Chrissi Nerantzi Academic Developer

@chrissinerantzi

teaching for more learning

stu

den

t(s)

excellence

So, what happens?

“It was so much fun I think I forgot I was learning, but then maybe that was the point!”

http://rebeccajacksonpgcap.wordpress.com/sell-your-bargains/

Video set http://www.youtube.com/playlist?list=PL344DE3772E336242

chapter

presentations

Working as part of team definitely helped overcome the confidence barrier to a certain extent. Partly, it was a case of safety in numbers! But also it

meant that we could discuss our findings as a team before editing the wikipedia entry so we were

able to cross-check our conclusions.

chapter

presentations

The LEGO® model allowed me to focus on the journey as a whole going through the PGCAP rather than going through how I might go through the questions in the Professional Discussion and panicking about what I was going to say.

paper submitted

presentations

social media patchwork portfolios

The synchronous webinars and

hangouts have fostered a real

sense of being part of a community of

learners.

paper work –

in-progress

presentations PhD

research

“Sell your bargains” an alternative reality game

alternative reality games in Higher Education

Dr Nicola Whitton Research Fellow, Education and Social Research Institute, Manchester Metropolitan University

Blog: http://playthinklearn.net/ Twitter: @nicwhitton

“The rationale behind the use of alternative reality games is that the use of problem-based, experiential and collaborative activities in alternative reality games makes them ideally suited to teaching in higher education; particularly as they enable players to become involved in both playing and shaping the narrative as it emerges.” (Whitton, 2010, 87)

• Stage 1: Select – Threshold concept (authentic problem (individual task)

• Stage 2: Share and discuss problem, Invest – creative intervention (collaborative task)

• Stage 3: Surprise – test in practice, Case study (individual task (public voting)

“Sell your bargains” game

So, what happens?

“It was so much fun I think I forgot I was learning, but then maybe that was the point!”

http://rebeccajacksonpgcap.wordpress.com/sell-your-bargains/

Video set http://www.youtube.com/playlist?list=PL344DE3772E336242

combo approach

BYOD &

“no” tech

capturing their learning journeys

• fun and enjoyable experience • learning through play (not experienced

before) • playing with colleagues from other

disciplines • partnering • using different learning spaces • freedom despite structure • thinking outside-the-box • experimenting with digital tools (own

devices and freely available online platforms)

• reflect on own practice and think about introducing game-based learning with own students

benefits

Introducing game-based learning in own practice: “Although the chocolate makes the game fun, I’m hopeful that the game environment will enhance the learning experience by encouraging students’ creativity. Instead of me showing them slides with lists of news values and endless examples, they’re going to have to find their own way through that complex concept through playing the game. “ PGCAP student

• Scepticism

• Complexity of the game

• One game organiser

• Available digital technologies

• Physical location to showcase ideas

• Uploading video clips

• Time required to fully engage in all 3 Stages

• Open voting

challenges

possible solutions • More facilitators (1 per

10 players)

• Tablets for the game

• Support (initial staff development)

• Scaffolding Stage 3 (case study template) and link to assessment

• Further dissemination (institutional repository, CPD session, publications)

• Use further channels to promote the game and play with other groups beyond the PGCAP

• seeks sponsors

NMC Horizon Report 12

2012 “Game-based learning reflects a number of important skills in higher

education institutions strive for their students to acquire: collaboration, problem solving, communication, critical thinking and digital literacy. [...] Games related specifically to course content help students gain

a fresh perspective on material and can potentially engage them in that content in more complex and nuanced ways. Alternative

reality games (ARGs) in which players find clues and solve puzzles in experiences that blur the boundaries between the game and real life, offer a clear example in which course content and

game play can overlap.” (p. 19) Horizon Report 2012, Game-Based Learning (Adoption 2-3 years)

dissemination Nerantzi, C (2013) “Sell your bargains” Playing a mixed-reality game with academics to spice-up teaching in HE, in: Baek & Whitton (eds.) Cases on Digital Game-Based Learning: Methods, Models and Strategies, Information Science Reference, Hershey: IGI Global, pp. 131-144. further research: one-year long study (work-in-progress)

MELSIG 2012

CMC11 MOOC 2011

SEDA Conf 2012

evidence

6 principles

of effective teaching

in HE

1. Interest and explanation 2. Concern and respect for

students and student learning

3. Appropriate assessment and feedback

4. Clear goals and intellectual challenge

5. Independence, control and engagement

6. Learning from students

(Ramsden, 2003)

7 principles of good practice in undergraduate

education

• Encourages contacts between students and faculty.

• Develops reciprocity and cooperation among students.

• Uses active learning techniques.

• Gives prompt feedback.

• Emphasizes time on task.

• Communicates high expectations.

• Respects diverse talents and ways of learning.

