The York Pedagogy: What, how and why John Robinson, 12 November 2015

The York Pedagogy: What, how and why

John Robinson, 12 November 2015

Work and Outcomes

Work and outcomes

Amount of work

Outcomes

The Basic Relationship

Amount of work

Outcomes

In practice

Amount of work

Outcomes

But, for simplicity:

Amount of work

Outcomes

Working more productively

Amount of work

Outcomes

Ways to work more productively

Ways to work more productively

▪Learning

▪Technology

▪Processes

▪Documents

The York Pedagogy

The York Pedagogy

▪Thinking about outcomes and work together

The York Pedagogy

▪Thinking about outcomes and work together

▪Better co-design of outcomes and work

The York Pedagogy

Amount of work

Outcomes

The York Pedagogy

Amount of work

Outcomes

A learning outcome

The York Pedagogy

Amount of work

Outcomes

A learning outcome

The route to it

The York Pedagogy

Amount of work

Outcomes

The York Pedagogy

Amount of work

Outcomes

The York Pedagogy

▪Better co-design of work and outcomes

The York Pedagogy

▪Better co-design of work and outcomes

▪More ambitious in final outcomes

The York Pedagogy

▪Better co-design of work and outcomes

▪More ambitious in final outcomes

Powerful PLOs

The York Pedagogy

▪Better co-design of work and outcomes

▪More ambitious in final outcomes

▪Enable students to work smarter (increase the slope)

The York Pedagogy

▪Better co-design of work and outcomes

▪More ambitious in final outcomes

▪Enable students to work smarter (increase the slope)

Well-designed work

The York Pedagogy

▪Better co-design of work and outcomes

▪More ambitious in final outcomes

▪Enable students to work smarter (increase the slope)

Well-designed work

Served by contact time

The York Pedagogy

▪Better co-design of work and outcomes

▪More ambitious in final outcomes

▪Enable students to work smarter (increase the slope)

▪Intermediate outcomes are important too

The York Pedagogy

▪Better co-design of work and outcomes

▪More ambitious in final outcomes

▪Enable students to work smarter (increase the slope)

▪Intermediate outcomes are important too

Summative assessmentdesign

The York Pedagogy

Amount of work

OutcomesAn ambitious outcome

The York Pedagogy

Amount of work

OutcomesAn ambitious outcome

The York Pedagogy

Take away the axes

An ambitious outcome

An ambitious outcome

And another

The Learning Ladder

Able to extend the boundary ofknowledge in the discipline

Able to extend the boundary ofknowledge in the discipline

By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)

Able to extend the boundary ofknowledge in the discipline

By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research Methods Module).

By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)

Able to extend the boundary ofknowledge in the discipline

By conducting research under one-to-onesupervision, analysing and writing up resultsin the form of a dissertation, develop theorganisational and expressive skills to applythe analysis and synthesis skills developedearlier to new problems (in ISM).

By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research Methods Module).

By reading canonical texts in the discipline andwriting two critical essays, developunderstanding of foundational questions andpractice the systematic analysis of ideasaccording to the practice of the discipline (inDiscipline Core II)

A narrative explanation

To reach this programme learning outcome of being able to extend the boundary of knowledge in the discipline, you will practice critical reading, analysis and writing skills on foundational texts in the discipline in Core II, practice research methods on small scale problems in Research Methods, then conduct research under one-to-one supervision, analysing and writing up results in the form of a dissertation, develop the organisational and expressive skills to apply the analysis and synthesis skills developed earlier to new problems, all in the Independent Study Module.

Purple Blue Mustard Red Green Extend the boundary of knowledge

ISM By conducting research under one-to-onesupervision, analysing and writing up resultsin the form of a diss-ertation, develop theorganisational and expressive skills to apply the analysis and synthesis skills dev-eloped earlier to new problems (in ISM).

Option in W

Res methods

By practicing research methods on small-scaleproblems , develop proficiency in the majorintellectual tools of the discipline (in Research MethodsModule).

Core V

Option in Z

Core IV

Core III

Option in Y

Core II By reading canonical texts in the discipline and writing two critical essays, developunderstanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipl-ine (in Core II)

Option in X

Core I

The York Pedagogy

▪Better co-design of work and outcomes

▪More ambitious in final outcomes

▪Enable students to work smarter (increase the slope)

▪Intermediate outcomes are important too

What? (And why?)

