1. University of Westminster Teaching & Learning Seminar Discursive Learning Katie Hayes

2. InCurriculum: Background information National Teaching Fellowship Project 3 years (2007 – 2010) Participating institutions –Norwich University College of the Arts –University of Westminster –De Montfort University

3. InCurriculum: Aims Mainstreaming ‘SpLD-friendly’ practice To modify 3 modules at each institution, deliver & evaluate Dissemination of inclusive practice in course delivery & assessment To develop guidelines and tools for lecturers

4. Westminster Research Think Tank Meetings Based upon the art & design ‘crit’ model Student lead discussion groups Focus on learning strategies and behaviours Emphasise diversity of approaches Share good practice - externalise learning Develop reflective practice - deep learning Capture/articulate student voice

5. Themes that have come out of the research so far Discursive Learning Where has this come from & why?

6. Straight lecture format criticised

7. What do we want from this? Students who are: Active learners Independent learners Critical thinkers Contextualised learning Recognition of a range of learning styles & practices

8. Theories Behaviourist & Cognitive Theories : linear process, stimulus & response, accuracy & rewards, chunking information

9. Inclusion & Diversity Responding to the Higher Education Academy’s call for embedded equality and diversity in curriculum development. Social Model of Disability Social Constructionism Differentiates between impairment & disability Traditional learning procedures should be adapted to suit a wide variety of learning styles without segregating the neurologically diverse. Many of the adjustments made to include the neurologically diverse are equally likely to benefit the neurologically typical.

10. Theories Humanist & Experiential/Process Theories: student centred, learners actions create the learning situation, engaging existing knowledge, learning from each other, non-linear process

11. What is discursive learning? ‘multi-modal learning’ John Heron (1999) range of learning practices ‘Trying to find questions as well as answers and methods of evaluating the answers, in cooperation with the teacher should be, then, the core of the education system’ Bert van Oers (1996) negotiated learning

12. Why is this good practice for inclusive learning? Small groups Brainstorm under this heading Record findings Feedback

13. What are the potential problems with this kind of learning practice? Small groups brainstorm under this heading Record findings feedback

14. A selection of discursive learning strategies

15. Encouraging students to engage Preparatory work Progressive discussions Debates, making your point

16. Mapping, marking & recording Is the experience enough? Scribing Graphic structures After the event, blogs, wikis & blackboard Delicious.com

17. The student voice Student lead discussions Learning to learn

18. Next Aim Conference 25th June 2009 Presentation/workshop