint ... I zoned out before the second slide.” “… relate the material to the real world or explain how it would be applied to actual tasks. …engage students in the material by answering questions, rather than consistent lecturing.”
The Future and Workplace is team based • Team working/building and leadership • Inter-personal skills – Negotiation – Decision making – Handling conflict – Sharing • Communication skills – Presentation, explaining, questioning – Networking • Managing projects and meetings • Evaluation, judgement, appraisal • Entrepreneurship, ‘intrapreneurship’ and social enterprise
Understanding yourself and your way of teaching - learning? Your comfort zone?
Well-being?
1993 2018 2043 What can we anticipate to 2043? Test of time Keep or Junk? Prioritise or Marginalise? Stop polishing? Top 4 actions for the next few years
Inclusive Teaching, Learning & Assessment  ‘Good teaching and learning is inclusive’ (Thomas et al, 2005; Hockings, 2010)  ‘Teaching which engages students in learning that is meaningful, relevant and accessible to all, embracing the view of individual difference as a source of diversity that can enrich the lives and learning of others’ (adapted from Hockings 2010)
Doing My Project My film Our poster Fun Hard work Boring Just listening OK, but it’s in the book Sometimes he’s quite funny It’s OK when they tell you WHY you are doing an experiment Is he a really important person? It’s what you expect
Levy and Petrulis, (2007, 3) Student-led Exploring and acquiring existing disciplinary knowledge Staff-led Participating in building disciplinary knowledge
Design Thinking - Story telling How are we telling stories to our students and taking them with us? Roth, B. (2015) Where do students tell stories to us?
Social constructionist perspective ‘Knowledge’ becomes locally situated in the cultural and social milieu in which it is created and what is important is what happens ‘in between’ people, in the discursive social context’ (Burr, 2015). Meaning is created through interactions in the social context. The SC approach recognises that the individual is indivisible from their social context. Where are the conversation spaces in curriculum? …. science and engineering staff and students too
Co-creation
Bovill, C. and Bulley, C.J. (2011) Co-creation Module feedback collected Select assessment from a list: essay, web page or presentation Fieldwork task decisions Programme design team member
Bovill, C. and Bulley, C.J. (2011) TEF • Enabling students to learn excellently • Creating leaders for the future • Every student needs to be exposed to research at all stages of their degree • Students really feel they are part of the research group – in all years, they contribute usefully
Explaining pedagogic approaches to students This is why I don’t waste my time and your time lecturing
Pre-1993 Teacher-centred approaches dominate Focus on a lecturer’s performance and presentation of material; essentially transferring information to the class
2018 How close are we to universal student-centred learning? Information transfer part of the picture; Students involved; Students doing; Active and experiential learning pedagogies prioritised and supported (Scheyvens et al., 2008); Assessment is authentic; Delivery is inclusive, supporting learners with diverse backgrounds and learning needs to develop autonomy. Biggs and Tang, 2007; Gibbs and Simpson, 2005
• International students • Study from home, local and commuting students • Well-being • Study support requirements • (Un)awareness of university style learning • Search for value in the university experience Induction as a 3-year process Focus on starting University Multiple interlocking issues
First year success factors (Cox & Lemon, 2016) 10 ‘success factors’ for 1st year students (based on reviewing contemporary American literature): 1. Extent to which students are prepared to take responsibility and control for their own learning 2. Competition 3. Task planning 4. Expectations (goal setting / career planning) 5. Family involvement 6. College involvement with the HEI 7. Time management 8. Wellness 9. Precision (personality type) 10. Persistence What do we have in the curriculum already to support success? - what’s missing? - What are your students missing? - what else?
Scaffolding student learning Energy – focus – interest – stimulation - engagement • The Module timetable sets expectations: • Detailed taught sessions and indicates out of class activities (reading / group work / language classes, writing café, ...) • Managed student expectations • Introducing ‘good study’ habits • Identified / Dedicated time for group work • Managed anxiety: “Working in groups enabled us to discuss our worries about the assessment”
‘It’s not hard to find friends; it’s hard to find British friends.’ An inquiry into the social integration of international students at the University of Plymouth. Anne Bentley Research funded by a grant from the UK Council for International Student Affairs (UKCISA)
Cultural connections- Findings with international students?  It’s not hard to find friends; it’s hard to find British friends.  I played a card game with my flatmates but I just can’t play it because they give like the particular name of probably the political figures or some stars but I have no clue about who they are.  We don’t actually watch the same cartoons as you growing up, we don’t watch the same TV programmes so actually we still have too much difference.  sometimes they [home students] may think you are stupid  Yeah, make me feel embarrassed, so I tend to go along with other international students. I learnt some local expressions: Cheers mate! Cheers have many different meanings. If you want to say thank you, you can use this word to replace that. …if you communicate with your friends or others, speaking cheers seems more suitable. Also, when you leave the public vehicle, you want to say goodbye to the driver…. I learnt that I need to improve pronunciation a lot because my buddy cannot understand my pronunciation of ‘usually’. I will attend Pronunciation class.
