Challenges inPeer-Reviewing Student-Centred LearningAnthony F. Camilleri . Knowledge Innovation CentrePASCL Final Confernence, Brussels, May 2016.

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PASCL in numbers

6european

organizations

7institutions

reviewed

40trainedexperts

0.5 milbudget

3conferences

386days of work

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Our definitionStudent-Centred  Learning  represents both a mindset and a culture within a given higher education institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning.

It is characterised by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning, fostering transferable skills such as problem solving, critical thinking and reflective thinking

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ESG Standard

Institutions should ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process, and that the assessment of students reflects this approach.

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First Challenge

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SCL ≠student satisfaction

responsiveness to student requirements

high levels of studentrepresentation

First Challenge

student-centred

institution

institution promoting student-centred teaching

and learningvs

Second Challenge

Who to review vis-à-visStudent Centred

Learning?

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Shared responsibility for Flexibility of Methods

Institutional Level

• Staff development for Innovative Methods• Quality Assurance Dept. detects feedback on applicability

of methods

Faculty Level

• Outlines design approach for courses & programmes• Allocates resources for various methods

Programme Level

• Actual decision on which methods to use• Direct feedback from students on the methods

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Third Challenge

How do we verify that student centred learning is

taking place?

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ESG GuidelinesStudent-centred learning and teaching plays an important role in stimulating students’ motivation, self-reflection and engagement in the learning process. This means careful consideration of the design and delivery of study programmes and the assessment of outcomes.

The implementation of student-centered learning and teaching• respects and attends to the diversity of students and their needs, enabling

flexible learning paths;• considers and uses different modes of delivery, where appropriate;• flexibly uses a variety of pedagogical methods;• regularly evaluates and adjusts the modes of delivery and pedagogical methods;• encourages a sense of autonomy in the learner, while ensuring adequate

guidance and support from the teacher;• promotes mutual respect within the learner-teacher relationship;• has appropriate procedures for dealing with students’ complaints.

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Generic Process Model

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Elements of the ESG Guideline on SCL

Requirements

• Respect to the diversity of students and their needs• Encouragement of a sense of autonomy• Promotion of mutual respect

Process

• Flexible learning pathways• Flexible use of pedagogical methods & modes of delivery• Appropriate Complaints system

Outputs(Satisfaction)

• Students who are motivated, self-reflecting and engaged

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Requirements(diversity / autonomy / respect)

Policies & Strategies

InstitutionalMetrics

ObservationalData

Open Door Policies(teachers & facilities)

‘bring your own content’

data collection on social dimension

Outline of respective rights & responsibilities

Mobility Strategies(Intra- and Extra-HEI)

diversity of population reflects

society?

Degree of RPL

Degree of external credits

Attendance

enthusiasm

manners

timelines

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Processes(flexible pathways / modes / methods)

Policies & Strategies

InstitutionalMetrics

ObservationalData

Teaching Excellence encompassing SCL

Resource Allocation for Flexible pedagogy

(infrastructure, support, expertise)

Personal Learning Plans

Allowing students to study when, where and how they want

tracking of student pathways and credit

choices

programme guides

QA data

in-class evaluation of pathways / modes /

methods

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Outputs(motivated, self-reflecting and engaged students)

Policies & Strategies

InstitutionalMetrics

ObservationalData

Incorporation of SCL

(Erasmus-style, MOOCs, clubs &

associations)

Attendance

volume of complaints, suggestions

Volume of questions & contact hours

Participation in extra-curricular activities (clubs, competitions, events)

24h campus

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Student Centred Learning

isHARD

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What does this mean for Universities?

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source angel.co

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Scenario 1:

Vertically Integrated Universitiesvs

open-world of credit-providers

source: angel.co

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Scenario 2: Flexible Pedagogies lead to new professions

We believe that future educators will blend insights from different fields—education research, cognitive science, disciplinary knowledge, social science, and so on—to offer each learner a carefully orchestrated experience blending online and face-to-face learning.

The design and implementation of these experiences, based on science, will in our view be best carried out by a new breed of professional—the learning engineer.

(MIT report)

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Scenario 3: Quality Assurance increasingly emphasises teaching

Assessment of teaching and learning strategies can be sharpened through the interplay of internal and external quality assurance.

External quality assurance carry useful potential for contributing to quality-rich teaching and learning environments with dynamic programme design/ implementation.

The more the learning and teaching process moves into the limelight, the greater the stimulus to internal quality assurance and internal systems which are dedicated to achieving quality teaching.

Source: Improving the quality of teaching and learning in Europe’s higher education institutions(http://ec.europa.eu/education/library/reports/modernisation_en.pdf)

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PASCL ≠student satisfaction

responsiveness to student requirements

high levels of studentrepresentation

First Challenge

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PASCL =

a tool for institutionaltransformation

an enabler towards a post-industrial society

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This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Presentation available fromhttp://www.slideshare.net/anthonycamilleri

anthony@knowledgeinnovation.eu

Thanks for yourattention