workshop at 2016 ntu learning and teaching seminar - students as partners in learning and teaching
TRANSCRIPT
[email protected]/batestalks @simonpbates
2
Content Interaction
Assessment Support
productioncurationdelivery
S-SS-FF-F
formative summative
of / as learning
S-SS-F
designdelivery
example scenarios
• Content - intro genetics using news items relevant to class material
• Interaction - Psych class produces great discussions in class, but little online between classes
• Assessment - peer feedback on formative writing exercises in English
move to a corner!
• choose one of the 4 corners (C,I,A,S) that best represents the topic you would like to explore in more depth
• You can also use an example ‘issue’ from your own teaching / courses if you would prefer
let’s document your ideas• go to https://goo.gl/5jxIqr (letter I not L) • open the template document there
let’s document your ideas• open the template and save a copy of it
for your use, with a filename of your choosing
let’s document your ideas• complete the questions that describe
your chosen course example and the transformation idea / wish you have.
plenary discussions• we will hear from each of the Scenario groups in
turn • keep in mind the following questions for our
discussion: • what are the particular strengths of what is
being suggested (‘why will it work?’) • and what are the challenges (‘why might it not?’) • any comments or examples from your own
experience that are relevant here?
Content: geneticsInthisintroductorygene0cscoursetaughttoaspiringbiologymajors,thecourseinstructorwantstofindawaytohavestudentssubmitmaterialsfromcurrentnewsstories/featuresthatillustratetheneedforabasicunderstandingofgene0cstobeabletounderstandtheimplica0onsofthenewspiece.Inthisway,shewantstomo0vatestudentstorealizethatthematerialthattheyarestudyinginthecoursewillberelevanttothemintheirlives,whethertheygoontobiologymajorsornot.Thereare60studentsintheclass,andtheinstructordoesnotwanttohavetoevaluatethequalityofeverythingthatthestudentsmightfindandsubmit.
Interaction: psychology
Asecondyearcogni0vepsychologyclassgeneratesdynamicdiscussionbetweenstudentsandteachingstaffandengagementontopicsinlecturesandseminars,butthereisnointerac0onbetweenstudentsonlinebetweenclassmee0ngs,andtheinstructorispersistentlyaskedthesameques0onsoverandoverviaemail.Hewouldliketobeabletocon0nuesomeoftheinteres0ngdiscussionsthecohortgetsintoduringtheclassonlineaGerwards,butisnotsurehowtosupportthiskindofinterac0vity.
Assessment: English
InthisintroductoryEnglishclassfor200firstyearstudents,theinstructorwantsthemtobeabletogiveeachotherconstruc0vefeedbackonsmallwri0ngassignments(approximately200wordseach)toimprovestyleandcontentaheadofstudentsturninginmajorsumma0velyassessedpaperslaterinthesemester,whichcontributesignificantlytotheirgrade.Theinstructorhastriedsomethingpreviouslyandfoundthatthequalityofthefeedbackthatstudentsareabletoofferishighlyvariable,andsomestudentshavecomplainedaboutitbeingawasteoftheir0me.
closing comments
Content Interaction
Assessment Support
productioncurationdelivery
S-SS-FF-F
formative summative
of / as learning
S-SS-F
designdelivery