(Chickering & Gamson, 1987)

five ‘Es’ of an excellent university teacher

• education

• experience

• enthusiasm

• ease

• eccentricity

Gibson, J. (2009) The five ‘Es’ of an excellent teacher, The Clinical Teacher, Volume 6, Issue 1, pp. 3–5.

White Paper Students at the Heart of the System

“Our university sector has a proud history and a world-class reputation, attracting students from across the world. Higher education is a successful public-private partnership: Government funding and institutional autonomy. This White Paper builds on that record, while doing more than ever to put students in the driving seat.

We want to see more investment, greater diversity and less centralised control. But, in return, we want the sector to become

more accountable to students, as well as to the taxpayer.

Our student finance reforms will deliver savings to help address the large Budget deficit we were left, without cutting the quality of higher education or student numbers and bringing more cash into universities. They balance the financial demands of universities with the interests of current students and future graduates. Students from lower-income households will receive more support than

now and, although many graduates will pay back for longer, their monthly outgoings will be less and the graduate repayment system will be more progressive. No first-time undergraduate student will have to pay upfront fees. We are also extending tuition loans to part-time students, increasing maintenance support and introducing a new National Scholarship Programme.

But our reforms are not just financial. We want there to be a renewed focus on high-quality teaching in universities so that it has the

same prestige as research. So we will empower prospective students by ensuring much better information on different courses. We will deliver a new focus on student charters, student feedback and graduate outcomes. We will oversee a new regulatory framework with Higher Education Funding Council for England (HEFCE) taking on a major new role as a consumer champion. We will tackle the micro-management that has been imposed on the higher education sector in recent years and which has held institutions back from responding to student demand. We must move away from a world in which the number of students allocated to each university is determined in Whitehall. But universities will be under competitive pressure to provide better quality and lower cost.

Responding to student demand also means enabling a greater diversity of provision. We expect this to mean more higher education in further education colleges, more variety in modes of learning and wholly new providers delivering innovative forms of higher education. The Coalition will reform the financing of higher education, promote a better student experience and foster social mobility. Our overall goal is a sector that is freed to respond in new ways to the needs of students.”

David Willetts, source http://webarchive.nationalarchives.gov.uk/+/http://discuss.bis.gov.uk/hereform/introduction/

http://www.qaa.ac.uk

student voice

http://www.heacademy.ac.uk

The UK PSF recognition - accreditation

The Dimensions of the UK Professional Standards Framework

36

Areas of Activity (WHAT)

• Design and plan

• Teach/support

• Assess/give feedback

• Develop effective learning environments and approaches to student support/guidance

• Engage in CPD incorporating research, scholarship and evaluation of professional practices

Core Knowledge (HOW)

• Subject

• Appropriate methods of teaching and learning

• How students learn

• Use and value appropriate learning technologies

• Methods for evaluating effectiveness of teaching

• Quality assurance and quality enhancement

Professional Values (WHY)

• Respect individual learners and learning communities

• Promote participation and equality of opportunities

• Use evidence-informed approaches and the outcomes from research, scholarship and CPD

• Acknowledge the wider context in which HE operates recognising implications for professional practice

The Descriptors of the UK Professional Standards Framework

37

D1

Associate Fellow

•early career researchers with some teaching

•staff new to teaching including part-time staff

•staff supporting academic provision (learning technologists, library staff

•demonstrators, technicians with some teaching responsibilities

•experienced staff new to teaching or with limited teaching portfolio

D2

Fellow

•Early career academics in full teaching role

•Academic related, support staff with substantive teaching responsibilities

•Staff with teaching-only responsibilities, including within work-based settings

D3

Senior Fellow

•Experienced staff who demonstrate impact and influence through leading, managing organising programmes, subjects/disciplinary areas

•Experienced subject mentors and staff supporting those new to teaching

•Experienced staff with departmental and/or wider teaching and learning support advisory responsibilities

D4

Principal Fellow

•Highly experiences/senior staff with wide-ranging academic/academic-related strategic leadership responsibilities linked to teaching and supporting learning

•Staff responsible for institutional strategic leadership and policy-making in teaching and learning

•Staff who have strategic impact and influence in relation to teaching and learning that extends beyond their own institution

July 2013

instututional level wide recognition (86%) of positive influence to Ac. Development provision, learning and teaching and student experience individual level 57% were aware of the UK PSF reported impact on own teaching, learning, assessment 43% NOT aware of the UK PSF case studies positive impact of UK PSF CPD Frameworks and accredited provision shaping teacher identity, recognition, promotion problems: in specific •disciplines/culture •more clarity about UK PSF and Descriptors, •D3 + support and alignment with promotion/progression •GTA, part-time staff, mid-career academics

massive changes are going to happen in the next 50 years!!! radical changes > disruption required to survive and thrive lifelong and lifewide learning everybody is a learner HEI to specialise Governments to support HEI distinctiveness, ‘5 models’

