Presentation on theme: "Plymouth University Curriculum Enrichment Project 2013 – 2015 T&L Forum July 2013 Pauline Kneale Study With Plymouth is a conversation – it’s much more."— Presentation transcript:
Plymouth University Curriculum Enrichment Project 2013 – 2015 T&L Forum July 2013 Pauline Kneale Study With Plymouth is a conversation – it’s much more than a lecture
Aim Provide an ‘excellent learning and stimulating student experience’ Strengthen the reputation of the University Support all our students consistently with curricula and co- curricular opportunities across a 30 week, semester-based, learning year 40 credits achieved before Christmas in year 1 Provide opportunities for all students for in-term placements, performance and field visits Minimise our use of assessments that require MAP (modified assessment provision) so that all our students are treated as equally as possible in all aspects of their programme Increase action research and professional practice research in all years. Students doing … Summer resits without travelling to Plymouth Credit for best 4 modules at Level 4, in degree classification Plymouth University Curriculum Enrichment Project 2013 - 2015
Consultation Phase 23 consultation meetings to date, 8 further meetings in the diary Written feedback from most Schools and individuals, over 60 items. Project Office is collating the material Suite of support workshops arranged by ED and ASTI ED and ASTI staff contributing to School T&L events particularly on assessment matters.
Drivers for Change Academic Review More consistent student experience (everything proposed is already happening in Plymouth) Delivering a stronger student experience 30-week value NSS and SPQ feedback (student voice) Pressure on the time table – increase block teaching Assessment issues
Why Semesters? International student opportunities Opportunities for co-curricular development in specific weeks (0, 14, 15 29,30)and current evenings and weekends Half-year placements are more possible Evidentially closer to ‘30 weeks of student activity’
Timetable Moving teaching sessions consistently to 2-hrs or longer blocks: – Adds 10-15 minutes activity time to each session (9.55-10.05 start and stop time) – Allows more ‘activity time’, (eg: 20 minute lecture; discussion; activity; mini lecture; reflection) – Students more engaged - enthused – Staff prep and attend one session rather than two (saves set up, travel etc time) – Fits a flipped classroom, active learning, students ‘doing’ approach ‘having a lecture at 10 and nothing until 12 is a real waste of my time’ ‘Travelling in for two lectures on one day and one on the next with gaps between that are not long enough to get other stuff done, ’ (SPQ comments 2013 : All Faculties)
Assessment issues NSS, SPQ shows a lack of consistent support and student dissatisfaction Running multiple assessments for different types of students, in some parts of the University. Effectively no MAP issues in one Faculty Huge dependence on hand written examinations (19 th century business skill) 10 credit modules taught in the autumn and assessed the following June In class tests without MAP provision
Programme result is greater than or equal to the subject average Programme result is less than the sector subject average but above 10% Programme result is less than the sector subject average plus 10% Assessment and feedback NSS results 2012 Q5 the criteria used in marking have been clear in advance Q6 Assessment arrangements and marking have been fair Q7 Feedback on my work has been prompt Q8 I have received detailed comments on my work Q9 feedback on my work has helped me clarify things I did not understand Q5655071629586 Q67390756586 Q76220634686 Q8855063547390 Q9545053465981 Science and Technology
‘A radically unknowable world’ Barnett 2004 Enquiring Engaged Ethical Enterprising Supercomplexity Risk Speed Uncertainty Contestability What are we trying to achieve in our teaching?
Activity based learning Practitioner based learning Interaction Group presentations Continual formative assessment with feedback Individualised assessment Variety in learning activities Enquiry based learning Flexible learning spaces Working in small groups Enquiry based learning Opportunities to apply knowledge Learning through managing others Directed study activities to be recognised in formative assessment Relevance to career opportunities ( Blackwood and Brown 2011) What students like
What students need Hands on learning Technology enhanced learning Multimedia learning Collaboration Blended learning Networking to facilitate learning Interactive classroom sessions Variety of tasks Simulation Personalised learning Schonfield and Honore (2009)
Threshold Concepts Signature Pedagogies Critical Thinking Ethical Approaches Generic Skills Productive, enterprising and creative global citizens Self-efficacy Self-esteem Self-confidence Reflection and Evaluation Career Development Learning Experience (Work and Life) Degree subject Knowledge, Skills and Understanding Emotional Intelligence Intercultural Awareness Enterprise Sustainability Literacy Digital Literacy After Dacre Pool and Sewell, 2007 Plymouth Students
Generation Y strengths and weaknesses, from Schofield and Honore (2009) HomeSchoolUniversityWork + Questioning established processes Approachability and friendliness to all ages Work-life balance Networking outside organisation Trust Flexibility Lack of prejudice Flexibility Energy ± Loyalty Respect Focus / concentration / attention span IT skills Communication skills Motivation Creativity Global outlook Teamwork Communication skills Global outlook Teamwork Managing others Expectation of quality Remedial learning ̶ Budgeting / financial management Risk assessment / Risk taking Taking criticism Written English Risk assessment / risk taking Analysis / deeper thinking Analysis Deeper thinking Self–management Generation Y strengths - green; weaknesses – pink; mixture of strengths and weaknesses varying within the generation Y population- orange. The critical times for skill development are indicated on the top row.
