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![Pedagogic innovation
“Adapting to characteristics of students and
responding to their development is an inherent
aspect of pedagogy. […] These adaptations can
be considered innovations if are based [sic] on a
new idea and when they have the potential to
improve student learning, or when they are
linked with other outcomes […]”
(Vieluf, Kaplan, Klieeme & Bayer, 2012)
13
@alejandroa](https://image.slidesharecdn.com/londoninsidegvmt6july2016-160711112619/75/London-inside-gvmt-6-july-2016-13-2048.jpg)
Uploaded byAlejandro Armellini
London inside gvmt 6 july 2016
1. The document discusses a strategic approach to enhancing learning and teaching standards and delivering the Teaching Excellence Framework at higher education institutions. 2. It emphasizes that quality teaching is central to student experience and outlines principles of transformational learning through inspirational teaching. 3. A framework is presented for continuous quality enhancement through gathering information, analysis, identifying best practices, implementing initiatives, and monitoring their impact on student learning opportunities. 4. Issues of pedagogical innovation, blended learning as the new normal, and ensuring excellence while allowing for occasional innovation are also addressed.
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Similar to London inside gvmt 6 july 2016
London inside gvmt 6 july 2016
- 1. Professor Alejandro Armellini @alejandroa [email protected] AStrategic Approach to Enhancing Learning and Teaching and Monitoring Quality Standards Delivering The Teaching Excellence Framework In Higher Education
- 2. Plan 1. Principles 2. Qualityenhancement 3. Pedagogic innovation (or absence of it) 4. The C@N-DO CPD framework 5. The Northampton Learning & Teaching Plan 6. Conclusions @alejandroa 2
- 3. Principles • Quality ofteaching central to the quality of the student experience • Transformational learning experiences through inspirational teaching • Knowledge and learning: open, mobile, connected and scalable • Blended learning is our new normal 3@alejandroa
- 4. Quality enhancement Deliberate stepsat provider level to improve the quality of students' learning opportunities. Quality assurance generates information for quality enhancement to take place. Enhancement is a routine part of the way that higher education is managed. (QAA, 2014) 4 @alejandroa
- 5. Gathering of robust information for systematicQA Systematic analysis at strategic level Identification of good practice and areas for improvement Deployment of enhancement initiatives Initiatives result in actions that impact on the quality of learning opportunities Enhancement process monitored 5 (Adapted from QAA, 2014)
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- 10. Innovation “A new ideaor a further development of an existing product, process or method that is applied in a specific context with the intention to create a value added”. (Kirkland and Sutch, 2009) 10 @alejandroa
- 11. What exactly ispedagogic innovation? Definitions in the literature are: – Lacking: people write about innovation without ever stating what it is – Vague or recursive – Mistaken. For example, using technologies in learning and teaching activities is not per se a pedagogic innovation 11 @alejandroa
- 12. Task 1 With afriendly neighbour, define “pedagogic innovation”. Note: avoid using the terms you’re defining in the definition itself.
