SueSue

Transforming courses by engaging students in their learning

Sue Rigby, Vice Principal Learning and Teaching, University of Edinburgh

SueSue

1. Teaching is easy……2. What employers want

3. HEAR and the co-curriculum4. The Edinburgh Award

5. Innovative Learning Week6. Changing the curriculum – a paradigm shift?

SueSue

Teaching is easy….

but pursuading students to learn is harder

Model 1: Lectures, practicum, closed book examModel 2: Individual development of skills and

expertise, timely and stretching

SueSue

What employers want

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GPA’s are worthless as a criteria for hiring, and test scores are also worthless…we found they don’t predict anything

Five attributes – Learning ability

LeadershipIntellectual humility

Ownership/responsibility(Coding)

SueSue

What we provide

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formal curriculum

learning into the wider world

student learning beyond the curriculum

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Formal curriculum = degree classification

What about the rest?m – what employers

SueSue

HEAR and the co-curriculum

SueSue

The Edinburgh Award

Learning & Teaching Beyond the Formal Curriculum, Court, 2nd July 201215

SueSue

Innovative Learning Week and the innovation pipeline……

(but…participation in year 1 43%, participation in year 2 59%)

Learning & Teaching Beyond the Formal Curriculum, Court, 2nd July 201217

Learning & Teaching Beyond the Formal Curriculum, Court, 2nd July 201219

Innovative Learning Week

SueSue

Changing the curriculum – a paradigm shift?

SueSue

The paradigm shift

What do we teach when knowledge is ubiquitous?

The University response – Parity of esteem of teaching and learning with

research

SueSue

What can we teach?

SueSue

What can we enable students to learn?

Five attributes – Learning ability

LeadershipIntellectual humility

Ownership/responsibility(Coding)

Peer Assisted learning

Learning & Teaching Beyond the Formal Curriculum, Court, 2nd July 201229

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Learning and teaching in 2020

1.A portfolio approach for an unpredictable future – making the most of the Scottish degree

2.Giving students agency to create their own learning – students at the centre, not degree programmes

3.Extend learning beyond the traditional knowledge-centred course – eg international experience, service learning, self-defined projects, entrepreneurship

4.Every student a researcher or practitioner - joined at the hip to a research group from year 1, offered a higher degree place on attainment of a good degree

5.Course design for 21st century learners – appropriate use of technology and student centred learning

6.Focus on multiple learning styles and learning for life – at least one online course taken by all students, explicit reflection on learning style and capacity