1. Write down one problem/issue you have faced relating to course representation/representatives

2. Hyfforddiant i Hyfforddi: Cynrychiolwyr Cyrsiau Training to Train: Course Reps Prosiect MYMC / WISE Project June 26th 2012

3. Rationale Un o’r nodwedion sy’n diffinio Addysg Uwch yng Nghymru yw ymagweddiad sy’n ymgysylltu myfyrwyr fel cyfranogwyr gweithredol yn natblygiad, darpariaeth a rheolaeth eu profiad addysgol eu hunain. Datganiad ar Ymgysylltiad Myfyrwyr, Medi ‘09 A defining feature of Higher Education in Wales is an approach that engages students as active participants in the development, delivery and management of their own educational experience. Student Engagement Statement, Sept ‘09

4. Rationale Mae cyfranogiad o’r fath yn golygu ymgysylltiad ar sawl lefel, ar sawl gwahanol ffurf, a bydd yn digwydd yn bennaf mewn prifysgolion unigol, wrth i fyfyrwyr geisio hysbysu a chyfrannu at ddatblygiad eu dulliau hwy eu hunain o ddysgu. Datganiad ar Ymgysylltiad Myfyrwyr, Medi ‘09 Such participation involves engagement at many levels, in many different forms and will primarily take place at individual universities, as students seek to inform and contribute to the development of their own methods of learning. Student Engagement Statement, Sept ‘09

5. Nod y Prosiect / Project Aim Nod yr ymagweddiad hwn yw gwneud Cymru’r lle gorau i fyfyrwyr astudio a rhoi’r grym i fyfyrwyr ymgysylltu â’r prosesau a fydd yn eu galluogi i gyfranogi mewn gwella eu profiadau dysgu hwy eu hunain. Datganiad ar Ymgysylltiad Myfyrwyr, Medi ’09 The aim of this approach is to make Wales the best place for students to study and continually empower students to engage with the processes that will enable them to participate in the enhancement of their own learning experiences. Student Engagement Statement, Sept ‘09

6. Partneriaid / Partners

7. Egwyddorion / Principles Gosod gwerth ar adborth Ffrwyno Arbenigedd Gweithio mewn Partneriaeth Valuing Feedback Harnessing Expertise Working in Partnership

8. Yn ymarferol… / In practice… More support for course rep structures – Training – Events – Sector priority Course rep resource pack Opportunities for information / best practice sharing Better informed institutional review processes Mwy o gefnogaeth i strwythurau cynrychiolwyr cyrsiau – Hyfforddiant – Digwyddiadau – Blaenoriaeth gan y Sector Pecyn adnoddau cynrychiolwyr cyrsiau Cyfleoedd ar gyfer rhannu gwybodaeth / arferion gorau Gwell prosesau ar gyfer adolygiadau sefydliannol

9. Strwythur Model / Model Structure Principles: Elected course reps Student representation at each level of academic decision-making – Faculty reps Partnership with institution Scheme supported within Students’ Union SU as centre of the process Regular contact, training and support Egwyddorion: Cynrychiolwyr Cyrsiau Etholedig Cynrychiolaeth myfyrwyr ar bob lefel o lunio polisi academaidd Partneriaeth gyda’r sefydliad Y cynllun y derbyn cefnogaeth o fewn i Undebau Myfyrwyr UM fel canol y broses Cyswllt, hyfforddiant a chefnogaeth rheolaidd

10. Strwythur Model / Model Structure Principles: Course reps feeding directly into: – QAA review process – NSS data collection – SU policy – Local & National campaigns Egwyddorion: Cynrychiolwyr cyrsiau yn bwydo’n uniongyrchol i mewn i: – Proses adolygu’r ASA – Casglu data’r ACF (Arolwg Cenedlaethol o Fyfyrwyr) – Polisi UM – Ymghyrchoedd Lleol a Chenedlaethol

11. Experiential learning (Gibbs – Learning by Doing, 1988) Adults learn best when they: Become Autonomous Make use of their experience Reflect on their experience Discuss current topics Learn from problems Are activity based Are involved in negotiation Focus on principles Have responsibility for their own learning Acknowledge the importance of process Share ideas and feelings Experience openness, trust and commitment Set their own goals Are in a climate conducive to learning

12. Aims & Objectives At the end of this session – Participants will have developed an understanding of learning theory and how it applies in practice – Participants will be able to effectively plan a training session targeted at course representatives

13. Icebreaker Unique and Shared

14. Your Best/Worst Training Experiences

15. Planning and Outcomes What does a course rep do? What do they need to know?

16. Outcomes Outcomes should not describe what a learner/trainee will have done Ie. ‘Will have thought about what makes a good course rep’ Outcomes should describe what a learner/trainee can now do, what they have developed Ie. ‘Will have developed an understanding of what makes a good course rep’

17. Course Rep Training Learners will be able to… Learners will have developed… Learners will understand…

18. Questionnaire

19. Learning styles Activists Learn best where: There are new experiences / problems and opportunities to learn from They can engross themselves in short here and now activities There is excitement and a range of diverse activities They can dominate the limelight They are allowed to generate ideas without constraints They are thrown into the deep end of a task they consider difficult They are involved with other people Reflectors Learn best where: They are allowed space to watch and think They are able to stand back from events and listen They are allowed to think before acting They can carry out research They have opportunities to review They have opportunities to exchange views with people within a structure They can reach a decision in their own time without pressure and tight deadlines Theorists Learn best where: Learning links to a system, theory, model or concept. They can question and probe the methodology, assumptions or logic They are being intellectually stretched They are in structured situations with a clear purpose Arguments made are rational and logical They are encouraged to analyse information Pragmatists Learn best where: There is an obvious link between the subject matter and their role They are shown practical techniques They have a chance to practice with feedback from a credible expert They are given techniques currently applicable to their situation They are given immediate opportunities to implement what they have learned They can concentrate on practical issues.

20. The Learning Cycle (Kolb, 1984) For learning to be effective, learners have to cycle through four stages of development Plan Research Identify Discuss Do Attempt Trial Action Review Evaluate Adapt Change Apply Implement Hone Improve

22. Activities Case Studies Role-Play Ranking Exercises Evaluation/Diagnostic Tools (IE. SWOT Analysis) Group Discussions Mindmapping Jenga

23. Marketplace Activity In your groups, using flipchart paper, you are going to be given a topic and need to present that topic on the flipchart paper using only 10 words and as many pictures as you like

24. Marketplace Activity Now two ambassadors from each group need to circulate around the room to find out as much content from the other tables as possible Two people from each group need to remain at the table to explain their diagrams to ambassadors

26. Trainers have to be…

27. Role of the Facilitator Keep the focus on the group and on the task Clarify the task Ensure everyone contributes Record decisions Give frequent feedback Handle deadlock Use sign posting – this is where we came from, this is where we’ve got to, this is where we should be going Avoid single solutions – explore alternatives Promote flexibility Promote effective communication

28. Questions Open Open questions encourage reflection and analysis. Ie. “What are the attributes you believe make an effective course representative?” Closed Closed questions are looking for a specific or limited range of responses IE. “In your institution, do course representatives feedback to an education officer or the SU president?”

29. Questions Benefits of Open Questions Benefits of Closed Questions

30. Challenges What challenges may be offered by a group during training? How could these challenges be surmounted?

31. Common Challenges

32. Plenary List three action points/things you have found useful from this session