nick hammond the higher education academy, york, uk [email protected] 25 june 2008
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Evidence, understanding and practice: the Higher Education Academy's role in supporting institutional change. Nick Hammond The Higher Education Academy, York, UK [email protected] 25 June 2008. Plan for the talk (overview). Multiple representations for multiple purposes - PowerPoint PPT PresentationTRANSCRIPT
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Evidence, understanding and practice: the Higher Education Academy's role in supporting institutional change
Nick HammondThe Higher Education Academy, York, UK
25 June 2008
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Plan for the talk (overview)
Multiple representations for multiple purposes Framework for research on the student learning
experience HEA and its strategy
Quality assurance and quality enhancement Evidence-informed policy & practice
Towards a research observatory Questions & discussion
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Plan for the talk (state-transition model)
Slide 1Title
Slide 3oview2
etc… Slide 2oview1
(If too slow or audience bored)
End
Impressive slides for planted questions
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Plan for the talk (process model)
Er… cough and the scope is um… splutter across…
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Plan for the talk (communication model)
1st order rep: what I want to say to them
1st order rep: what I understand him to
say 2nd order rep: what I think they’re
understanding
2nd order rep: what I think he thinks we’re
understanding 3rd order rep: what I think they think that I think they understand
3rd order rep: probably too
complicated to bother with!
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One phenomenon can be modelled in many ways
Different models serve different purposes and audiences
Model of talk For Criterion
Overview Audience Utility (helps understanding)
State-transition Speaker Utility (helps organise talk)
Process Cognitive researcher
Efficient explanation; Prediction
Communication 1. Researcher
2. Speaker
Explanation/prediction
Utility (meta-knowledge)
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Framework for researching the Student learning experience
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Political & cultural context
National & inst. policy & practice
Learning environment
T&L practice
Student experience
Broadening context
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World of experience & action
World of educational design & development(Application representation)
World of abstractions & theory
Incre
asin
g a
bstr
acti
on
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Teaching machine for arithmetic (Skinner, 1954)
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Skinner’s teaching machines (1950s)
• Based on behaviourist principles of operant conditioning– Materials self-contained & broken into small
linear steps– Machine asks question, student provides
response– Only proceed to next step (& give
reinforcement) when correct
• Grounded in large body of prior research• Skinner considered learning only resulted
from reinforcement, not from self-evaluation or reflection
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Political & cultural context
National & inst. policy & practice
Learning environment
T&L practice
Student experience
Focuses on a very small part of the learning experience…
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World of experience & action
World of educational design & development
World of abstractions & theory
…and a narrow body of theory of questionable generalisability
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Taxonomic framework
…of teaching &
learning
…of policy , regulations etc
…of the learning
environment
Experience & action
Ed design & development
Principles of T&L practice
Curriculum specs, resources etc
Inst policies & management
Abstraction & theory
Theories of learning & teaching
Models of org. mngmt & change
Discipline epistemologies
Broadening context
…of wider culture
Cultural management
Critical / political pedagogy
Notional space of institutional research
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Taxonomic framework
…of teaching & learning
…of policy etc
…of the learning environment
Experience & action
Ed design & development
Principles of T&L practice
Curriculum specs, resources etc
Policies & management
Abstraction & theory
Theories of learning & teaching
Models of org. mngmt & change
Discipline epistemologies
Grounded/illuminative research
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Taxonomic framework
…of teaching & learning
…of policy etc
…of the learning environment
Experience & action
Ed design & development
Principles of T&L practice
Curriculum specs, resources etc
Policies & management
Abstraction & theory
Theories of learning & teaching
Models of org. mngmt & change
Discipline epistemologies
Evaluation research
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Taxonomic framework
…of teaching & learning
…of policy etc
…of the learning environment
Experience & action
Ed design & development
Principles of T&L practice
Curriculum specs, resources etc
Policies & management
Abstraction & theory
Theories of learning & teaching
Models of org. mngmt & change
Discipline epistemologies
Investigative research
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Taxonomic framework
…of teaching & learning
…of policy etc
…of the learning environment
Experience & action
Ed design & development
Principles of T&L practice
Curriculum specs, resources etc
Policies & management
Abstraction & theory
Theories of learning & teaching
Models of org. mngmt & change
Discipline epistemologies
Theory-driven research
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Classification of forms of educational enquiryForms of enquiry
Process includes Outcomes include
Theory-driven research
Situate within relevant literature Appropriate study design for study issue Robust collection and interpretation of
evidence in relation to issue Dissemination to relevant communities
Enhanced understanding of theoretical/conceptual issue