Creating inclusive communities? • Wenger (2010, p. 180) regards, ‘the person as a social participant, as a meaning- making entity for whom the social world is a resource for constituting an identity.’ University is a new social world • The communities international students make do not include home students, (despite their best efforts) • Research suggests a need for organisational ownership of the situation – with lecturers and professional staff creating academic and co-curricular opportunities for home-international encounters
Levelling the playing field?
Commuter Students • Stay at Home Students: Students with term-time and vacation postcodes within the city boundary. Many of these students have attend their city primary and secondary schools, and possibly an FE college first. • Commuter Students: those who travel to the University on a daily basis from outside the city boundary. Daily commutes exceed two hours each way for some students. • Study Away Students: Students who move to a city to study.
Inclusive, Active, Authentic student journey  Admissions -realistic (fitness to study/practice issue)  Early identification, communication about students support needs, reasonable adjustments  Consistent & effective personal tutoring  Effective teaching and post session support  Inclusive assessment and feedback  Active learning - field trips / off campus activities, laboratory and practical work accessible to all.
1993 2018 2043 What can we anticipate to 2043? Test of time Top 4 actions for the next few years WHAT ELSE?
1 Listen to Students – Explain why we use different pedagogic approaches Share the pedagogic research evidence with students
Course Learning Outcomes (CLO) Assessment Program Learning Outcomes (PLO) Evaluation Resources Activities Support Evaluation Content + Tools enabling students to learn Work on tasks (individual + peer) to achieve LOs Peer/Tutor/Technical/online - resolve emerging difficulties Structured, formative ways to identify and improve student progress Courses & Course Components UNSW 2025 & Graduate Capabilities Shared institution-wide frameworks Consistent Support RASE (Resources, Activities, Support and Evaluation) pedagogical support for all modules (Churchill, King and Fox, 2014; UNSW, 2017).
2 Student researchers Tame Problems - complicated but resolvable, they are likely to have occurred before, have a limited degree of uncertainty. There is an answer. Wicked Problems are difficult  impossible to solve. Typically characterised by incomplete information, contradictory and changing circumstances and requirements that are often difficult to recognize. They are complex, not just complicated. No clear relationship between cause and effect. Solving one aspect of a wicked problem may reveal or create other problems.
Co-researching with partners. Employer / charity / organisation - defined work to resolve contemporary life and workplace issues. Projects that align to the university / department mission exploring technical, policy and society issues. Topics that inspire dedicated enjoyment and deep engagement. ‘Products’ are professional standard, work-relevant, authentic in all aspects. Fee-paying students are more engaged in co-creation activities in comparison to non-fee-paying students. Maxwell et al. (2018: 1401) Owen and Hill, 2011; NCCPE, 2019
A Model of Learning Skill Will Thrill Thrill Will Skill Surface Consolidating Deep Acquiring Knowing Success Deep Consolidating Transfer Surface Acquiring Environment Inputs Surface Deep Transfer Outputs Hattie and Donoghue (2016)
3 Re-imaging Exams Inclusive Typed Open book  Seen  Take-Home: same day  Take-Home: extended 3 days – 3 months  Multiple choice questions (MCQ)  Problem or case based scenarios – individual or team solutions  Practical examinations  Computer Aided Assessment (CAA)  Observed laboratory and field activities - Group and team  Group presentations  Observed Structured Clinical Examinations (OSCEs) individual and team  Integrated Structured Clinical Examinations (ISCEs) individual and team Assessment needs to be rigorous but not exclusive, to be authentic yet reliable, to be exacting while also being fair and equitable, to adhere to long-established standards but to reflect and adapt to contemporary needs. (Hounsell, Xu and Tai, 2007)
Current Assessment Practice Assessment Options - Flexibility both ways Staff choice - Student choice - Co-design Simple or MAP free assessments Group plan, report and presentation Report of data analysis Encyclopaedia entry Wiki Website Group discussion Debate Research proposal Report on cause and effect Research bid Field work report Decision makers template Case study analysis Oral presentation to a small group, or on camera Laboratory practical report Court of enquiry Analysis of a problem Action plan Group or individual poster Simulation exercise Report and presentation MCQs (no time pressure) Story boards Mooting Press conference
4 What would really impact students learning? Suppose all SEDA people …. Total Focus …… 2018- 2025 on ….. Eliminating the traditional lecture and handwritten timed exam. Promoting the alternatives in every forum at all times Managing up, down and out to employers, government, professional bodies, parents, alumni, …..
