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4th July 2002 CiLTHE Conference 2
Fractals, valency and CiLTHE
• Or, more accurately,• CiLTHE• Fractals• And• Valency
4th July 2002 CiLTHE Conference 4
Students conceptualised
• Targets• Bums on seats• Raw material• Work in progress• A vintage (thanks to Gordon
Inkster!)
• Question: would Enron have gone under if they had had a Gordon Inkster
4th July 2002 CiLTHE Conference 5
Graduates as “product”
• What is a Lancaster graduate?• Ambassadors• Alumni
– Sources of funding and goodwill
• What knowledge should they have?• What attitudes do we want them to display?• What experience do we want to provide for
them?
4th July 2002 CiLTHE Conference 6
CiLTHE, a revelation
• So many options– A useful definition of education
• So much that I hadn’t understood that was understandable
4th July 2002 CiLTHE Conference 7
Examples
• “take the chalk in your left hand and turn 45O to face class.”
• Course structure was always– 20 lectures, 10 tutorials– 8 to a tutorial– CWA 40%, exam 60%– Exam 4 questions out of 9 each with equal
weight
4th July 2002 CiLTHE Conference 8
Question
• Have you ever read a book about Universities?
• Probably not
4th July 2002 CiLTHE Conference 9
Gleischer formula
• Change requires
• A vision of where you want to be• A mechanism for getting there• A first step
• Multiplicative
• Cannot be undertaken by the frightened or the complacent
4th July 2002 CiLTHE Conference 10
CiLTHE is
• A mechanism for getting to where you want to be– Effective and– Efficient Teaching
• It is also a first step
4th July 2002 CiLTHE Conference 15
Self-similarity
• Everything is like everything else at whatever level you look
• Fashions in teaching sweep the University because no one is really studying what to do
• Lack of diversity is the result
4th July 2002 CiLTHE Conference 16
I think we should
• Ensure diversity
• By planning degree schemes• Not only in terms of subject
coverage• But student experience
4th July 2002 CiLTHE Conference 19
Course designAssessmentTeaching
methods
Learning outcome
s Staff needsStudent needs
4th July 2002 CiLTHE Conference 20
Course design
Learning outcome
s
Teaching methods
Assessment
Staff needsStudent needs