Quality Enhancement in Teaching and Learning Strategy
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Presentation given at the Tertiary Education Summit, Wellington, November 2011.
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Quality Enhancement in Teaching and Learning Strategy
- 1. Quality Enhancement in Teaching and Learning Strategy Associate Professor Mark Brown Director, Teaching, Learning and Distance Education Tertiary Education Summit 29 th November 2011
- 2. Quality Enhancement in Teaching and Learning Strategy
- 3. Quality Assurance or Quality Enhancement? Quality Enhancement in Teaching and Learning Strategy
- 4. Quality Enhancement in Teaching and Learning Strategy QA QE
- 5. Quality Enhancement in Teaching and Learning Strategy QA QE Teaching Evaluations Academic Development Grants & Awards Academic Fellows Learning Design Tools Peer Review
- 7. 1. What Do We Mean by Quality in Teaching and Learning? • Three stories… [email_address] Twitter @mbrownz
- 8. A personal quality… 1. What Do We Mean by Quality in Teaching and Learning?
- 9. All the same or unique, creative and distinctive? 1. What Do We Mean by Quality in Teaching and Learning? An institutional quality…
- 10. 1. What Do We Mean by Quality in Teaching and Learning? Teachers Matter!
- 11. LMS VLE “ To provide an exceptional and distinctive experience for all students through a rich digital learning culture.” 1. What Do We Mean by Quality in Teaching and Learning?
- 12. Wanted to avoid the dominant ‘pump, pump, dump model’ of online (blended) learning… 1. What Do We Mean by Quality in Teaching and Learning?
- 13. institution individual clear standards creative flair externally imposed requirements internally owned commitments central quality police local professional responsibility quality compliance quality culture Key Tensions… 1. What Do We Mean by Quality in Teaching and Learning?
- 14. • Value laden • Contestable • Context bound • Discipline specific • A moving target • But quality does exist Definitions of quality are… 1. What Do We Mean by Quality in Teaching and Learning?
- 15. 2. How Do You Design for Quality Learning Experiences?
- 16. Teaching Evaluation Data Course Planning & Development Tools Guidelines for Effective Practice Accessibility Guidelines Course Self-review Checklist Designs for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Professional Learning 2. How Do You Design for Quality Learning Experiences? Quality Enhancement Framework…
- 17. Scholarly Peer Review Effective Practice Guidelines Academic Development Learning Analytics Scholarship of Teaching and Learning Grants and Awards Designs for Learning Resources for Learning Facilitating Learning 2. How Do You Design for Quality Learning Experiences? Quality Enhancement Framework… Assessment for Learning Evaluating Teaching Professional Learning Learning Design Tools
- 18. • Why peer review 2. How Do You Design for Quality Learning Experiences?
- 19. • Why peer review • Principles of peer review - owned by academics - focus on paper design - emphasis on formative feedback - promote pedagogical conversations - confidential to participants - must have institutional alignment 2. How Do You Design for Quality Learning Experiences?
- 20. http://peerreview.massey.ac.nz 2. How Do You Design for Quality Learning Experiences?
- 21. Peer Review Framework 2. How Do You Design for Quality Learning Experiences?
- 23. ‘ A key principle of learning design is to help make the design process more explicit and shareable’ (Conole, 2010, p.482). 2. How Do You Design for Quality Learning Experiences?
- 24. ‘ There is a gap between the potential of technologies for learning and their actual use in practice’ (Conole, 2010, p.483). 2. How Do You Design for Quality Learning Experiences?
- 25. ‘ Teachers lack the necessary skills to make informed judgements about how to use technologies and are bewildered by the possibilities’ (Conole, 2010, p.483). 2. How Do You Design for Quality Learning Experiences?
- 26. http://compendiumld.open.ac.uk http://www.phoebe.ox.ac.uk/ Emergence of design tools… 2. How Do You Design for Quality Learning Experiences?
- 27. Learning Design Support https://sites.google.com/a/lkl.ac.uk/ldse/Home Conversational framework… 2. How Do You Design for Quality Learning Experiences?
- 28. 2. Where is eLearning heading? Masterman, E., & Manton, M. (2011). Teachers’ perspectives on digital tools for pedagogic planning and design. Technology, Pedagogy and Education, 20 (2), 227-246. Calculating the costs of pedagogy… 2. How Do You Design for Quality Learning Experiences?
- 29. 2. Where is eLearning heading? Student Workload Calculator http://www.massey.ac.nz/~arowatt/Mockup01.html 2. How Do You Design for Quality Learning Experiences?
- 30. 2. How Do You Design for Quality Learning Experiences? • Consolidating data • Sharing the evidence • Implementing action plans
- 31. 3. What are the Implications for Institutions and Educators?
- 32. • Promoting a high level of professional trust • Giving responsibility for quality back to academics • Building distributed leadership for teaching and learning Quality enhancement is about… 3. What are the Implications for Institutions and Educators?
- 33. “ Not everything that can be counted counts , not everything that counts can be counted ” Albert Einstein Final Comment
- 34. http://tinyurl.com/solt-mbrown Further Comments • Walk the talk • Digital scholarship • Knowledge harvesting and brokering • Scratch pad for critical thinking and reflection • Wider impact with a worldwide audience Why I blog…
- 35. “ A prudent question is one-half of wisdom. ” Francis Bacon Questions http://www.slideshare.net/mbrownz/
Notas do Editor
- The new New Zealand is digitally connected.
- Thank you for your attention and I welcome questions and discussion.
- In the spirit of being a quality maker…
- In the spirit of being a quality maker…
- Learning design tools have been around for some time in different forms. Something as simple as a lesson plan can constitute a learning design, or at least be a component part of one. Much of the work that has been undertaken in recent years, mid to early 2000s, has focused on the ‘e’ aspects. Many of the digital tools then focus on the digital elements of learning design, as well as providing opportunities to share designs for review with peers. By way of tools the two displayed here are from the Open University UK and the Oxford University. Both focus on learning design with Phoebe being an online tool that allows users to record what we call paper details into a searchable repository, with the aim of being able to share designs with the community, who in turn take can take those designs, change and put back into the community. The Open University tool breaks down the activities that take place as part of specific tasks and maps out the way the student would get to the end point. Alongside this the ‘tutors’ activities are also mapped out, providing a visual representation of the process of achieving a particular course aim from tutor and student points of view. Conole and Oxford Tools
- Learning Design Support project from the London Knowledge Lab and headed by Diana Laurillard extends the notion of collaborative learning design by providing a tool for building learning designs that are hung off explicit pedagogic frameworks.
- Laurilard’s Tools – a very well defined and well thought out tool but is beyond the capabilities of most people to fully appreciate what it attempts to achieve.
- Massey’s tool based on the spreadsheet version of the student workload calculator, now online. Focuses on the numbers, specifically whether what is being asked of a student is excessive given the number of hours available. The tool doesn’t focus on the pedagogical decision making that often takes place when making decisions about what to include and not to include. In many ways this tool possibly oversimplifies a very complex set of decision making, but its strength, we believe, is the fact it speaks to teaching staff by not focusing on the complexities of learning design. It does however raise important questions around assumptions of time spent in activities or tasks such as creation of material online i.e. interactions between peers and lecturers, interacting with tools i.e. wikis etc. Bringing these sorts of questions to the forefront may then result in a person to seek help from colleagues and support staff.
- Final response to quality question.
- Final response to quality question.