HMIE Aspect Report

Computing in Scotland’s Colleges

2009

FieldworkFieldwork teams: HMI + Computing AA

10 colleges visited twice (Nov/March) for 1 day

– Conversations with teaching staff, course leaders, curriculum managers

– Observation of lessons (~10 per college)– Contact with partner HEIs– Consideration of PI trends– Conversations with learners

Conversations

• College portfolio (scope)• Context for local programme design• Vendor qualifications• PI analysis (retention & student outcomes)• Good practice in learning & teaching• Course teams self-evaluation & QI/QE• Leadership for learning & staff CPD• Learners experiences (academic, support)

Programmes – some issues

• Student perceptions of computing vs ICT

• FE programme names vs contents

• FE programmes and repetition of application software elements

Learning & Teaching – some issues

• Learning process– Learner independence vs team working

• Teaching for effective learning– Vendor-dictated approaches (restrictive)– Insufficient use of collaborative approaches– Limitations of computer labs

Teaching for effective learning

• Deep vs surface learning– characterisation

• Use of assessment for learning– AiFL

• Habits of great teachers– Key behaviours

• Active learning– Through cooperative working

Deep vs Surface

Deep Surface

An intention to understand material for oneself

An intention simply to reproduce parts of the content

Vigorous and critical interaction with knowledge content

Ideas and information accepted passively

Relating ideas to one's previous knowledge and experience

Concentrating only on what is required for assessment

Discovering and using organizing principles to integrate ideas

Not reflecting on purpose or strategies

Relating evidence to conclusions Memorising facts and procedures routinely

Examining the logic of argumentsFailing to distinguish guiding principles or patterns

AiFL - principlesAssessment for learning should :• be part of effective planning of teaching and learning

• focus on how students learn

• be recognised as central to classroom practice

• be regarded as a key professional skill for teachers

• be sensitive and constructive as assessment has an emotional impact

• take account of the importance of learner motivation

• promote commitment to learning goals and a shared understanding of the criteria by which they are assessed

• develop learners' capacity for self-assessment so that they can become reflective and self-managing

• recognise the full range of achievements of all learners; and

• Learners should receive constructive guidance about how to improve

Ken Bain – “What the best college teachers do”

• Create a natural critical learning environment• Get students' attention and keep it.• Start with the students rather than the discipline • Seek commitments• Help students learn outside of class• Engage students in disciplinary thinking• Create diverse learning experiences.

“Students who have grown up `digital’ expect to be involved in active, social learning situations in which they participate in the creation of knowledge rather than passively absorbing information.”

Active Learning is:• ‘learning by doing‘; • involving students more actively in the learning process; • helping them develop independent learning, critical thinking

and stronger analytical skills;• a learner centred approach to teaching.

Teaching methods can include:• Discussion and debate; • role-play exercises or small group work; • practical examples and real life case studies;• guiding students towards reflection

Teaching staff are highly effective when they:

• make learning intentions clear to learners at the start of lessons;

• create opportunities to promote small group work and teamwork; and

• make effective use of formative assessment to judge the success of their teaching approaches before moving on to the next topic.

Teaching staff are not effective when they:

• give overlong presentations;

• do not engage all members of the class in discussion and debate;

• organise their teaching around what is to be assessed, rather than what is to be learned;

• place too much reliance on independent learner work through a workbook;

• present insufficient challenge to learners; and

• are too passive in supporting learners.

Teaching of programming

“the nature of learners’ programming experiences should be appropriate to the

stage of their learning.”• Developing programming skills should be fun

for learners and teaching staff.• At the introductory level, forms, events and

browser pages are appropriate contexts for skills development.

Teaching of programming

• Theory should underpin practice. • Analysis and design are important steps that must

not be omitted. • Sequence, selection and iteration are no longer

sufficient to encompass the full gamut of programming constructs.

• Practical activities should be based on problem solving in the real world.

• Modular programming techniques promote group work and collaborative activities

Guidance and support• Teaching and other staff provide good support to

learners in their vocational studies. • Almost all teaching staff respond effectively to

individual learners’ needs in the classroom• They provide effective guidance and assistance to

enable learners to overcome gaps in their understanding or to develop their practical skills.

• Staff in all colleges identify this aspect of their engagement with learners as vital to success.

Guidance and Support – some issues

• Many learners, and more than a few teaching staff, do not value PLPs or their approach sufficiently to encourage reflection by learners on their progress.

• As a result, their effectiveness is limited for those who do not value them.

• Many younger learners do not value timetabled guidance classes

Guidance and support – good practice

• Adam Smith College– Scaffolding classes (SCQF Level 4-6)

• Ayr College– Personal learning and development workers

(PLDWs)

Assessment

• Assessment for learning– Technology enhanced assessment low use

• Assessment for certification– Effective & well-established moderation– SOLAR – patchy use– Timely submission of assignments– Overall burden at HN level

Progression – some positives

• Articulation to Degree Year 2 (SCQF Level 8)• Articulation to Degree Year 3 (SCQF Level 9)• Agreements with HEIs– Formal– Informal

• Job opportunities

Quality enhancement

• Course team reviews & self-evaluation– Use of PI data to target improvement– Accessing the learner voice– Quality of learning and teaching

• Peer review of classroom teaching (not enough)

• Leadership for learning (not well understood)

Recommendations

• Programmes (3)

• Learning & Teaching (4)

• Outcomes & Impact (5)

• Enhancement through self-evaluation and internal review (1)

Recommendations in detail

Ron Dillin’s session after lunch

will look at recommendations

in detail

..

Questions

Now it’s your turn!

But remember..

Lunch is at 12:30!