Research-tutored Curriculum emphasises learning focused on students writing and discussing essays and papers Research-based curriculum emphasises students undertaking inquiry-based learning Research-led Curriculum is structured around teaching current subject content Research-oriented Curriculum emphasises teaching processes of knowledge construction in the subject STUDENT-FOCUSED STUDENTS AS PARTICIPANTS EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS TEACHER-FOCUSED STUDENTS AS AUDIENCE Research - Scholarship Informed Teaching Griffiths, 2004; Healey and Jenkins 2006
Students likely to feel Interested and apprehensive about learning successful students Anxiety Flow Apathy Boredom Students likely to feel Work may appear to be apathetic towards learning of little relevance and boring Low CHALLENGE High Low SKILLS High After Csikszentmihalyi, 2009
Plymouth Pedagogic Ethos Research and scholarship informed teaching and learning (PedRIO) Students in the ‘flow’, action learners; students as research partners Authentic curricula and assessments Excited students tackling real research and practice problems in partnership with academic staff
How do we inculcate excellence? I have paid £9,000 + living costs … you teach me I want you to enjoy research and learn And that means doing your own thinking
The lecturer brings knowledge but that is arguably not the most valuable element. The job of the lecturer is to understand how knowledge is developed in this discipline, and to give people time to practice small elements of it. Give students the opportunity to try stuff, try difficult stuff, fail and then succeed. The trick is to know how to animate large classes, not just to transmit. Passionate Arriving on time Being up-to-date Breathing life into the ideas Putting notes on TULIP People who give you the tools to learn Being relaxed involved in doing stuff with us rather than watching us Lots of opportunities to ask questions Being consistent
Year 2, Level 5 parallel modules in two semesters
Year 3, Level 6 parallel modules in two semesters
Assessment – everyone working to the same agenda and challenges Improved Performance
Assessment for Learning 2013 – 2015 Project Authentic learning and assessment in Plymouth programmes Everyone working to the same agenda and challenges Ambition is ‘enhancement for every student through assignments that fairly evaluate the students ability to meet module and programme learning outcomes’ Programme design should give students every opportunity to work with and demonstrate their ability to perform discipline contextualised tasks, and tasks they will encounter when they graduate Activities and assignments should be characterised by meaningful tasks that replicate real world challenges. Create a level and equal assignment playing field so that all students have a comparable, supported experience 12% of students are registered with a disability. We have some students with worryingly inequitable MAP experiences We already set hundreds of alternative MAP assessments, which could be available to everyone.
Traditional assessment Authentic assessment Selecting a responsePerforming a task Artificial assignment / test structures Real life test structure Recall of knowledgeApplication of knowledge Lecturer constructed Student / employer / lecturer co- constructed Indirect evidence of ability to perform as..( biologist /psychologist /…) Direct evidence of performance as.. ( historian / mathematician /..) Win-Win No MAPs Or give students assessment choice in modules MAP and MAP-free Create assessments that can be taken at any time, anywhere (ODL friendly) Make 2013 the last year with Plymouth-based summer resit examinations Broaden use of instant resits
Introducing Plymouth Plus Modules Stepping outside your discipline The opportunity to step outside your programme Cross-disciplinary student groups explore issues that matter in the 21 st century, matters of current concern, exciting issues in other disciplines, develop a current skill or start a new language. Modules taught by academics from different schools and faculties to let students understand topics from different perspectives. Assessed through in-module activities. Interdisciplinarity the critical workplace skill? We know that good teams have people with lots of different skills and expertise. One trick is to help students to know how to lead interdisciplinary teams. HEAR recognition, and should be an employability ‘bonus ’.
