Transcript .I read through my notes and try to find the main points

Ivan Moore
Higher Education Consultant
Learning and Teaching
New Lecturers’ workshop
Welcome!
Ivan Moore
[email protected]
Developing Teaching – Improving Learning
New lecturers’ workshop

Aims of the workshop
– To introduce you to some of the current
and emerging practices in designing and
delivering engineering programmes in HE
– To give you the opportunity to share your
ideas and practices and to consider some
new approaches to teaching students in
Engineering
Plan for the two days

Day one
– Design for learning in Engineering

Programmes and modules
– Designing teaching activities

Personal tutoring, student projects, practical
classes
– From teaching to learning

Student-centred, active, learning
Plan for the two days

Day two
– Assessing student learning


Strategies, criteria and methods
Providing feedback to students
– Evaluating the student learning experience
– Introduced to the Centres for Excellence in
Engineering and Maths and to the
Engineering Subject Centre
But first

What do you know?
The UK-SPEC
The Accreditation of Higher Education
Progammes
 Four general Outcomes
 Five specific Outcomes

– 26 detailed specific outcomes

See section 1
What is good learning?

Approaches to learning

‘good’ learning

The Kolb cycle and learning styles

Enquiry Based Learning
Designing a programme of
study

The tools
–
–
–
–
–
–
The QAA subject benchmark statements
The Higher Education Qualifications Framework
The UK-SPEC accreditation document
The SEEC (NICATS) level descriptors
Other examples of programme specifications
Previous documentation relating to the
programme you may be replacing
Which way to go…

Top-down design
– Programme – module
– Top level – underpinning levels

Bottom-up
– Underpinning
– What do they already know?
– On entry?
Bringing them together
Think about what students bring with
them to the programme (starting point)
 Think about the programme outcomes
(ending point)


Think about how to get from start to
end points
How does a module contribute to
the overall Programme?

Developing a holistic approach to
Programme outcomes
How do I design a module?

Field 5 – Aims
– Broad intentions of the teaching team

Field 6 – Learning Outcomes
– Broad areas of learning
– Content-free
– Contribute to programme outcomes

Field 7 - Range statement
– Specifies area of curriculum, or content
– Allows designer to focus on Learning Outcomes
How do I design a module?
Field 5 - Aims
 These are YOUR intentions in delivering
this module – broad purposes

– Start with curriculum – the subject matter
or knowledge base
– Think about what you want them to be
able to do with this knowledge

Be aware of; detailed knowledge; apply;
manipulate
How do I design a module?

What intellectual capacities are you
expecting?
– Learning skills; analysis; evaluation;
formulation; research

What personal/professional skills are
you expecting?
– Learning; key; leadership; communication
How do I design a module?
Field 6 - Learning Outcomes
 This is the detailed bit – the hard bit
 Aim for 4-6 learning outcomes for a
module
 Ensure the level of achievement is
appropriate (level descriptors)
 Think about the intellectual and
professional (key) skills

Field 6 - Learning outcomes
Try to avoid reference to the curriculum
(syllabus) and focus on what the
students will be expected to be able to
do with it.
 Ensure that it contributes to the
programme outcomes

How do I design a module?

Field 16 – Assessing Learning Outcomes
– Criteria and thresholds

Three concepts
Concept 1

Criteria are necessary to make a
judgement on a Learning Outcome
– An assessment task allows the student to
demonstrate they have met the criteria
– All criteria must be met to achieve the LO
Concept 2

The judgment is set at a threshold level
– This is the MINIMUM standard acceptable
– Not the mean, or an aspirational standard
Concept 3

Grades are used to describe higher
levels of attainment
– Or lower
– The student will achieve a profile
– The assessor will determine an overall
grade against the Learning Outcome
Assessing a Learning Outcome
Field 17 – Assessment strategy

Develop a strategy
– How many assessments are necessary?
– How will you and the student know that
they have demonstrated any Learning
Outcome?
– How will you provide feedback to the
student?
An assessment strategy
Ivan Moore
Higher Education Consultant
Learning and Teaching
New Lecturers’ workshop
Welcome!
Ivan Moore
[email protected]
Developing Teaching – Improving Learning