course identity and collaborative provision: opportunities and challenges
DESCRIPTION
Course identity and collaborative provision: opportunities and challenges. Dr David Chan (SCOPE, City University, Hong Kong) Dr Gary Taylor (PSP, SHU) and Mary Haynes (ECI, SHU). Development and Society: Collaborative provision. Mary Haynes Collaborative Coordinator. - PowerPoint PPT PresentationTRANSCRIPT
Course identity and collaborative provision:
opportunities and challenges
Dr David Chan (SCOPE, City University, Hong Kong)
Dr Gary Taylor (PSP, SHU) and Mary Haynes (ECI, SHU)
Development and Society: Collaborative provision
Mary Haynes Collaborative Coordinator
Development and Society: Collaborative partnerships
UK based partnerships colleges universities NHS trust charity school
International partnerships France Hong Kong Malaysia Singapore Sri Lanka/multi site delivery
across Middle East
Development and Society: Collaborative partnerships
Range of partnerships franchise articulation dual award externally validated awards collaborative development and delivery
long term strategic approach to guide our work in partnership with others
QAA guidance assure quality and academic standards high quality higher education learning
environment parity of student experience enhance academic standing of SHU awards
Development and Society: Collaborative partnerships
Development and Society: Collaborative partnerships
Working in partnership with others how do we:take account of the different cultural contextaccommodate local expertise in framework set by SHUunderstand and respond to students in partnershipsenhance course identity for staff and studentsidentify key/emerging issues
Collaborative partnership between PSP (SHU) and
SCOPE (Hong Kong)
Dr Gary TaylorPsychology, Sociology and Politics
In existence since 2004-2005 Joint teaching depending upon mode Mode 1: SHU lectures/fly-ins and Hong Kong
seminar/tutorial support Mode 2: Hong Kong lectures and
seminars/tutorial support- supported by SHU mode 2 tutor (sharing resources, providing guidance, moderating student work)
Daytime (9.00-12.00) and evening (7-10) teaching
The Hong Kong partnership
Importance of comparative context (Europe/Asian Pacific)
Use of visual aids to breakdown linguistic barriers
Slower pace of delivery Importance of clear explanations of terms
and concepts Making use of screencasts for mode 2
Adapting the content of courses
Highly motivated and focussed Desire for success Polite and respectful Less class participation Many of the students working long hours Demands the same - clear structure and
teaching materials
Student culture
Electronic chapters of key readings Extra clarity Provide teaching materials (slides) before
session- allowing for supplementary notes Support on assessment techniques Extensive support from SCOPE tutors (6
seminars plus two weekend schools for each module)
Support for students
Importance of fostering team spirit Regular emails correspondence Face to face meetings with module teams
during fly-ins Need to discuss tutorial/seminar topics
delivered by Hong Kong staff Importance and urgency of regular
administrative support teams
Coordination with staff in Hong Kong
Maintaining effective and timely communication
Managing large groups of students Updating and clarifying quality procedures
(including ACPs and ECs) Moderation of assessment instruments Importance of sharing good practice
Structural challenges
Collaborative partnership:SCOPE, City University, Hong
Kong Dr David Chan (SCOPE, City University, Hong
Kong)
Teaching and Learning (I)
Subject Matter KnowledgeCommand of subject matter knowledgeUpdating of subject matter knowledge and search for new subject knowledgeSharing and exchange of subject teaching practice
17
Teaching and Learning (II)
Curriculum and Pedagogical Content KnowledgeCommand and application of pedagogical content knowledgeCurriculum design, implementation and improvementUpdating and sharing of pedagogical content knowledge
18
Teaching and Learning (III)
Teaching Strategies and Skills, Use of Language and Multi-MediaKnowledge and application of teaching strategies and skillsLanguage proficiencyMotivation of student learning through different teaching methods and multi-mediaResearch and dissemination on teaching strategies and skills
19
Teaching and Learning (IV)
Assessment and EvaluationStudent assessment methods and proceduresUse of student assessment resultsEvaluation and review of teaching and learning programmes
20
Institutional Development (I)
Vision and Mission, Culture and Ethos of OrganizationAdaptation to the organizational vision and mission culture and ethosActualisation of organizational beliefs, vision and missionCultivation of a caring and inviting organizational climateContribution to reviewing the organizational vision and mission, as well as promoting the organizational culture and organization image
21
Institutional Development (II)
Policies , Procedures and PracticesUnderstanding organizational goals and policiesImplementation of organizational policies, procedures and practicesFormulation of organizational policies, review of procedures and practices for continuous organizational development
22
Institutional Development (III)
Home-Institution CollaborationUnderstanding students’ family backgroundsCommunication with parents if necessaryInvolvement in parent-related activitiesBuilding trust with parents for further development
23
Institutional Development (IV)
Responsiveness to Societal Values and ChangesAwareness and knowledge of societal changes in relation to their impact on institutionResponsiveness to societal changes and issues related to social values
24
Professional Relationships and Services (I)
Collaborative Relationships within the InstitutionWorking relationships with individualsWorking relationships with groupsWorking relationships within formal structuresWorking relationships with industrial networks
25
Professional Relationships and Services (II)
Teachers’ Professional DevelopmentSharing of knowledge and good practices with othersContributions to teachers’ professional development
26
Professional Relationships and Services (III)
Involvement in Policies Related to EducationAwareness and knowledge of policies related to educationResponsiveness to policies related to educationContribution to policies related to education
27
Professional Relationships and Services (IV)
Education-related Community Services and Voluntary WorkInteraction with the broader communityParticipation in education-related community services and voluntary work
28
Six Philosophical Areas
29
Student Development (I)
Students’ Diverse Needs in InstitutionUnderstanding student’s diverse needs Identifying and supporting student’s diverse needsCollegial collaboration in identifying and supporting students’ diverse needs.
30
Student Development (II)
Rapport with StudentsAwareness of the importance of establishing rapport with students Building trust and rapport with students
31
Student Development (III)
Pastoral Care for StudentsProviding pastoral care for studentsCollegial collaboration in providing pastoral care
32
Student Development (IV)
Students’ Different Learning ExperienceParticipation and implementationPlanning and organizationWhole person development of students
33
Proposed Framework of Teaching Competence in
Higher Education
34
Thank you