the future of learning project-based teaching and assessment supported through new medi
TRANSCRIPT
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The Future of Learning
Project-based teaching and assessment supported through new media technologies
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Education
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Our interest in education
Are you currently studying?
Have you children at school?
Are you thinking of returning to education?
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What is bad about education?
What could be improved?
Education
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University Education
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Formal learning
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Formal learning
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14thcentury: University of Bologna
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Dante - conscientious
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Guillerme– hard up
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Francisco – makes his own nettle wine
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Formal learning curriculumContent-heavyExtrinsic motivation
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My Research
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CriticalityAssess validity of concepts
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ResourcefulnessFind information
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InquisitivenessCurious & bright
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Criticality
Resourcefulness
Inquisitiveness
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Critical, Resourceful and Inquisitive students are creative
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Tutors(anonymized)
Dr Traditional Science Tutor
Dr Tech Teacher
Prof Peer Engagement
Students(composites)
Miss Dependent Student
Mr Cue-Conscious
Learner
Mr Personal Journey
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Teaching methods
Formative assessmentsBlended learning
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Criticality
Resourcefulness
Inquisitiveness
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Dr Traditional Science Tutor
Content-heavy No peer engagement
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Hard Science Module
Formative assessments:Online Multiple Choice QuizzesLaboratory practicalsMid-term short written essays uploaded online
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Content-heavy curriculaRote learningLacked resourcefulness and curiosity“Lazy”
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The Dependent Students
Entered enthused
Exited defused
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Dr Tech Teacher
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Technical Module
Practical projectAnonymised peer assessments (anyone tried?)Examination
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The Cue-conscious Learners
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Ultimately unsuccessfulCritical?Resourceful?Inquisitive?
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Disciplinary experts or experienced students?
Verbatim regurgitation
Verbatim regurgitation
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Knowledge is many things
“Our education system has mined our minds in the way that we
strip mined the earth for particular commodities and for the
future it will not serve us.”
Ken Robinson
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Why won't it serve us?
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Context has changed
Content is only a click away
Students have complex histories
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20thCentury Media
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21stCentury Media
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Hidden Curriculum
Passing assessment
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The academic contract
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Align assessments with what you want the students to learn
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What are we going to do next?
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Lets value Creativity
“My contention is that creativity now is as important in
education as literacy and we shoul d treat it with the same
status”
Ken Robinson
Follow a dream
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Creativity is supported through developing criticality, resourcefulness and inquisitiveness
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Work-based learning
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Prof. Peer Engagement
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Soft Science Module
Teaching●Students specialism●Peer to peer activities●Peer review●Presentations to peers
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Assessment method
Assessments●Students built a portfolio for assessment which would include an
o Essays, peer reviews and a presentation which they delivered
●And optionally:o Seminar contributions, forum discussions, and a journal
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Project-based curriculumDifferent for each studentConcepts built on specialismsLearning and assessments linked through portfolio
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The Personal Journeys
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Achieved the Holy GrailCurriculum coveredMaintained and developed learning autonomy (using peer collaboration)
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The future of learning
1 Supporting creativity2 Through developing CRI3a Through using experts to teach usInspiration3b Peers to develop skills & motivateConstructive criticism3c Becoming experts and teachersReflection
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A widening spiral of knowledge
Need to know basis
Context andRelevance
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Top tips for developing project-based curriculum
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Specialism
Give your students a specialism at the start of the courseExpect them to apply the concepts of the curriculum to their specialism
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Portfolio of knowledge and practice
Expect a portfolioOptionally include elements of their learningReflections of learning include learning•WhatI did•What I contributed•What I learnt•What I shared•What I taught others
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Online multiple choice questions
A, B, C or D
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Forum
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Peer assessments
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Journal
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Blend itAssess it
But don't forget to:Align itMake it personalMake opportunities for students to learn together
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The Future of Learning
Change the infrastructureChange of expectationsOpportunities for:•Inspiration•Constructive criticism•Reflection
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References
•Sambell, K., McDowell, L. & Montgomery, C., 2013.Assessment for Learning in Higher Education, London:Routledge.•Pryor, J. &Crossouard, B., 2010. Challenging formative assessment: disciplinary spaces and identities.Assessment & Evaluation in Higher Education, 35(3), pp.265–276•Lave, J. & Wenger, E., 1991Legitimate Peripheral Participation, Cambridge, UCPpp.•Torrance, H., 2012. Formative assessment at the crossroads:conformative,deformativeand transformative assessment.Oxford Review of Education, 38(3), pp.323–342.•Snyder, B.R., 1971.The hidden curriculum, New York: Knopf.•Sadler, D.R., 1989. Formative assessment and the design of instructional systems.Instructional Science, 18(2), pp.119–144.•Nicol, D., 2009. Assessment for learner self regulation: enhancing achievement in the first year using learning ‐technologies.Assessment & Evaluation in Higher Education, 34(3), pp.335–352.
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