workshop at 2016 ntu learning and teaching seminar - students as partners in learning and teaching

Simon.Bates@ubc.cabit.ly/batestalks @simonpbates

2

Content Interaction

Assessment Support

productioncurationdelivery

S-SS-FF-F

formative summative

of / as learning

S-SS-F

designdelivery

example scenarios

• Content - intro genetics using news items relevant to class material

• Interaction - Psych class produces great discussions in class, but little online between classes

• Assessment - peer feedback on formative writing exercises in English

move to a corner!

• choose one of the 4 corners (C,I,A,S) that best represents the topic you would like to explore in more depth

• You can also use an example ‘issue’ from your own teaching / courses if you would prefer

let’s document your ideas• go to https://goo.gl/5jxIqr (letter I not L) • open the template document there

let’s document your ideas• open the template and save a copy of it

for your use, with a filename of your choosing

let’s document your ideas• complete the questions that describe

your chosen course example and the transformation idea / wish you have.

plenary discussions• we will hear from each of the Scenario groups in

turn • keep in mind the following questions for our

discussion: • what are the particular strengths of what is

being suggested (‘why will it work?’) • and what are the challenges (‘why might it not?’) • any comments or examples from your own

experience that are relevant here?

Content: geneticsInthisintroductorygene0cscoursetaughttoaspiringbiologymajors,thecourseinstructorwantstofindawaytohavestudentssubmitmaterialsfromcurrentnewsstories/featuresthatillustratetheneedforabasicunderstandingofgene0cstobeabletounderstandtheimplica0onsofthenewspiece.Inthisway,shewantstomo0vatestudentstorealizethatthematerialthattheyarestudyinginthecoursewillberelevanttothemintheirlives,whethertheygoontobiologymajorsornot.Thereare60studentsintheclass,andtheinstructordoesnotwanttohavetoevaluatethequalityofeverythingthatthestudentsmightfindandsubmit.

Interaction: psychology

Asecondyearcogni0vepsychologyclassgeneratesdynamicdiscussionbetweenstudentsandteachingstaffandengagementontopicsinlecturesandseminars,butthereisnointerac0onbetweenstudentsonlinebetweenclassmee0ngs,andtheinstructorispersistentlyaskedthesameques0onsoverandoverviaemail.Hewouldliketobeabletocon0nuesomeoftheinteres0ngdiscussionsthecohortgetsintoduringtheclassonlineaGerwards,butisnotsurehowtosupportthiskindofinterac0vity.

Assessment: English

InthisintroductoryEnglishclassfor200firstyearstudents,theinstructorwantsthemtobeabletogiveeachotherconstruc0vefeedbackonsmallwri0ngassignments(approximately200wordseach)toimprovestyleandcontentaheadofstudentsturninginmajorsumma0velyassessedpaperslaterinthesemester,whichcontributesignificantlytotheirgrade.Theinstructorhastriedsomethingpreviouslyandfoundthatthequalityofthefeedbackthatstudentsareabletoofferishighlyvariable,andsomestudentshavecomplainedaboutitbeingawasteoftheir0me.

closing comments

Content Interaction

Assessment Support

productioncurationdelivery

S-SS-FF-F

formative summative

of / as learning

S-SS-F

designdelivery