You survived so far! Expect seismic change! G Growth R Resilience I Integrity T Tenacity
References Balint, P.J., Stewart, R.E., Desai, A. and Walters, L.C. (2011) Wicked Environmental Problems: Managing Uncertainty and Conflict, Washington: Island Press. Barnett, R. 2014 Conditions of Flexibility: Securing a more responsive higher education system, Biggs, J. & C. Tang (2007). Teaching for quality learning at university. Maidenhead: Open University Press. Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18) Oxford: The Oxford Centre for Staff and Educational Development, pp176-188. Christensen, C. 2011The Innovative University Churchill, D., King, M. & Fox, B. (2013). ‘Learning design for science education in the 21st century.’ Journal of the Institute for Educational Research, 45 (2), 404-421. Conklin, R. J. (2003) Dialog Mapping: An Approach for Wicked Problems. CogNexus Institute. http://cognexus.org/dmforwp2.pdf Ebert, K. (2016). Teaching techniques. Classroom strategies for millennial learners. Radiation Therapist, 25(2), 201–204 Gibbs, G. and Simpson, C. (2005) Conditions Under Which Assessment Supports Students’ Learning. Learning and Teaching in Higher Education, 1, 3-31
Griffith, A. and Burns, M. (2014) Teaching Backwards, Outstanding Teaching Series. Grint, K. (2008) Wicked Problems and Clumsy Solutions: the Role of Leadership. http://leadershipforchange.org.uk/wp-content/uploads/Keith-Grint-Wicked-Problems- handout.pdf Hattie, J.A.C. and Donoghue, G.M. (2016) Learning strategies: a synthesis and conceptual model, npj Science of Learning, 1, 16013 https://www.nature.com/articles/npjscilearn201613#f1 Healey, M. (2005). Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning, in Barnett, R. (ed). Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press, pp.67-78. Kneale, P.E. Context Case Studies, http://www.geog.leeds.ac.uk/courses/other/casestudies/ Knight, P.T. and Page, A. (2007) The assessment of ‘wicked’ competences. Report to the Practice-based Professional Learning Centre for excellence in teaching and learning in the Open University (The Open University). Levy, P. and Petrulis, R. (2007). Towards transformation? First year students, inquiry-based learning and the research/teaching nexus. In: Proceedings of the Annual Conference of SRHE, 11-13 December 2007, Brighton, UK.
Neve and Hanks 2016 The transition from competence to capability. https://www.plymouth.ac.uk/uploads/production/document/path/10/10114/Sally_Hanks_- _The_transition_from_competence_to_capability.pdf NIU (2014) Millennials: our newest generation in higher education, Northern Illinois University, Faculty Development and Instructional Design Center, https://www.niu.edu/facdev/_pdf/guide/students/millennials_our_newest_generation_in_higher_education.pdf Phillips, C.R. and Joseph E. (2015) Millennial students and the flipped classroom, Proceedings of ASBBS Annual Conference: Las Vegas, 21, (1) 519-530. http://asbbs.org/files/ASBBS2014/PDF/P/Phillips_Trainor(P519-530).pdf Roth, B. (2015) The Achievement Habit. New York: HarperCollins Publishers; https://www.youtube.com/watch?v=8bYIQDlWj34 Scheyvens, R., Griffin, A.L., Jocoy, C.L., Liu, Y. and Bradford, M. (2008) Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance, Journal of Geography in Higher Education, 32(1) 51- 69. Sadler, D.R. (2010) ‘Beyond feedback: Developing student capability in complex appraisal’, Assessment & Evaluation in Higher Education, 35: 5, 535–50 Stevens, K.P. and Nies, M.A. (2018) Transforming nursing education in a 140-character world: The efficacy of becoming social, Journal of Professional Nursing, 34, 31-34. UNSW, 2017 University of New South Wales https://teaching.unsw.edu.au/students-as-partners UNSW 2017 University of New South Wales https://student.unsw.edu.au/hero
