Using Teaching Development Grants to Effect Sustainable Change 11/12/2015 Geoffrey Crisp ALTC National Teaching Fellow Director, Centre for Learning and

Using Teaching Development Grants to Effect Sustainable Change

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Geoffrey CrispALTC National Teaching Fellow

Director, Centre for Learning and Professional Development University of Adelaide

334 Symposium on Project 4Y –Advancing Teaching and Learning



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University of Bologna, Laurentius de Voltolina 14 th century lectureThe Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002.

What is different today?


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What is different today?

listening

social interaction

quality assurance

reading

disengaged

University of Bologna, Laurentius de Voltolina 14 th century lectureThe Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002.


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Typical learning and assessment today?

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http://www.flickr.com/photos/cristic/359572656/ http://www.pharmtox.utoronto.ca/Assets/Photos/pcl473+classroom+editted.JPG


Transforming learning spaces

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Queen’s University, Kingston CA

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Beamish-Munro HallQueen's University

Integrated Learning Centrehttp://livebuilding.queensu.ca


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“Big problem” learning and assessment

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http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:


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Major issues for TDGs

Long term learning outcomes

Learning-oriented assessment

Authentic tasks

Authentic tools

Meaningful feedbackSelf and peer

review

Standards


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Academic staff often become frustrated with innovation

http://4.bp.blogspot.com/_hBiBaUg_1rA/SJTQE0ymK7I/AAAAAAAABxI/OIKhMiaaQ2E/s400/confusing_signs2.jpg

http://www.teach-ict.com/ecdl/module_1/workbook15/miniweb/images/stressed.jpg


What Assessors do want to see in TDGs

A well written application – Is in the appropriate category– Has transparent and aligned title, objectives and

outcomes– Is aligned with institutional values and mission– Has preliminary results showing likely impact– Acknowledges the work of others in the field


What Assessors do want to see in TDGs

A well written application – Has shown the likely impact on students – Does not ramble or try to justify why your discipline is

special and needs support– Addresses an issue that is important to the institution– Has significant support from those in leadership

positions– Has strategic partners and develops a community of

practice


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Process of problem solving - IMMEX

http://www.immex.ucla.edu


IMMEX output – capability maps

Kong, S.C., Ogata, H., Arnseth, H.C., Chan, C.K.K., Hirashima, T., Klett, F., Lee, J.H.M., Liu, C.C., Looi, C.K., Milrad, M., Mitrovic,A., Nakabayashi, K., Wong, S.L., Yang, S.J.H. (eds.) (2009). Proceedings of the 17th International Conference on Computers in Education


Bobby Elliot and assessment 1.5 to 2.0


Different ways of assessing students

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New learning, teaching and assessment approaches

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Second Life exampleshttp://www.youtube.com

Transforming Assessment


Second Life Biology

18/04/23 19http://www.transformingassessment.com


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What Happens in a Role Play?

Adopt a roleIssues & problems

occur

Reflection &

Learning

Interaction & debate


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Augmented reality


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Do you want the red pill or the blue pill?


What Assessors do not want to see in TDGs

An application will not likely to receive a high ranking if it:– Has a meaningless or jargon title, or where the title has

words never used again in the application– Is not aligned with institutional values and mission– Has no preliminary results – Is a research topic for someone’s thesis


What Assessors do not want to see in TDGs

An application will not likely to receive a high ranking if it:– Does not acknowledge the work of others in the field– Does not mention students at all – Covers core services that should be provided by

institution– Addresses a narrow issue that is relevant to a small

cohort– Has no obvious support from those in leadership

positions– Has partners simply to make up the numbers


Pedagogical learning spaces – Virtual Worlds

http://www.bized.co.uk/virtual/home.htm


Scenario-based learning

http://www.pblinteractive.org


Slide 27

Dissemination of TDG outcomes

Distinguish distribution of outcomes from dissemination

Only a few colleagues look at static websites and few use someone else’s learning objects

Repositories and clearinghouses need to be alive - active distribution network around communities

Need to be aligned with discipline specific activities Workshops, seminars, webinars, conferences Need to be embedded into existing distribution

networks


Developing communities of practiceMilton Cox - Faculty Learning Communities

http://www.units.muohio.edu/flc


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Dissemination of TDG outcomes

Peer review important for credibility, but not every item has to be peer reviewed

Templates for describing material, purpose, audience Exemplars are required – maybe fund these as part of

new grants and maybe fund some projects specifically to show how existing material can be adapted to other disciplines

Discipline specific examples required Copyright and intellectual property rights explained Creative Commons


Internal reporting of TDG outcomes

Common template be used for the reporting of outcomes from use of the TDG funds. Specific heading should be included in the template and tables for summarising mandatory information.

Importance of TDG outcomes to strategic plans for institution.

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A mandatory item for inclusion in all reports should be lessons learnt from the projects.

This section should include what would be done differently, or what changes would be made to the activity should it be continued.

This section should be a reflective evaluation section on the how the projects have changed or enhanced educational practice and student outcomes.

A summary of the key themes that have come from the initiatives should be included.

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Institutions should prepare 5 year summary on the extended outcomes of past projects funded under TDGs and document which activities are ongoing, and which have lead to changes in educational practices amongst academics.

Should include a distinction between changes in educational practices, as evidenced by changes in approaches to teaching, and impacts related to enhancements in student learning or performance.

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Report of career outcomes from recipients of TDGs Did TDG assist with promotion or tenure or whether

grant recipients are more likely to receive teaching awards.

TDGs can be considered a form of professional development for staff, so the outcomes from this professional development should be measured.

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Thank you

Documents

Using Teaching Development Grants to Effect Sustainable Change 11/12/2015 Geoffrey Crisp ALTC National Teaching Fellow Director, Centre for Learning and