Introduction to the course 214 September 09

1.30 – 4.30

Rachel Stubley and Simon Haslett

Reflect on the choices we make in selecting teaching methods

Differentiate between domains of learning (and levels of learning)

Start to plan to extend your teaching methods appropriately

Appreciate the scope of pedagogic research in HE

Consider the place of scholarship and research in your own practice

What teaching methods do you use? What influences your choices?

Most tutor control

Least tutor control

Lecture Demonstration Discussion Tutorial Practical Simulation Role play Visit Research/project Real life experience

“Rote learning scientific formulae may be one of the things scientists do, but it is not the way scientists think” Biggs 1989 (cited in Ramsden 2003:45)

Consider the model of levels in the three domains of learning on p. 55 of the guide

What teaching methods would be appropriate at different levels (exercise p.56)

Now return to the question of what you currently do

Consider how you might develop your practice

Use the grid on p.57 to support your reflections

You will need to complete the action plan on p. 46 and include it in your final portfolio

Higher Education Academy◦ Subject Centres

24 disciplined based centres Offer events/resources for new lecturers Grants and other funds

◦ Special Projects e.g. Education for Sustainable Development Project

◦ EvidenceNet new resource base Contribute material

Society for Research in Higher Education (SRHE) International Society for the Scholarship of

Teaching and Learning (ISSOTL)

http://www.heacademy.ac.uk

individually-focused scholarship for personal use; internally-focused scholarship for local (e.g. departmental,

institutional) use; externally-focused scholarship, such as defined by the

Research Assessment Exercise (RAE, 2005, p. 34) as “the creation, development and maintenance of the intellectual infrastructure of subjects and disciplines”; and

research for external dissemination at conferences and in publications (i.e. pedagogic research).

Where does your SoLT sit?

(see Haslett, 2009)

Why do/would you do it?◦ Strategic e.g. research-informed teaching◦ Contractual e.g. teaching-led research◦ Personal professional updating/reflection and career◦ Disseminate examples of practice

What do/would you research?◦ Generic issues e.g. student engagement◦ Case studies e.g. examples of teaching

How do/would you do it?◦ Individually or collaboratively?◦ Funding for research and publication e.g. grants?◦ Output types e.g. books, articles, conferences?◦ Time and space to undertake research and writing?

Which approaches are you most involved in?

Research-tutored

Engaging in research discussions

Research-based

Undertaking research and inquiry

Research-led

Learning about current research in the discipline

Research-oriented

Developing research and inquiry skills and techniques

STUDENTS ARE PARTICIPANTS

EMPHASIS ON RESEARCH CONTENT

EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS

STUDENTS FREQUENTLY ARE

AN AUDIENCE

Source: M. Healey & A. Jenkins (2009) Developing students as researchers. In: S. K. Haslett & H. Rowlands (eds) Linking research and teaching in Higher Education. University of Wales, Newport, pp. 7-11.

How does your teaching map within the R-T Nexus?

From Haslett (2009)

The Research-Teaching Complex

Select a paper in either the Newport CELT Journal or the NEXUS Conference Proceedings

On a quick skim read/scan discuss with the person next to you:◦ what is the focus of study?◦ what methods are used?

ARMITAGE, A. et al (2003) Teaching and Training in Post-compulsory Education 2nd Edition. Maidenhead: Open University Press

HASLETT S. K. (2009) Unpicking the links between research and teaching. Newport CELT Journal, 2, 1-5.

HEALEY M. & JENKINS A. (2009) Developing students as researchers. In: S. K. Haslett & H. Rowlands (eds) Linking research and teaching in Higher Education. University of Wales, Newport, pp. 7-11.

RAMSDEN P. (2003) Learning to Teach in Higher Education 2nd Edition. London: Routledge.