Assessment Resources DfE: ( 2017) Inclusive teaching and learning in Higher Education as a Route to Excellence. https://www.gov.uk/government/publications/inclusive-teaching- and-learning-in-higher-education HEA(2012) A Marked Improvement; transforming Assessment in higher Education. https://www.heacademy.ac.uk/system/files/a_marked_improvement.pdf Waterfield,J., & West,B.,(2006) Inclusive Assessment in Higher Education: A Resource for Change. Plymouth University. https://www.plymouth.ac.uk/uploads/production/document/path/3/3026/Sp ace_toolkit.pdf University of Plymouth – Inclusive Teaching, Learning & Assessment https://www.plymouth.ac.uk/your-university/teaching-and- learning/inclusivity
Inclusive learning Healey, M., Bradley, A., Fuller, M. and Hall, T. (2006) Listening to students: the experiences of disabled students of learning at university. In Adams, M and Brown, S.(eds) Towards Inclusive Learning in Higher Education: developing curricula for disabled students. Abingdon. Routledge. Hockings. C. (2010) Inclusive learning and teaching in higher education: a synthesis of research. EvidenceNet. HEA York Hughes,B and Paterson,K. (1997) The Social Model of Disability and the Disappearing Body: Towards a sociology of impairment. Disability& Society, 12, 3. May, H. and Bridger, K. (2010) Developing and embedding inclusive policy and practice in higher education. HEA Thomas, L; May, H; Harrop, H; Houston, M; Knox, H; Lee, M, F; Osborne, M; Pudner, H, and Trotman, C (2005).From the Margins to the Mainstream: Embedding Widening Participation in Higher Education. Disability & Society. 12, 3. Swain,J and French,S. (2000) Towards an affirmation model of disability. Disability & Society, 15, 4. 55

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Kneale seda 2018 slide share version

  • 1.
    SEDA at 25- time to party and plan for the next twenty-five years Pauline E. Kneale @pekneale #sedaconf 2018
  • 2.
  • 3.
  • 4.
    Improvements on 1993? Most universities train new staff to teach  Clearer targets in university mission and value statements  Staff-student partnership agreements – Student Charters  Graduate attributes  Recognition that most students will NOT have academic careers  Skills – Enterprise – Sustainability agendas  Some appreciation that auditing practice can be helpful (in some areas!)  Student prizes for staff performance What else?
  • 5.
    WHAT WERE THESUCCESSES OF THE LAST 25 YEARS WHAT ARE YOUR THOUGHTS FOR THE FUTURE?
  • 6.
    1993 2018 2043 Whatcan we anticipate to 2043? Sector shifts Technology Students Well being Test of time Top 4 actions for the next few years
  • 7.
    1993 2018 2043 SectorShifts 1992 Further and Higher Education Act Polys  Unis 1996 The Dearing report 1998 Labour, David Blunkett, introduces tuition fees 2009-10 Fee cap set at £9000 2010s New universities 2015 Cap off student numbers Closure of FE colleges Expansion of size of universities – classes
  • 8.
    Changing shape ofthe sector • Christensen 2011 ‘as many as half of American universities would close or go bankrupt within 10 to 15 years’ • 2017 Christensen specifically predicted "50 percent of the 4,000 colleges and universities in the U.S. will be bankrupt in 10 to 15 years." Number of small US colleges closed per year and closure rate as a percentage of the total number of private, not-for-profit colleges in the US, 2002–2019. Source: Moody’s
  • 9.
  • 10.
    University of the SouthWest University of Wales Mersey University White Rose University Oxford Cambridge Bristol Royal University South East King’s University Birmingham 2025? Lets speculate UK Universities and Colleges
  • 11.
    Technology - milestones •1975 Desk top computer • 1983 Researchers began to assemble the ‘network of networks’ • 1980s Internet established • 1990 Sir Tim Berners-Lee invents the World Wide Web • 1990s email becomes a practical alternative to the post • 1993 Browsers • 1998 Google search engine
  • 12.
    1974-1993 Change 1974 SPSSFortran - punch cards mainframe 1976 Programmable calculator 1978 ZX spectrum 1979 Commodore PET 1980 BBC micro 1981 BMDP calculator 1985 Microtab SPSS X 1990 Minitab 1992 MATLAB
  • 13.
  • 14.
    Next ten years- more automation • Graduate jobs taken over by machine processing – finance / accounting … • Trawling huge data sets – data mining • Simulation on a new scale • Raspberry Pi generation MEET ERICA: THE ROBOT LECTURER
  • 15.