▪A question about the outcomes

What? (And why?)

▪A question about the outcomes

▪Similar to the claims of many universities (Critical thinking, communication, teamwork)

What? (And why?)

▪A question about the outcomes

▪Similar to the claims of many universities (Critical thinking, communication, teamwork)

▪More specific

What? (And why?)

▪A question about the outcomes

▪Similar to the claims of many universities (Critical thinking, communication, teamwork)

▪More specific

▪More ambitious

What? (And why?)

▪A question about the outcomes

▪Similar to the claims of many universities (Critical thinking, communication, teamwork)

▪More specific

▪More ambitious

▪More credible

What? (And why?)

How? (And why?)

▪A question about the work

How? (And why?)

▪A question about the work

▪Why am I doing what I’m doing now?

How? (And why?)

▪A question about the work

▪Why am I doing what I’m doing now?

▪Not tradition

How? (And why?)

▪A question about the work

▪Why am I doing what I’m doing now?

▪Not tradition

▪Not fad

How? (And why?)

▪A question about the work

▪Why am I doing what I’m doing now?

▪Not tradition

▪Not fad

▪But because your work has been designed as a whole, to take you up the learning ladder

How? (And why?)

▪A question about the work

▪Why am I doing what I’m doing now?

▪Not tradition

▪Not fad

▪But because your work has been designed as a whole, to take you up the learning ladder

▪(And we’re continuing to innovate to make the design better)

How? (And why?)

The York Pedagogy: What, how and why? y?

Reconsidering assessment in the light of PLOs

Michael Bate

Department of Mathematics

The York Pedagogy: What, how and why? y?

Refocusing Electronics PLOs to strengthen the core

Andy Hunt

Department of Electronics

Department of Electronics

Refocusing Electronics PLOs to strengthen the core

▪CONTEXT: Major Departmental Teaching Review– Done completely within 2015

▪AIMS:– Respond to external reviews

• IET (accrediting body)• University (Periodic Review)• External Examiners

– Focus more on Core subjects in early years– Enhance specialities in later years– Develop integrated project work throughout degree– Do all this in harmony with University Pedagogy

Department of Electronics

Development Process for PLOs▪Brainstorm with JAR

▪Splitting into Topics & Levels

▪Departmental Away Days– Full staff engagement– Reduction to 4 major topics– Simplification of wording

▪Teaching Committee

▪BoS

▪Working group to developProgramme Specifications– Customised PLOs for specialisms

▪UTC

Department of Electronics

How PLOs appear in our Prog Specs

MEng outcome

BEng outcome

Knowledge

Application

Communication

Management

Customised for each of our

programmes. Electronics with

Music TechnologyNanotechnology

Computing

Department of Electronics

How PLOs appear in our Prog SpecsCommon to ALL programmes.

Shows progression throughinclusive Stages.

Maps well to our Accrediting body.IET (using UK-SPEC)

Knowledge

Application

Communication

Management

Knowledge & Understanding

Design & Development

Communication& Interpersonal

ManagementProfessional

The York Pedagogy: What, how and why? y?

Embedding Programme Leadership

Alison Foster-Lill

Department of Health Sciences

What we doDMT BoS

GSB UPB

Nursing programmes Committee

Midwifery programmes committee

Associate Practitioner (FD) programmes committee

SSPRD (CPD) programmes committee

Why?

PGDip Nursing 1 2

BSc Nursing 1 2 3Integrated Masters In

Nursing 1 2 3 4

BSc programme – four routes through programme (adult , mental health, learning disabilities or child) 34 modules in total, each student will take 22 compulsory modules

54 modules to choose from

BSc in Health and Social Care

Nursing programmes

Part time BSc CPD programme – each student has a bespoke route agreed with programme leader

The benefits• Programme leader has oversight of the entire programme and

the student experience• Programme structure is more cohesive with consistency of QA

across modules• Curriculum development can be managed in an

interconnected way• Minimises repetition or omissions of teaching• Cleary map student progression through the programme and

how they are progressing to achieving the overarching programme aims

• Clearly map development of themes across stages, e.g. in nursing programme - Stage 1 - lay person to practitioner, Stage 2 - practitioner to partner, Stage 3 - partner to leader

The York Pedagogy: What, how and why? y?

Questions?