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Transformational Learning at the University of Liberal Arts Bangladesh Carolyn Roberts University of Gloucestershire June 2009.

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Presentation on theme: "Transformational Learning at the University of Liberal Arts Bangladesh Carolyn Roberts University of Gloucestershire June 2009."— Presentation transcript:

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2 Transformational Learning at the University of Liberal Arts Bangladesh Carolyn Roberts University of Gloucestershire June 2009

3 Change is exciting It allows people to be creative and to innovate It ’ s enjoyable And the journey has already begun But the road can feel a little dangerous!

4 ‘Driving in the Yemen’

5 Why do we need to change? Today we need graduates who can tackle global challenges such as poverty, climate change, sea level rise, sustainability We need problem solvers We need life long learners We need innovaters – ‘ innovate or die ’ And our students are now different – ‘ digital natives ’ – unlike we ‘ digital migrants ’

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7 And ULAB needs external recognition The external world is highly competitive, and ULAB needs to signal its uniqueness and capability You have a message worth saying, and you need to say it loudly, to those people who need to hear it

8 Transformation is……… For your students For you For ULAB For Bangladesh

9 Students say ‘… I had no … awareness of my own ability, so when you get an inspiring teacher that has faith in you, or helps you understand a topic then, you know, it ’ s amazing. ’ ‘ You get excited … it makes you want to know, say, if it ’ s about a particular topic, then you want to go and know more about it, you want to find more … and that way you end up learning more. ’

10 A clear sense of direction is crucial But you already have that … in ULAB ’ s Mission and Vision, on YouTube

11 External Environment The University Foresight Insight Hindsight Pedagogical drivers Technological choices Business case Based on a diagram by Gilly Salmon, University of Leicester

12 The external environment is challenging to change, so work with hindsight about past trends, insight into ULAB’s current strengths and weaknesses, and foresight about the future A cautionary note - Tim Bernars Lee ’ s WWW is only 16 years old, but has transformed learning. 20 years ago it was not foreseen.

13 Pedagogical drivers for transformation Active, inquiry-based styles of learning involving projects, reports, ‘ hands on ’ classes and reflection are more engaging, effective, and enjoyable Students need to be ready for the workplace or community/civic life Students increasingly expect learning to be personalised A vision to promote education for sustainable development as a core value (and how do we teach ‘ values? ’ )

14 Students say … if a teacher inspires you in a subject then you are going to pay a lot more attention, feel that drive to get involved …’ Both sets of quotes from work by Ronald Bennett, 2009

15 Brief activity on active learning Example used with Gloucestershire students and staff, in induction week You ’ ll need a handout, a pencil, and ten minutes or so!

16 "Learning is the process whereby knowledge is created through the transformation of experience" Kolb (1984, 38) Kolb’s Experiential Learning Theory

17 Concrete Experience (CE) DO Reflective Observation (RO) REFLECT Active Experimentation (AE) PLAN Abstract Conceptualisation (AC) THINK Kolb’s Experiential Learning Theory

18 Concrete Abstract X X X Kolb’s Experiential Learning Theory

19 Active Reflective XXX Kolb’s Experiential Learning Theory

20 Accommodators Divergers ConvergersAssimilators CE AE RO AC

21 Divergers - view situations from many perspectives and rely heavily upon mind storming and generation of ideas Assimilators - use inductive reasoning and have the ability to create theoretical models Convergers - rely heavily on hypothetical- deductive reasoning Accommodators - carry out plans and experiments and adapt to immediate circumstances Kolb’s Experiential Learning Theory

22 Examples of Disciplinary Groupings (after Kolb 1984) Accommodators Law Education Psychology Divergers English History Nursing Convergers Ecology Engineering Business Assimilators Chemistry Geography Physics CE AERO AC

23 Technological choices for transformation Choose from the technology available now to you and your digital native students Do you use the audio, video, Youtube and the WWW effectively? (YES!) Have you thought about using mobile phones, MPG players, PDAs, all of which allow learning ‘on the move’? Mobile phones are robust, cheap, ubiquitous…and can open doors to education

24 The business case for transformation To attract students To retain students in the face of competing pressures on their time To promote ULAB To assist Bangladesh plc

25 Evaluate transformation against Your learners ’ expectations – what do they say they want and need? The evidence of change that you collect, including qualitative data such as records of students talking to camera, student writings and so on This can be a powerful message

26 Turn innovation into normality! ‘Be the change you want to see in the world’ Mahatma Ghandi

27 How can we transform ourselves? Some form of alliance is useful Sharing good practice allows innovation to become the norm Sharing allows a powerful message to be developed

28 Telling ULAB’s story so far will Demonstrate Celebrate Develop Promote Share Reward Transform ……

29 External Environment The University Foresight Insight Hindsight Pedagogical drivers Technological choices Business case

30 Pedagogy, Publishing and Personal Development Pedagogy Personal Development

31 ‘ : Transformational Learning at ULAB’ A ULAB book and/or webpages 25 to 30 individual case studies about pedagogic drivers, active learning, education for sustainability, technological choices and learning, ULAB ’ s history and philosophy Staff and student authors Preface from a Bangladeshi public figure? Produced very rapidly, with support * ‘Hearts and Minds’; ‘Working Together’; ‘Redefining the Future’ etc

32 Being a University teacher ‘ to me, teaching is engaging with young people who are visionaries and dreamers in vibrant spaces that resonate with the collective energies of intellectuals … Teaching is a passion and a commitment that is a constant joy in my life … The value that I place on my teaching and research contributes to the passion I bring to teaching and ultimately to the successful learning by students. ’ Quote from research by Ronald Bennett, 2009


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