    Reaching the Millennialstudent Understanding how today’s students learn successfully is essential for effective curriculum design: “… educators to change their methods in order to reach today’s millennial student.” Ebert (2016) “Millennials are the most diverse generation we have had to teach, thus our approaches to teaching must be diverse … Millennials expect to be engaged in their learning, they do not do well being passive learners”. NIU (2014) These students embrace technology, lose interest during lectures, and enjoy the challenges and experience of taking part in interactive learning activities. - Stevens and Nies (2018)
  • 16.
    Value authenticity, connectionand co-creation ‘Many employers are already complaining about their need for constant feedback and their weakness in basic job skills such as punctuality and proper dress - though most employers who manage large numbers of them agree that they can perform superbly when given clear goals and allowed to work in groups’. Howe and Strauss (2007) ‘Members of Generation K increasingly value things they can actively co-create. It is a generation of makers, creators and inventors. ‘Selfie-taking yet unselfish, connected yet lonely, anxious yet pragmatic, risk-averse yet entrepreneurial, Generation K is a distinct cadre, a generation very different from those that preceded them’. Phillips and Joseph (2015: 526) student quotes: “Don't read from PowerPoint ... I zoned out before the second slide.” “… relate the material to the real world or explain how it would be applied to actual tasks. …engage students in the material by answering questions, rather than consistent lecturing.”
  • 17.
    The Future andWorkplace is team based • Team working/building and leadership • Inter-personal skills – Negotiation – Decision making – Handling conflict – Sharing • Communication skills – Presentation, explaining, questioning – Networking • Managing projects and meetings • Evaluation, judgement, appraisal • Entrepreneurship, ‘intrapreneurship’ and social enterprise
  • 18.
    Understanding yourself and your wayof teaching - learning? Your comfort zone?
  • 19.
  • 20.
    1993 2018 2043 Whatcan we anticipate to 2043? Test of time Keep or Junk? Prioritise or Marginalise? Stop polishing? Top 4 actions for the next few years
  • 21.
    Inclusive Teaching, Learning& Assessment  ‘Good teaching and learning is inclusive’ (Thomas et al, 2005; Hockings, 2010)  ‘Teaching which engages students in learning that is meaningful, relevant and accessible to all, embracing the view of individual difference as a source of diversity that can enrich the lives and learning of others’ (adapted from Hockings 2010)
  • 22.
    Doing My Project Myfilm Our poster Fun Hard work Boring Just listening OK, but it’s in the book Sometimes he’s quite funny It’s OK when they tell you WHY you are doing an experiment Is he a really important person? It’s what you expect
  • 23.
    Levy and Petrulis,(2007, 3) Student-led Exploring and acquiring existing disciplinary knowledge Staff-led Participating in building disciplinary knowledge
  • 24.
    Design Thinking -Story telling How are we telling stories to our students and taking them with us? Roth, B. (2015) Where do students tell stories to us?
  • 25.
    Social constructionist perspective ‘Knowledge’becomes locally situated in the cultural and social milieu in which it is created and what is important is what happens ‘in between’ people, in the discursive social context’ (Burr, 2015). Meaning is created through interactions in the social context. The SC approach recognises that the individual is indivisible from their social context. Where are the conversation spaces in curriculum? …. science and engineering staff and students too
  • 26.
  • 27.
    Bovill, C. andBulley, C.J. (2011) Co-creation Module feedback collected Select assessment from a list: essay, web page or presentation Fieldwork task decisions Programme design team member
  • 28.
    Bovill, C. andBulley, C.J. (2011) TEF • Enabling students to learn excellently • Creating leaders for the future • Every student needs to be exposed to research at all stages of their degree • Students really feel they are part of the research group – in all years, they contribute usefully
  • 29.
    Explaining pedagogic approachesto students This is why I don’t waste my time and your time lecturing
  • 30.
    Pre-1993 Teacher-centred approaches dominate Focus ona lecturer’s performance and presentation of material; essentially transferring information to the class
  • 31.
    2018 How close arewe to universal student-centred learning? Information transfer part of the picture; Students involved; Students doing; Active and experiential learning pedagogies prioritised and supported (Scheyvens et al., 2008); Assessment is authentic; Delivery is inclusive, supporting learners with diverse backgrounds and learning needs to develop autonomy. Biggs and Tang, 2007; Gibbs and Simpson, 2005
  • 32.
    • International students •Study from home, local and commuting students • Well-being • Study support requirements • (Un)awareness of university style learning • Search for value in the university experience Induction as a 3-year process Focus on starting University Multiple interlocking issues
  • 33.