Co-curricular activities for all students Sessions timetabled in specific weeks and evening and weekend slots through the year. Arranging mid-year co-curricular activities in separate weeks for levels 4, 5 and 6 should help to manage demand, reduce class sizes, and allow finalists to attend focused career sessions Level 4 will have ‘light touch’, introductory sessions in week 0, and in weeks 18, 29 and 30. Level 5 will have sessions in weeks 0, 15, 29 and 30. Level 6 will have sessions in weeks 0, 14, 15 (shared with level 5), 29 and 30. Activities already in progress include: Leadership Business start-up Career and employability support activities, including competitions IT support initiatives, to include independent online training Library research activities UPSU student rep training and leadership development programs Language options
PSMD Project management Admin Support Curriculum Enrichment Project Implementation Group Pauline Kneale, Steph Driscoll, ADTLs, Debby Cotton, School Reps, UPSU reps and others Regulations Revision Group Mel Joyner, Pat Wilde, Claire Oldfield, Pauline Kneale, Sue Gregory, FR Health and Human Sciences Curriculum Design and Approval SEEDPOD Neil Witt, Simon Payne, Pat Wilde, Pauline Kneale, Anne McDermott Business Arts and Humanities Co Curricular Programme Maureen Powers Student Experience Group, R&I reps, Business Rep, Careers Reps, ASTI reps Digital Learning Environment Pauline Kneale, Neil Witt, ASTI team, School Reps, Student Reps, Plymouth Plus Academic Lead School Reps, Student reps TIS rep Timetable Jim Griffiths, Annette Devine TIS rep, Julie Lakey, FBMs, FRs Science and Environment Curriculum Enrichment Project Steering Group David Coslett, Pauline Kneale, Steph Driscoll, Richard Stephenson, ADTLs, Neil Witt, Pat Wilde and ? Support and Development Workshops Debby Cotton, ED reps, ASTI reps, John Hilsdon Induction End-duction Group Academic Lead ED rep, School Reps, Student Reps, ASTI rep, Annette Devine, HEAR Implementation Academic Lead, TIS Lead School Reps Assessment for Learning Project Pauline Kneale, Jane Collings, ED team
Challenges and Opportunities Students Staff ‘30 week’ value for money learning experience Two first year modules ‘passed’ before Christmas, increased confidence and encouragement Credit for best 4 modules at Level 4, in degree classification Instant resits and summer resits without travel to Plymouth Regular and early feedback Space for co-curricular activity in term time Opportunities for ‘breadth’ through Plymouth Plus Opportunities from level 4 for all students for in- term placements, performance and field visits Equal opportunities in assessment so that all our students are treated as equally as possible in all aspects of their programme Increase in action research and professional practice research in all years. Students doing … Engaged students Focused teaching periods Spread of assessment across the year Reduce – eliminate need for MAPS, inclusive assignments will reduce marking complexity Accredited modules involving field work, field class, performance and other off campus activities can be timetabled in the 30 week year Opportunity for cross faculty research- teaching in Plymouth Plus Research activity at level 4 supporting levels 5 and 6 research Increased retention International half year placements and exchanges facilitated
References Barnett, R. 2004 Learning for an unknown future, Higher Education Research & Development, 23, 3, 247-260 CBI (2011) Working towards your future: making the most of your time in higher education. London: CBI http://aces.shu.ac.uk/employability/resources/CBI_NUS_Employability%20report_May%202011.pdf Cousin, G. 2010 Neither teacher-centred nor student-centred: threshold concepts and research partnerships, Journal of Learning Development in Higher Education, 2, http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=viewFile&path%5B%5D=64&path%5B %5D=41 Dacre Pool, L. and Sewell, P. (2007) The Key to Employability. Developing a practical model of graduate employability. Education and Training. 49 (4), pp277- 289 http://www.uclan.ac.uk/information/uclan/employability/careeredge.php Golding, C. 2011 Educating for critical thinking: thought encouraging questions in a community of enquiry, Higher Education Research and Development, 30, 3, 357- 370 Griffiths, R. 2004, Knowledge production and the research-teaching nexus: the case of the built environment disciplines, Studies in Higher Education 29 (6): 709-26 Healey, M. and Jenkins, A. 2006, ‘Strengthening the teaching-research linkage in undergraduate courses and programmes' in C. Kreber (ed.), Exploring research-based teaching, San Francisco: 45-55 Media Awareness Network (2010) Digital Literacy in Canada: From Inclusion to Transformation. http://mediasmarts.ca/sites/default/files/pdfs/publication-report/full/digitalliteracypaper.pdf Meyer, J.H.F. and Land, R. (eds.) (2006) Overcoming barriers to student understanding: threshold concepts and troublesome knowledge. Abingdon: Routledge. Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 195-206). Oxford: Oxford University Press Pegg, A., Waldock, J., Hendy-Isaac, S. and Lawton, R. 2012 Pedagogy for employability, http://www.heacademy.ac.uk/assets/documents/employability/pedagogy_for_employability_update_2012.pdf Shulman, L. 2005 Signature pedagogies in the professions, Daedalus, 134, 3, 52-59a
Teaching in Years 2 and 3 Modules 123 456 1 23 4 56 12 3 45 6 Would it be possible to have short, intensive modules in Level 5 and 6? YES
Teaching in Years 2 and 3 Attracting sufficient number to small modules Can we teach less popular modules every 2 years to double the class size and increase choice to students? YES Modules 1 23 4 56 Taught to year 2 and 3 together in alternate years.
