by dr laurence eagle university of sunderland hea conference 5 th july 2011
TRANSCRIPT
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By Dr Laurence EagleUniversity of Sunderland
HEA conference 5th July 2011
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ContextI took over Programme Leadership of the MA
Teaching and Learning in HE in May 2010The PG Cert portion of this Programme should
be taken by all new staff with less than 2 years teaching experience.
The Programme suffered from poor student feedback, principally regarding a perceived “sense of isolation” after the formal teaching weeks were completed.
The Programme had a non submission rate of 68% for the PG certificate phase of the course and 86% for the MA phase.
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MethodologyPrevious studies have shown that increasing
the Tutor/Learner and Learner/Learner interactions can have a beneficial effect on students’ learning (Trigwell, Prosser and Waterhouse 1999, Biggs 1996).
I employed a range of techniques to combat the “sense of isolation” that previous students had felt on the programme (Knight, Tait and Yorke, 2006)
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HEA AssistanceHEA Annual Conference 2010
HEA Senior AdvisorHEA Website
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Strategies employed to enhance the student experience on the MA programme
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Evidence that the enhancement strategies are improving the student experience.
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Day & Date/
Timing &
Rooming
Monday
September 6th
Tuesday September
7th
Wednesday
September 8th
Thursday
September
9th
Friday
September 10th
9.30-12
321c
DG
How do you
learn? LE
(10.30 start)
What is a “quality”
Course?. LE
Care and student
support. LE.
How can we
adapt our
teaching for
other
cultures? SD
How can I
improve my
teaching? LE
1-3
321c
DG
What is your
teaching style?
LE
Quality in a national
context. IR
What can we do
for Adult
Learners? LB
Introduction to
educational
research. BC
Assignment
seminar. LE
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Here it is, the day that I'm sitting down to rewrite the MA. I'm a bit scared and I have to say also quite exhilarated. this is where I have the opportunity to put my money where my mouth is. If you don't like something then we should as academics change it.
So here goes!
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Student feedback
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Clustered Learning Outcome
Original Learning Outcome/s
1 12 2,3,4,53 6,7,8,94 10,115 126 137 14,15,168 17,18,19,20,219 22,23,24
Table depicting the relationship between the original and the clustered Learning outcomes for the MA in Teaching and Learning in Higher Education
Programme Leader Action Examples of Student Comments
•Excellent! (and very clearly shown how they have been reduced)
•Reducing 24 LOs makes good sense!
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References1. Biggs, J, 1996. Enhancing teaching through
constructive alignment. Higher Education, 32(3), 347-364.
2. Knight, P, Tait, J, & Yorke M, 2006. The professional learning of teachers in higher education. Studies in Higher Education, 31(3), 319-339.
3. Trigwell , K, Prosser, M, & Waterhouse, F. 1999. Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37, 57-70.