    First year successfactors (Cox & Lemon, 2016) 10 ‘success factors’ for 1st year students (based on reviewing contemporary American literature): 1. Extent to which students are prepared to take responsibility and control for their own learning 2. Competition 3. Task planning 4. Expectations (goal setting / career planning) 5. Family involvement 6. College involvement with the HEI 7. Time management 8. Wellness 9. Precision (personality type) 10. Persistence What do we have in the curriculum already to support success? - what’s missing? - What are your students missing? - what else?
  • 34.
    Scaffolding student learning Energy– focus – interest – stimulation - engagement • The Module timetable sets expectations: • Detailed taught sessions and indicates out of class activities (reading / group work / language classes, writing café, ...) • Managed student expectations • Introducing ‘good study’ habits • Identified / Dedicated time for group work • Managed anxiety: “Working in groups enabled us to discuss our worries about the assessment”
  • 35.
    ‘It’s not hardto find friends; it’s hard to find British friends.’ An inquiry into the social integration of international students at the University of Plymouth. Anne Bentley Research funded by a grant from the UK Council for International Student Affairs (UKCISA)
  • 36.
    Cultural connections- Findings withinternational students?  It’s not hard to find friends; it’s hard to find British friends.  I played a card game with my flatmates but I just can’t play it because they give like the particular name of probably the political figures or some stars but I have no clue about who they are.  We don’t actually watch the same cartoons as you growing up, we don’t watch the same TV programmes so actually we still have too much difference.  sometimes they [home students] may think you are stupid  Yeah, make me feel embarrassed, so I tend to go along with other international students. I learnt some local expressions: Cheers mate! Cheers have many different meanings. If you want to say thank you, you can use this word to replace that. …if you communicate with your friends or others, speaking cheers seems more suitable. Also, when you leave the public vehicle, you want to say goodbye to the driver…. I learnt that I need to improve pronunciation a lot because my buddy cannot understand my pronunciation of ‘usually’. I will attend Pronunciation class.
  • 37.
    Creating inclusive communities? •Wenger (2010, p. 180) regards, ‘the person as a social participant, as a meaning- making entity for whom the social world is a resource for constituting an identity.’ University is a new social world • The communities international students make do not include home students, (despite their best efforts) • Research suggests a need for organisational ownership of the situation – with lecturers and professional staff creating academic and co-curricular opportunities for home-international encounters
  • 38.
  • 39.
    Commuter Students • Stayat Home Students: Students with term-time and vacation postcodes within the city boundary. Many of these students have attend their city primary and secondary schools, and possibly an FE college first. • Commuter Students: those who travel to the University on a daily basis from outside the city boundary. Daily commutes exceed two hours each way for some students. • Study Away Students: Students who move to a city to study.
  • 40.
    Inclusive, Active, Authenticstudent journey  Admissions -realistic (fitness to study/practice issue)  Early identification, communication about students support needs, reasonable adjustments  Consistent & effective personal tutoring  Effective teaching and post session support  Inclusive assessment and feedback  Active learning - field trips / off campus activities, laboratory and practical work accessible to all.
  • 41.
    1993 2018 2043 Whatcan we anticipate to 2043? Test of time Top 4 actions for the next few years WHAT ELSE?
  • 42.
    1 Listen toStudents – Explain why we use different pedagogic approaches Share the pedagogic research evidence with students
  • 43.
    Course Learning Outcomes (CLO) Assessment ProgramLearning Outcomes (PLO) Evaluation Resources Activities Support Evaluation Content + Tools enabling students to learn Work on tasks (individual + peer) to achieve LOs Peer/Tutor/Technical/online - resolve emerging difficulties Structured, formative ways to identify and improve student progress Courses & Course Components UNSW 2025 & Graduate Capabilities Shared institution-wide frameworks Consistent Support RASE (Resources, Activities, Support and Evaluation) pedagogical support for all modules (Churchill, King and Fox, 2014; UNSW, 2017).
  • 44.
    2 Student researchers TameProblems - complicated but resolvable, they are likely to have occurred before, have a limited degree of uncertainty. There is an answer. Wicked Problems are difficult  impossible to solve. Typically characterised by incomplete information, contradictory and changing circumstances and requirements that are often difficult to recognize. They are complex, not just complicated. No clear relationship between cause and effect. Solving one aspect of a wicked problem may reveal or create other problems.
  • 45.
