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WELCOME
ENHANCING STUDENT LEARNING SWAP SHOPProfessor Mick Healey
TEDI UPDATESProfessor Merrilyn Goos
HE Consultant and Researcher and Emeritus Professor University of Gloucestershire
Economic geographer and Director Centre for Active Learning Director HE Academy projects on ‘Undergraduate research’ and
‘Rethinking final year projects and dissertation’ Ex-VP for Europe International Society for Scholarship of Teaching and
Learning National Teaching Fellow and Senior Fellow HE Academy Visiting expert to Higher Education Authority for Ireland evaluating
teaching and learning components of Programme for Research in Third Level Institutions (2003)
Advisor to Canadian Federal Government ‘Roundtable on Research, Teaching and Learning in post-Secondary Education’ (2006)
Advisor to National Academy for Integration of Research, Teaching and Learning (Ireland) (2007-11)
Advisor to Australian Learning and Teaching Council Project on the ‘Teaching-research nexus’ (2006-08) and ‘Undergraduate research’ (2009-10)
Advisor to League of European Research Universities on research-based teaching (2009)
Honorary Professor University of Queensland; Visiting Professor Edinburgh Napier and University of Wales Newport
Research interests: scholarship of teaching; linking research and teaching; active learning; developing an inclusive curriculum for disabled students
Brief Biography
Enhancing student learning
Enhancing student learning
Aims To share interesting TL&A practices
for enhancing student learning To discuss how the practices and
ideas might be even better To discuss how the practices and
ideas can be disseminated internally and externally
Successful learning
Think of something you’re good at - something you know you do wellWrite down a few words explaining how you became good at it
• practice• doing it• trial and error• getting it wrong at first and learning from your mistakes
Developing positive feelings
Think of something about yourself that you feel good about - a personal quality or attribute, something that ‘gives you a bit of a glow’
Write down a few words explaining why you feel good about it. In other words, upon what evidence do you base your positive feeling?
• reactions of other people• feedback• compliments• seeing the results
Unsuccessful learning
Think of something that you don’t do well - for example, an unsuccessful learning experience
Write down a few words describing the causes of this unsuccessful learning experience - what went wrong?
Unsuccessful learning
• lack of opportunity to practise, or to learn safely from mistakes
• ‘bad’ feedback - critical feedback given in a hostile or negative way
• no motivation• fear of failure• couldn’t see why it was worth doing• lack of time to make sense of it• unable to understand it before moving on
Five factors underpinning quality learning
Wanting
Needing
Doing
Feedback
Digesting
- motivation- interest - necessity- saving face
- practice- trial and error
- other people’s reactions- seeing the results
- making sense of it - gaining ownership
An active learning model of how people learn
Digesting
Feedback
Wanting / Needing
After Race (2001)
Doing
Ripples on a pond….
Wanting/Needing
Doing
Digesting
Feedback After Race (2001)
Enhancing student learning
One of the most effective ways of engaging students in learning is to involve them actively
“Tell me and I will forget. Show me, and I may remember. Involve me, and I
will understand.”Confucius 450BC
Enhancing student learning
BUT “Student activity does not itself imply that learning will take place”
(Ramsden 2003, 113)
“It is not enough just to do, and neither is it enough just to think. Nor is it enough simply to do and think. Learning from experience must involve linking the doing and the thinking.”
(Gibbs, 1988, 9)
Enhancing student learning
If you are not already seated at a table with two or three other colleagues please move now
Please appoint a timekeeper
Enhancing student learning Organisation Swap shop – two rounds
You will each have 5 mins to summarise your interesting practice or idea to your two colleagues and 5 mins to answer their questions
Separated by a refreshment break
Plenary Key lessons, action planning
What’s New in TEDI
Certificate of University Teaching Practice
Develop knowledge and practice as university teachers.Demonstrate a commitment to – and pursue excellence in – teaching and learning.Engage with colleagues and the literature to develop new practices.Join a learning community.