Optionally, recommendations for action on HE issues
Practice and Policy based research
Investigative study
Situate within relevant literature Appropriate study design for study
issue/problem Robust collection and interpretation of
evidence in relation to issue/problem Articulate basis for generalisation to
wider context Dissemination to relevant communities
Recommendations for action on HE issue/problem, locally and more widely
Optionally, enhanced understanding of theoretical or conceptual underpinnings
Evaluative study
Situated within relevant literature Appropriate study design for study
questions Robust collection and interpretation of
evidence in relation to questions Articulate of basis for generalisation to
wider context Dissemination to relevant communities
Judgement about value or worth, or actions for local enhancement
Recommendations for wider practice
Optionally, enhanced understanding of theoretical or conceptual underpinnings
Scholarship of Teaching & Learning
SoTL Situate study within relevant literature Cycle of evidence collection,
interpretation, reflection and adaptation of practice
Enhancement of local practice or policy
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Forms of enquiry Outcomes include
Theory-driven research
Enhanced understanding of theoretical/conceptual issue
Optionally, recommendations for action on HE issues
Practice and Policy based research
Investigative study
Recommendations for action on HE issue/problem, locally and more widely
Optionally, enhanced understanding of conceptual underpinnings
Evaluative study Judgement about value or worth, or actions for local enhancement
Recommendations for wider practice Optionally, enhanced understanding of
conceptual underpinnings
Scholarship of Teaching & Learning
SoTL Enhancement of local practice or policy
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Assertions (so far)
One set of phenomena can be represented in many ways: utility depends on for whom? and for what purpose?
Student learning experience can be conceptualised in terms of individuals & their wider contexts
Levels of abstraction (experience / application representations / theory) provide a basis for taxonomising forms of research
Different research endeavours have different epistemological purposes (theory-facing & application-facing) and audiences
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The HE Academy’s mission
To work with the HE sector to providethe best learning experience for students
Through services to individual academics Staff in subject communities universities and colleges
And responding to interests of our other stakeholders Students; professional & employer bodies Sector agencies; governmental bodies
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The HE Academy’s aims
Identify, develop and disseminateevidence-informed approaches
Broker and encourage the sharing of effective practice Support universities and colleges in bringing about
strategic change Inform, influence and interpret policy Raise the status of teaching
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Effective enhancement requires
Enabling infrastructures and resourcing Alignment with academic values and
culture Coherence across levels
Policy, strategy, practice Agency, institution, individual
Sound evidence base for interpreting, understanding, applying, evaluating
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Mostly assuranceQAA remit
Mostly enhancementHEA remit
Assurance and enhancement
Defining standards& checking they’re met
Supportingimprovements to T&L
Ensuring mechanisms foreffective improvement to
T&L are in place
more External accountability less
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Assurance and enhancement
more External accountability less
Bottom-up
Top-down
Individual lecturer
National agency/body
Institution
Department
[HEA]
[QAA]
[Institution]
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The HE Academy’s aims
Identify, develop and disseminateevidence-informed approaches
Broker and encourage the sharing of effective practice Support universities and colleges in bringing about
strategic change Inform, influence and interpret policy Raise the status of teaching
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Achieving aim 1:Identify, develop and disseminate evidence-informed approaches
Gather, synthesise and make available relevant evidence
Promote the use of evidence-informed approaches to enhancing the student learning experience
World of experience & action
World of educational development
World of abstractions & theory
}Evidence of all sorts…
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The Academy observatorySphere: “Synthesis & Practice from HE Research Evidence”
To make evidence relevant to HE policy & practice
Evidence gathering & categorisatio
n
Synthesis, integration & contextualisi
ng
Application, evaluation
Observatoryfunctions
Evidence Understanding Use
Sectorengagement
Providing evidence,
quality control etc
Reviews, commentaries, key issues, priorities etc
Applications to policy & practice,
evaluative evidence
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Observatory plans
Developing web infrastructure Focussing on three areas
Technology-enhanced learning Employer engagement Widening participation
Demo and consultation at Academy Conference Version for comments later in summer Full launch in autumn Further linking into Academy (York & Subject Centres)
networks and activities
Contact: Rachel Segal or Cristina Sin
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Achieving aim 1:Identify, develop and disseminate evidence-informed approaches
Gather, synthesise and make available relevant evidence Promote the use of evidence-informed approaches to enhancing
the student learning experience
By Academics, subject communities & institutions Through more effective access to evidence & syntheses [sphere] Through working with networks and groups at these three levels Through the encouragement of policy developments & initiatives
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Questions & discussion
Why Plutarch?
“Research is the act of going up alleys to see if they are blind”
“The mind is not a vessel to be filled but a fire to be kindled”