    Co-researching with partners. Employer/ charity / organisation - defined work to resolve contemporary life and workplace issues. Projects that align to the university / department mission exploring technical, policy and society issues. Topics that inspire dedicated enjoyment and deep engagement. ‘Products’ are professional standard, work-relevant, authentic in all aspects. Fee-paying students are more engaged in co-creation activities in comparison to non-fee-paying students. Maxwell et al. (2018: 1401) Owen and Hill, 2011; NCCPE, 2019
  • 46.
    A Model ofLearning Skill Will Thrill Thrill Will Skill Surface Consolidating Deep Acquiring Knowing Success Deep Consolidating Transfer Surface Acquiring Environment Inputs Surface Deep Transfer Outputs Hattie and Donoghue (2016)
  • 47.
    3 Re-imaging Exams InclusiveTyped Open book  Seen  Take-Home: same day  Take-Home: extended 3 days – 3 months  Multiple choice questions (MCQ)  Problem or case based scenarios – individual or team solutions  Practical examinations  Computer Aided Assessment (CAA)  Observed laboratory and field activities - Group and team  Group presentations  Observed Structured Clinical Examinations (OSCEs) individual and team  Integrated Structured Clinical Examinations (ISCEs) individual and team Assessment needs to be rigorous but not exclusive, to be authentic yet reliable, to be exacting while also being fair and equitable, to adhere to long-established standards but to reflect and adapt to contemporary needs. (Hounsell, Xu and Tai, 2007)
  • 48.
    Current Assessment Practice AssessmentOptions - Flexibility both ways Staff choice - Student choice - Co-design Simple or MAP free assessments Group plan, report and presentation Report of data analysis Encyclopaedia entry Wiki Website Group discussion Debate Research proposal Report on cause and effect Research bid Field work report Decision makers template Case study analysis Oral presentation to a small group, or on camera Laboratory practical report Court of enquiry Analysis of a problem Action plan Group or individual poster Simulation exercise Report and presentation MCQs (no time pressure) Story boards Mooting Press conference
  • 49.
    4 What wouldreally impact students learning? Suppose all SEDA people …. Total Focus …… 2018- 2025 on ….. Eliminating the traditional lecture and handwritten timed exam. Promoting the alternatives in every forum at all times Managing up, down and out to employers, government, professional bodies, parents, alumni, …..
  • 50.
  • 51.
    References Balint, P.J., Stewart,R.E., Desai, A. and Walters, L.C. (2011) Wicked Environmental Problems: Managing Uncertainty and Conflict, Washington: Island Press. Barnett, R. 2014 Conditions of Flexibility: Securing a more responsive higher education system, Biggs, J. & C. Tang (2007). Teaching for quality learning at university. Maidenhead: Open University Press. Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18) Oxford: The Oxford Centre for Staff and Educational Development, pp176-188. Christensen, C. 2011The Innovative University Churchill, D., King, M. & Fox, B. (2013). ‘Learning design for science education in the 21st century.’ Journal of the Institute for Educational Research, 45 (2), 404-421. Conklin, R. J. (2003) Dialog Mapping: An Approach for Wicked Problems. CogNexus Institute. http://cognexus.org/dmforwp2.pdf Ebert, K. (2016). Teaching techniques. Classroom strategies for millennial learners. Radiation Therapist, 25(2), 201–204 Gibbs, G. and Simpson, C. (2005) Conditions Under Which Assessment Supports Students’ Learning. Learning and Teaching in Higher Education, 1, 3-31
  • 52.
    Griffith, A. andBurns, M. (2014) Teaching Backwards, Outstanding Teaching Series. Grint, K. (2008) Wicked Problems and Clumsy Solutions: the Role of Leadership. http://leadershipforchange.org.uk/wp-content/uploads/Keith-Grint-Wicked-Problems- handout.pdf Hattie, J.A.C. and Donoghue, G.M. (2016) Learning strategies: a synthesis and conceptual model, npj Science of Learning, 1, 16013 https://www.nature.com/articles/npjscilearn201613#f1 Healey, M. (2005). Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning, in Barnett, R. (ed). Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press, pp.67-78. Kneale, P.E. Context Case Studies, http://www.geog.leeds.ac.uk/courses/other/casestudies/ Knight, P.T. and Page, A. (2007) The assessment of ‘wicked’ competences. Report to the Practice-based Professional Learning Centre for excellence in teaching and learning in the Open University (The Open University). Levy, P. and Petrulis, R. (2007). Towards transformation? First year students, inquiry-based learning and the research/teaching nexus. In: Proceedings of the Annual Conference of SRHE, 11-13 December 2007, Brighton, UK.
  • 53.
