1. Translating what we know about effective pedagogies in Higher Education into Practice
Prof. Carol Evans
University of Southampton
Academic Practice Network Event
Pedagogy and Innovation: A critical appraisal
Feb 15, 2017
SRHE, London

2. High impact Immediate vs longer term gains Satisfaction
Fine-tuned vs global indicators (retention, completion, employment etc.)
Challenge Independence Transformation

3. Relationship between quality of instruction and student learning gains.

4. Learning and Teaching Physiological Factors Gender / Age Ethnicity
Agency / Choice?
Student
Lecturer
Learning and Teaching Styles
Physiological Factors
Gender / Age
Ethnicity
Personality
Intelligences
Processing: cognitive styles /working memory
Affective: self esteem / motivations
Volition
Learning Styles
Prior Knowledge/Experiences
Competence in context

5. Enacting High Impact Pedagogies
Relevance
Agency
Partnership
Beliefs
Trust
Responsibility
Boundaries

6. Key Themes in Effective Designs
Relevance
Real life examples
Connecting with communities within and beyond HE
Connectionist
Design of Assessment: The long game
Agency
Use of guided discovery and experiences
Universal Design stance
Ensuring accessibility of assessment
Partnership
Bringing the outside in
Engaging students in assessment design
Supporting students’ development & navigation of learning environments : role in the assessment process?
Partnership

7. High Impact Pedagogies Dimensions
Informed
Inclusive
Explicit
Relevant
Participatory
Meaning-seeking
Holistic / Integrated
Sustainable
X Factor

8. Informed Evidence-/ research-based What, why, how?
Critical pedagogy to address differential learning outcomes
Best approaches within a discipline predicated on what?

9. Inclusive Adaptive (Universal Design) Accessible
Perceived as fair / equitable
Builds on prior knowledge

10. Explicit About requirements and what good looks like
Student entitlement agenda
Student role
Access to models / tools /
exemplars of what good looks like

11. Relevant Authentic Perceived usefulness Meaningful products
Network development

12. Participatory
Students as co-designers; consultants; researchers; think-tank; teachers
Opportunities to contribute to
Curriculum design
Opportunities for dialogue
Training opportunities

13. Meaning-seeking Transformative (willingness to offer)
Assessment encouraging immersion
Challenge
Depth rewarded

14. Holistic-Integrated
Holistic assessment considers assessment literacy, feedback and design
Programme level approach
Considers the ‘self’, the self in
context, and the pedagogy
Aligned

15. Sustainable Economic model – manageable and cost efficient
Marginal gains
Pedagogic model –
self-regulation

16. X Factor Lecturer and student dispositions Clarity of explanation
Enthusiasm
Empathy
Ownership of the discipline
Creativity- Stir-fry effect

17. High Impact Pedagogies Dimensions
Informed
Inclusive
Explicit
Relevant
Participatory design
Meaning-seeking
Holistic / Integrated
Sustainable
X Factor
Anything missing?

18. Self-Regulatory Approach
The key aim of assessment feedback should be to support students to become more self- regulatory in managing their own learning as part of sustainable assessment practice; a focus on three core areas is recommended:
Assessment Literacy
Assessment Feedback
Assessment Design

19. © Evans 2016

21. Personal Learning Styles Pedagogy
Beliefs and Values
Use of appropriate tools to support learning
Optimising conditions for learning/ sensitivity to learner context
Design of learning environments to maximize access to key and threshold concepts
Supporting leaner autonomy: choices in learning / student voice
(Waring and Evans, 2015)

22. ? Starting Points What are the facilitators and
barriers in facilitating holistic
assessment practices ?

23. Developmental Space Van der Zwet et al. (2011)
Contextual Factors
Facilitators
Barriers
Facilitators
Barriers
Individual Factors
Developmental Space Van der Zwet et al. (2011)

25. Beliefs, Values, Priorities
…they are rational agents, with tremendous demands on their time and attention, and must make choices about where to focus their energies and attention most efficiently…
their brains are engaging in a continuous process of triaging for the allocation of finite neural resources…
the students who derive joy and satisfaction from the more immediate goals of understanding…may have a chance of using the brain’s capacity to provide reward signals on an ongoing basis, thus effectively facilitating their learning process.
Friedlander et al. (2011, ) .

26. How do students assume ownership?
Sustainability
“Managing the transition in terms of responsibility from the tutor as expert to the student as innovator, creator and expert in their own right” (NTF 31).
How do students assume ownership?

27. Post-Course Design
“paying attention to such elements as prior learning and prior conceptions, experiential knowledge, program-wide learning goals, and the long view of expert practice. There are also many ways to create assignments (and reflections to go with assignments) that gesture beyond the course itself—to life experience, to other courses, or to larger communities of practice...” (Bass, 2012, pp. 26, 27). Bass, R. (2012). EDUCAUSE Review, 47(2),

28. Student Entitlement Agenda Understanding of assessment processes
Thoughts?
Quick Gains
Longer term gains
Student Entitlement Agenda
Understanding of assessment processes

29. https://www. heacademy. ac

32. Thank you for listening
Seminar on Higher Education High Impact Pedagogies
7 September 2016 at University of Southampton

33. Abingdon, Oxford, United Kingdom: Routledge.
Waring, M., & Evans, C. (2015).
Understanding Pedagogy: Developing a Critical Approach to Teaching and Learning.
Abingdon, Oxford, United Kingdom: Routledge.

34. Thank you for listening. For the EAT resources contact

35. Higher Education Pedagogies