Two Subject Degrees Year 1 Level 4 Joint delivery of early modules? Ideally to make discipline pairings real. Languages – no. These need to match many programmes Discipline X 1 2 3 PPlus 5 6 Discipline Y 1 2 3 PPlus 5 6 X & Y 1 2 3 PPlus 5 6 X & Y 1 2 3 PPlus 5 6 Taught by staff from X and Y Integrative project
Optional modules Do we have too many options ? Can you reduce the options and increase your research time? Year 1 1 2a2b 3 PPlus 5a5b 6 Year 2 and 3 1a 1b23 45a 5b6
40 credit Dissertation in Level 6? In these patterns dissertations are submitted in April /early May. Parallel pattern leads to week 29 hand in. Ok, but pushes exam meetings back Modules 1Dissertation 3 4 6 Modules Dissertation23 56 Modules 12 Dissertati on 56
Rules for Classification Year 2 30% Year 3 70% 10% 30% 60% 10% 40% 50% Pass 100cr to progress Pass module overall (ie not every sub-element).
Postgrads 6 hrs a week for Research Council students, averaged across the year. We generally apply the rule to all. Total hours for demo shouldn’t change but will get concentrated
Assessment for Learning Disabled students working towards different assessments miss opportunities for group support and are treated as ‘other’. The same learning, support and inclusive assessment opportunities (MAP-free assignments) would provide a common, collegiate, level playing field for all our students, would streamline many processes and be transparently fair.
Examples of 1 year inclusive assessment -20 credits MAP-free 3 ( 1 per week ) x 300 word piece of critical writing 1 group presentation of a poster and individual reflection ‘Multiple Choice Questions’ – open time frame or 40 questions in a maximum of 3 hours over a 48 hour period and Practical Lab: work and report Group video/ podcast and 500- 1000 word reflective commentary (what I know now as a result of the module)
Examples of 1 st term assessment -20 credits MAP-free 4 x Problem Based Learning activities – 4 x 500 words with a reflective commentary / e-commentary (what I know now as a result of the module) Field work, field work notebook or report with a reflective commentary (what I know now as a result of the module) Mini project ‘product’ / performance and commentary.
Instant Resits Level 4 Giving students the opportunity to get work up to standard (meet LOs) Re-submitting to meet the LOs No resubmission of work that has passed Level 4: first three modules can resubmit more than once. Revise and resubmit
Support workshops: Curriculum Enrichment and Assessment for Learning Assessment for Learning Designing great first modules PBL – action learning – case study learning Flipped classroom New e-assessment possibilities Plymouth Plus Group work Getting students reflecting (PebblePad updates and other approaches) Programme LOs and module Los Induction – end-duction ??????? Programme / Module team support
Transition Our current Level 6 is largely composed of optional modules. This will need to be altered to have two suites of option modules (Sem 1 & Sem 2), altering the choice of the students? YES: For 2014-5 level 6 - a suite of semester 1 modules and suite of Sem 2 modules. We will need to start talking to current second year about this in SSL and other meetings from September. Use the reps and Steph to get the message across
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