    Neve and Hanks2016 The transition from competence to capability. https://www.plymouth.ac.uk/uploads/production/document/path/10/10114/Sally_Hanks_- _The_transition_from_competence_to_capability.pdf NIU (2014) Millennials: our newest generation in higher education, Northern Illinois University, Faculty Development and Instructional Design Center, https://www.niu.edu/facdev/_pdf/guide/students/millennials_our_newest_generation_in_higher_education.pdf Phillips, C.R. and Joseph E. (2015) Millennial students and the flipped classroom, Proceedings of ASBBS Annual Conference: Las Vegas, 21, (1) 519-530. http://asbbs.org/files/ASBBS2014/PDF/P/Phillips_Trainor(P519-530).pdf Roth, B. (2015) The Achievement Habit. New York: HarperCollins Publishers; https://www.youtube.com/watch?v=8bYIQDlWj34 Scheyvens, R., Griffin, A.L., Jocoy, C.L., Liu, Y. and Bradford, M. (2008) Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance, Journal of Geography in Higher Education, 32(1) 51- 69. Sadler, D.R. (2010) ‘Beyond feedback: Developing student capability in complex appraisal’, Assessment & Evaluation in Higher Education, 35: 5, 535–50 Stevens, K.P. and Nies, M.A. (2018) Transforming nursing education in a 140-character world: The efficacy of becoming social, Journal of Professional Nursing, 34, 31-34. UNSW, 2017 University of New South Wales https://teaching.unsw.edu.au/students-as-partners UNSW 2017 University of New South Wales https://student.unsw.edu.au/hero
  • 54.
    Assessment Resources DfE: (2017) Inclusive teaching and learning in Higher Education as a Route to Excellence. https://www.gov.uk/government/publications/inclusive-teaching- and-learning-in-higher-education HEA(2012) A Marked Improvement; transforming Assessment in higher Education. https://www.heacademy.ac.uk/system/files/a_marked_improvement.pdf Waterfield,J., & West,B.,(2006) Inclusive Assessment in Higher Education: A Resource for Change. Plymouth University. https://www.plymouth.ac.uk/uploads/production/document/path/3/3026/Sp ace_toolkit.pdf University of Plymouth – Inclusive Teaching, Learning & Assessment https://www.plymouth.ac.uk/your-university/teaching-and- learning/inclusivity
  • 55.
    Inclusive learning Healey, M.,Bradley, A., Fuller, M. and Hall, T. (2006) Listening to students: the experiences of disabled students of learning at university. In Adams, M and Brown, S.(eds) Towards Inclusive Learning in Higher Education: developing curricula for disabled students. Abingdon. Routledge. Hockings. C. (2010) Inclusive learning and teaching in higher education: a synthesis of research. EvidenceNet. HEA York Hughes,B and Paterson,K. (1997) The Social Model of Disability and the Disappearing Body: Towards a sociology of impairment. Disability& Society, 12, 3. May, H. and Bridger, K. (2010) Developing and embedding inclusive policy and practice in higher education. HEA Thomas, L; May, H; Harrop, H; Houston, M; Knox, H; Lee, M, F; Osborne, M; Pudner, H, and Trotman, C (2005).From the Margins to the Mainstream: Embedding Widening Participation in Higher Education. Disability & Society. 12, 3. Swain,J and French,S. (2000) Towards an affirmation model of disability. Disability & Society, 15, 4. 55

Editor's Notes

  • #34 10 success factors for 1st year students identified based on a review of contemporary American literature. Extent to which students are prepared to take responsibility and control for their own learning Competition Task planning Expectations (goal setting / career planning) Family involvement College involvement with the HEI Time management Wellness Precision (personality type) Persistence
  • #35 Structure of the timetable Students were presented with a structured timetable (running from 9-6) which mapped out the teaching and learning activities related to this module. The timetable not only included details of the taught (workshops) sessions, but also indicated when students could undertake course related reading, study tasks and meet as a group. The module leader demonstrated a clear rationale behind structuring the timetable in this way; firstly, they highlighted the value of this to map out their expectations of the students when planning the course. But more importantly the module leader felt this gave a clear indication to students of what was expected of them and how they could manage their time in order to meet the requirements of this module. At the end of the module a number of students recognized the value of this in the focus group discussions and felt it had be a useful approach to assist them in planning what they did when. But, the students appreciated the opportunity to be ‘thrown in at the deep end’ and felt that the experience would be of benefit to them throughout the duration of their programme and into employment.
  • #43 42
  • #49  This work is not new 2006 in SPACE identified the need MAPs – bust the jargon - no room to put it in full