introduction to learning and teaching in higher education (part 1)
DESCRIPTION
This is Part 1 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 on the morning of Monday 14th September 2009 on the Caerleon Campus of the University of Wales, Newport.TRANSCRIPT
PG Cert: developing professional practice in HE
Introduction to the course 1
14 September 09
9.30 – 12.30
Rachel Stubley and Simon Haslett
Session objectives
to get to know the group to identify the requirements and
share expectations of the course to identify professional development
opportunities for this year to critically analyse contrasting
approaches to teaching to reflect on one’s own “philosophy
of learning”
Introductions
Do you ever use icebreaker activities – when and why/why not?
Use the card supplied to write your name, subject(s) taught and a chosen symbol/image to help us remember you
PG Cert overview
Assessment:Action researchTeaching practice/self evaluationOther evidence
This year’s programme (see sheet)
Introduction to CELT
Newport professional development programmeHuman ResourcesResearch and Enterprise Department
Centre for Excellence in Learning and TeachingWhat is CELT?How can I get involved?
CELT Umbrella Draw together
existing PedR activity across the institution.
CELT Beacon Beacon of PedR and
teaching excellence in the HE landscape.
StatsTotal CELT contacts: 733
Conference delegates: 180 (up 50%)Conference papers: 62
Proceedings papers: 20CELT Journal papers: 14
CELT Launch & Workshops: 198
CELT
Technology Enhanced Learning (TEL);
Education for Sustainable Development and Global Citizenship (ESDGC);
Community Education, Distance Learning and Outreach (CEDLO).
Any new programmes…?
Coordinators PhD StudentsResearchProgrammes
Teaching Practice Learning Insights Development and
Innovation Pedagogic Research (Re)Views Framework Issues
Contributions for Vol. 2 and 3 are welcome (see CELT website for author guide).
Journal
Symposia Undergraduate Research Research-informed Teaching Community Education ESDGC International Scholarship Linking Teaching and KT Professional Development Student Engagement Technology Enhanced Learning Hazard and Geoscience Research
Search #nexus09 for tweets
Conference
ExPedR Leg 1 Australia 5 expedition members Attend HERDSA 2009 Visit other HEIs Promote Newport Disseminate best
practice Develop links. 2010 Canada?
Research Expeditions
Recognising, Rewarding and Promoting Teaching Excellence
Professor, Readers and Teaching Fellows Vice-Chancellor’s Award for Teaching
Excellence CELT Rising Star Awards CELT Learning Support Awards L&T Grants
CELT Awards
Expectations of the course
Please discuss with colleagues and record your views on flip chart paper:HopesConcerns
We will study these and aim to address them
Approaches to learning
Discuss the scenarios on p.52 of the handbook
What are the strengths/limitations of each approach?
Consider the views of some writers on education and learning (see handout)
Deep and surface learning
A useful concept for developing teaching and learning in HE (see Ramsden 2003, Biggs 2007)
Has been criticised (see Haggis 2003)these are approaches to learningavoid labelling students as deep or
surface learners!
References
ARMITAGE, A. et al (2003) Teaching and Training in Post-compulsory Education 2nd Edition. Maidenhead: Open University Press
BIGGS, J & TANG, C. (2007) Teaching for Quality Learning at University 3rd Edition. Maidenhead: Society for Research into Higher Education and Open University Press
RAMSDEN P. (2003) Learning to Teach in Higher Education 2nd Edition. London: Routledge.