14 TH EDINEB Conference Vienna, 2007 Teaching, learning, and risk in a non-elite environment*...
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14 TH EDINEB Conference Vienna, 2007 Teaching, learning, and risk in a non-elite environment* [email protected] Frank Forsythe School of Economics & Politics University of Ulster Northern Ireland [email protected] .uk *Project funded by the Economics Network, Bristol: www.economicsnetwork.ac.uk
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Transcript of 14 TH EDINEB Conference Vienna, 2007 Teaching, learning, and risk in a non-elite environment*...
14TH EDINEB ConferenceVienna, 2007
Teaching, learning, and risk in a non-elite environment*
Frank ForsytheSchool of Economics & PoliticsUniversity of UlsterNorthern Ireland
*Project funded by the Economics Network, Bristol: www.economicsnetwork.ac.uk
The Economics Network
Supporting university teachers of economics
www/economicsnetwork.ac.uk [email protected]
The risky route The safe route
student-centred regimes
teacher-centred regimes
innovate ‘auto-pilot’
emphasis on learning emphasis on teaching
Teaching, learning, and risk in a non-elite environment
SOME OF THE RISKS INVOLVED
High opportunity costs-- Research v teaching
Assessment issues-- group v individual
-- examination performance
Learner characteristics- rogue learners
-- poor commitment-- mixed ability
Potential for Litigation-- Fee paying students
Pressure from colleagues-- Ability to progress
to next level
SOME OF THE RISKS INVOLVED
Learner characteristics
- rogue learners-- poor commitment
-- mixed ability
SOME OF THE RISKS INVOLVED
Assessment issues
-- group v individual-- examination
performance
SOME OF THE RISKS INVOLVED
Pressure from colleagues
-- Ability to progress to next level
SOME OF THE RISKS INVOLVED High opportunity costs
-- Research v teaching
SOME OF THE RISKS INVOLVED
Potential for Litigation
-- Fee paying students
… AND A FEW MORE
management quality-control measures
Externally moderated
Staff-student consultative Committee meetings
student questionnaires‘Assessment of teaching’
… AND A FEW MORE
management quality-control measures
Externally moderated
… AND A FEW MORE
management quality-control measures
Staff-student consultative Committee meetings
… AND A FEW MORE
management quality-control measures
student questionnaires‘Assessment of teaching’
Proposition 1
High ability students excel under ANY learning regime
Proposition 1
High ability students excel under ANY learning regime
High ability students LEARN more in a student-centred regime
Proposition 2
Proposition 3
weaker students LEARN more and PERFORM better in a student-centred environment
a student-centred regime: does not harm high ability students will raise the performance of weaker students.
Summary Proposition
COHORT 1 2006-07
MIXED ABILITY
FIRST YEAR BSc ECON
STUDENT-CENTRED (PBL)
FIRST YEAR MODULE: MICROECONOMICS 1
FEATURES
GROUP WORK – 2 presentations, 3 written reports, 1 quiz
INDIVIDUAL WORK – personal development report, final year examination
Final year students acted as group facilitators
Code of conduct governing group sessions
Worked harder & showed more commitment than in other 5 modules
Rogue learners present
COHORT 2 2005-06
MIXED ABILITY
FINAL YEAR BSc ECON
STUDENT-CENTRED (PBL)
COHORT 3 2006-07
MIXED ABILITY
FINAL YEAR BSc ECON
TEACHER-LED (LECTURE-SEMINAR)
COHORT 4 2006-07
HIGH ABILITY
FINAL YEAR (BA LAW with ECON)
STUDENT-CENTRED (PBL)
FINAL HONOURS MODULE: THE LABOUR MARKET
REFERENCES:
Forsythe, F (2002), ‘The role of problem-based learning and technology support in a ‘spoon-fed’ undergraduate environment’, in Tor A. Jojannessen et al
(Eds.), Educational Innovation in Economics and Business VI: Teaching Today the Knowledge of Tomorrow, Kluwer Academic Publishers, Dordrecht, The Netherlands, pp 147-161.
Forsythe, F (2002), ‘Problem-based learning’, in Davies, P. (Ed.), Handbook for Economics Lecturers, Chapter 3, available at www.
economicsnetwork.ac.uk/publications/handbook/pbl
Teaching, learning, and risk in a non-elite environment