- 13. Pedagogic innovation “Adapting tocharacteristics of students and responding to their development is an inherent aspect of pedagogy. […] These adaptations can be considered innovations if are based [sic] on a new idea and when they have the potential to improve student learning, or when they are linked with other outcomes […]” (Vieluf, Kaplan, Klieeme & Bayer, 2012) 13 @alejandroa
- 14. Pedagogic innovation “What isan innovation in one education system may be well-established practice in another; what is appreciated as an improvement may be rejected elsewhere.” (Vieluf et al., 2012) @alejandroa 14
- 15. Old wine innew bottles? Task 2 Old wine Learners generate content as homework, which is used creatively in the following seminar Course in a (digital) box Talk to your classmates New bottles Flipped classroom xMOOC Social learning Learners bring their books and pencil cases (among many other technologies) Loops of personalised assessment for learning & feedback Study on the bus or train, on campus or at home Teaching methods Bring your own device (BYOD) Dynamic assessment Mobile learning Pedagogies @alejandroa 15
- 16. Blended learning asthe new normal @alejandroa 16
- 17. Level Focus Keyfeatures 17 @alejandroa VLE design benchmarks
- 18. Level Focus Objective FoundationDelivery COMPLIANCE (or REPOSITORY!) Intermediate Participation ENGAGEMENT Advanced Collaboration ACTIVE LEARNING 18 @alejandroa VLE design benchmarks
- 19. Level Focus Objective FoundationDelivery COMPLIANCE (or REPOSITORY!) Intermediate Participation ENGAGEMENT Advanced Collaboration ACTIVE LEARNING 19 @alejandroa VLE design benchmarks Blended as the new normal
- 20. Content dump vslearning pathway Trawl through stuff vs use a scaffold Hidden learning outcomes vs explicit alignment Push content vs engage Upload vs design Resource vs course Deliver vs teach 20@alejandroa
- 21. The C@N-DO CPDframework ChangeMaker @ Northampton: Development Opportunities @alejandroa 21
- 22. Assessment for Associate Fellowship D1 Introduction toC@N-DO & the UKPSF Minimum 12 months HE Survival+ Peer Observation for Development + 1 workshop below Practice WritingRetreat Minimum 2 years AreasofActivity A1 Workshops A2 Workshops A3 Workshops A4 Workshops Peer Observation for Development Practice WritingRetreat Assessment for Fellowship D2 3 years Impact & Influence Assessment for Senior Fellowship D3Further recognition route D3 courses aligned to the UKPSF Practice WritingRetreat PGCAP (60 M-level credits) Changemaking @ Northampton – Development Opportunities
- 23. The Northampton Learningand Teaching Plan @alejandroa 23
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- 25. 25 Intellectual Capital StrategicAlliances Student Experience Financial Sustainability Colour coding: Critical success factors
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- 30. 30 Blended learning asthe new normal
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- 34. Pedagogic innovation • isthe exception, not the rule • keeps us refreshed, motivated and engaged with what we do • Plays a key role in QE However… @alejandroa 34 Conclusions: innovation and excellence
- 35. Pedagogic innovation isimportant in excellent teaching, but not a prerequisite for it. Conclusions: innovation and excellence
- 36. Thank you Professor AlejandroArmellini University of Northampton @alejandroa | [email protected] Delivering The Teaching Excellence Framework In Higher Education
Editor's Notes
- #4 Ale
- #12 Examples of papers with no clear, explicit definition of pedagogical innovation: Conole, G., De Laat, M., Dillon, T., & Darby, J. (2008). ‘Disruptive technologies’,‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology. Computers & Education,50(2), 511-524. Salmon, G. (2005). Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions. Research in Learning Technology, 13(3), 201-218. Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., Weller, M., & Whitelock, D. (2014). Innovating Pedagogy 2014: Open University Innovation Report 3. Milton Keynes, UK: The Open University.
- #14 Vieluf, S., Kaplan, D., Klieeme, E. & Bayer, S. (2012). Teaching Practices and Pedagogical Innovation: Evidence from TALIS. OECD Publishing. http://dx.doi.org/10.1787/9789264123540-en If we consider this true, then anything could be considered innovative! A “definition”: “Adapting to characteristics of students and responding to their development is an inherent aspect of pedagogy. […] These adaptations can be considered innovations if are based on a new idea and when they have the potential to improve student learning, or when they are linked with other outcomes (such as improving the health of students, preventing teenage violence or drug abuse, or improving the job satisfaction and well-being of teachers)” (Vieluf, Kaplan, Klieeme & Bayer, 2012).
- #15 Vieluf, S., Kaplan, D., Klieeme, E. & Bayer, S. (2012). Teaching Practices and Pedagogical Innovation: Evidence from TALIS. OECD Publishing. http://dx.doi.org/10.1787/9789264123540-en If we consider this true, then anything could be considered innovative! A “definition”: “Adapting to characteristics of students and responding to their development is an inherent aspect of pedagogy. […] These adaptations can be considered innovations if are based on a new idea and when they have the potential to improve student learning, or when they are linked with other outcomes (such as improving the health of students, preventing teenage violence or drug abuse, or improving the job satisfaction and well-being of teachers)” (Vieluf, Kaplan, Klieeme & Bayer, 2012).