“Teaching and learning in higher education is a shared process, with responsibilities on both student and teacher to contribute to their success. Within this shared process, higher education must engage students in questioning their preconceived ideas and their models of how the world works, so that they can reach a higher level of understanding. But students are not always equipped for this challenge, nor are all of them driven by a desire to understand and apply knowledge, but all too often aspire merely to survive the course, or to learn only procedurally in order to get the highest possible marks before rapidly moving on to the next subject. The best teaching helps students to question their preconceptions, and motivates them to learn, by putting them in a situation in which their existing model does not work – and in which it matters to them that it does not work and in which they come to see themselves as authors of answers, as agents of responsibility for change. That means that students need to be faced with problems which they think are important. They need to engage with new questions which are bigger than the course itself, which have relevance to their own lives and which provoke a lively participation far beyond simply getting through assessment or exams.” p. 18

by 2020 all teachers in HE to hold a teaching qualification! quality teaching initial and continuous professional development opportunities to grow as teachers cross-institutional, cross-cultural programmes authentic, collaborative development opportunities, learning communities call to open-up and join-up provisions towards open educational practice EU’s role: discussion shift culture support

priorities

stu

den

t(s)

Quality: What really matters?

class size: 1 tutor 20 students

tutor load: 1 class tutor full-time

tutor has teaching qualification

students: time on task

‘close contact’ student tutor interactions and relationship for educational gains

focus on formative assessment

quick feedback for learning

intellectual challenge

positive research environment

tutors as reflective practitioners

active learning

collaborative and social learning

clear and high expectations

peer assessment

learning hours matter

programme teams to work together

social relationships programme team

students as partners

students using feedback

Prof. Graham Gibbs

Gibbs, G (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy

Gibbs, G (2010) Dimensions of quality, York: The Higher Education Academy, pp. 19-37

Prof. Graham Gibbs

“There is a need for a national initiative on

cost-effective teaching so that, where reduced resources force changes to teaching practices, it might be possible to maintain or even to improve student learning.”

Gibbs, G (2012, 11) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy

http://www.enhancementthemes.ac.uk/

Changing nature of Academic Development

• emergence from a focus on the classroom to a focus on the learning environment

• changing emphasis from individual teachers to a focus on course teams and departments, and also leadership in teaching

• a parallel change from a focus on teaching to a focus on learning • a developing emphasis from change tactics to change strategies • a changing focus from quality assurance to quality enhancement • a changing focus from ‘fine tuning’ of current practice to

transforming practice in new directions

Gibbs, 2013, 5-9

Prof. Graham Gibbs

Orientations to Academic Development

• managerial • political-strategic • romantic (growth of individual practitioners) • opportunist • researcher • professional competence • reflective practitioner • modeller-broker • interpretative-hermeneutic • provocateur (discipline-specific) Land, R. (2004) Educational development, Maidenhead: SRHE/Open University Press, McGraw Hill.

SEDA: Developing the Developer http://www.seda.ac.uk/

SEDA Values

1. An understanding how people learn

2. Scholarship, professionalism and ethical practice

3. Working in, and developing learning communities

4. Working effectively with diversity and promoting inclusivity

5. Continuing reflection on professional practice

6. Developing people and processes

source: http://www.seda.ac.uk/professional-development.html?p=2_1_1

Coursera’s Prof. Dev MOOC

http://edudemic.com/2013/05/2-potential-scenarios-for-professional-development-moocs/

Blended (more likely Fully-online

interaction

“Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. There are a number of ways institutions can be more open, including programs of open sharing of educational materials. Individual faculty can also choose to be more open without waiting for institutional programs. Increasing degrees of openness in society coupled with innovations in business strategy like dynamic specialization are enabling radical experiments in higher education and exerting increasing competitive pressure on conventional higher education institutions. No single response to the changes in the supersystem of higher education can successfully address every institution’s situation. However, every institution must begin addressing openness as a core organizational value if it desires to both remain relevant to its learners and to contribute to the positive advancement of the field of higher “ Wiley, D. & Hilton, J. (2009) Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education, in: International Review of Research in Open and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available at http://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 8 May 2013] p.1

Education Everyday Analog Digital

Tethered Mobile

Isolated Connected

Generic Personal

Consumers Creators

Closed Open

Differences between Higher Education and the Supersystem in which it is Embedded (Wiley and Hilton, 2006, 3)

Lars

social media

• Professional communities and networks – LinkedIn – Twitter – Instagram – YouTube – Facebook

http://www.heacademy.ac.uk/cll

http://www.jisc.ac.uk/

http://jiscdesignstudio.pbworks.com

http://www.jorum.ac.uk/

http://www.alt.ac.uk/http://www.alt.ac.uk/

http://www.nmc.org/publications/2013-horizon-report-higher-ed

Chrissi Nerantzi Academic Developer

@chrissinerantzi

teaching for more learning