‘InCurriculum’

A UK National Teaching Project

2007-2010

Using technology for tutor and student learning exchangeSTLHE annual conference

Introduction

• The justification for the project

• The purpose of this discussion

• Overview of the project

• Core points

• Tutor and student talking heads

• Discussion

• Recommendations based on evidence

Justification & technology

Changing practice for different learning

Retention of students

Student attainment

Cost effective education- student centred

• Active -Independent learners

• Critical thinkers

• Contextualised learning

The purpose of this discussion

• The notion that the student experience can be enhanced by interactive technology. If negotiated between the tutor and the student

• To produce a learning strategy bridging the learning and activity

Overview

InCurriculum ~ National Teaching Fellowship Project ~ 3 years

• Participating institutions -10 staff Lead :Norwich University College of the ArtsUniversity of Westminster (London)De Montford University (Midlands)400 students from UG courses

Overview- Aims

• Transfer practice from Arts based courses

• To modify 3 modules at each institution, deliver & evaluate

• Dissemination of inclusive practice in course delivery & assessment

TECHNOLOGY - underpinned the approach to changing practice

Student negotiated learning

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

The negotiation

Keys points

• Online resources used to free up time for tutorials

• Students felt disengaged in a virtual environment however if negotiated valued

• Tutors needed more time to prepare alternative methods of assessment

Views from other institutions

• Reconnect with the student experience

• More connection between course design and institutional policy

• Students to be given the choice of different assessment methods

• Start valuing the student as the producer

Talking Heads- Vimeo

• Use of technology for student centred approach to learning.

• - MP3

• -Camtasia

• -Flip Cams

• -Wikki- web sites

• -Prezi – For the holistic view

Conclusions made

• Reconfirm learning styles approach on the VLE

• Use MP3 for group discussion – peer observation- formative and summative assessment

• Use of Flip Cams/ video for critiques• Virtual marking and MP3 for

reconfirmation and reflection

Discussion

• How can resources be made available in several formats?

• What links can be made between learning style and assessment task?

Criteria: Clarity of thought- Problem solving- Focus on the subject

The tutor and student voiceVimeo site

Resources:

InCurriculum vimeo site

www.incurriculum.org.uk

Theories

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

• Four Worlds International: Volition- attention-goal setting- the action- perseverance-completion