Hello,
I agree with Christine. As a pragmatic academic, who cares about the learning experience of my students, and at the same time has to juggle the research requirements of my School, I am looking for ways to both enhance the student learning experience and allow me time to do all the other things that are necessary.
I am NOT looking to have minimal contact time. I have explored a number of different teaching avenues over the last few years and the majority of these have been very successful but have in my opinion increased the marking burden. Another option - using a Problem- based learning style approach often means the students have deeper knowledge of a smaller area of the subject. In addition larger class sizes may make this a difficult option.
Perhaps I am in search of the holy grail? Some means of giving the students what they need, across a reasonable subject area without over assessing them and burying myself in paperwork in the meantime?
Regards
Sherry
Sheridan Jeary
Senior Lecturer and VIDE Project Manager
Software Systems Modelling Group
Bournemouth University
Fern Barrow
Poole
Dorset
BH12 5BB
01202-965257
www.sosym.co.uk <http://www.sosym.co.uk/>
________________________________
From: learning development in higher education network on behalf of Christine Keenan
Sent: Fri 05/10/2007 14:49
To: [log in to unmask]
Subject: Re: Reducing contact time
Let's think about it another way. I think there is a lot to be said for giving students time, resource and input that really enhances their learning. We might though, have to re-think how we do that. For example, at the moment, assessment is often a trauma for students, they don't always get feedback that they understand and can work from, even if they can remember the assignment when they get the feedback to it. So the value of assessment is probably minimal as a learning experience plus it can be a huge load for academics, which is missing a trick for both parties. I'd like to move towards encouraging an attitude of 'assessment for learning' and encourage a richer mix of assessment across the piece. We might also want to tap more into creative technologies to enhance how curriculum is delivered.
Our vice chancellor has introduced a releasing potential programme and part of this is to release staff's potential to get their research done, and allow the research to inform the teaching.
Whilst I am aware of the problems and politics associated with all of this, it gives people like LDHEN'ers a real opportunity to shape the way the learning is developed and delivered. I'd agree that without the appropriate staff development activities to underpin the change it might in the short term be detrimental to students, and I don't endorse the idea of giving students a reading list and telling them to get on with it.
I also believe that we can do this in negotiation with the students to bring forward a truly student centred Learning experience. In most respects I would see this as giving students a much better richer experience than they might have had before.
What do others thinl?
Chris
________________________________
From: learning development in higher education network on behalf of Pete Jeffreys
Sent: Fri 05/10/2007 13:08
To: [log in to unmask]
Subject: Re: Reducing contact time
At a time of crippling student tuition fees, I find it absolutely staggering that we would consider suggesting a reduction in contact time with students. Of course looking for common areas across disciplines is sensible but this is about rationalizing time and quality delivery, not reducing the overall contact time.
With some courses offering as little as four hours of contact time, the scope to reduce could not be any smaller. Staff and students alike benefit from a mutually shared teaching and learning experience.
Pete
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Pete Jeffreys
Vice President Education
Reading University Students' Union
[log in to unmask] <mailto:[log in to unmask]>
0118 318 4130 (internal x4130) 07980 697089
www.rusu.co.uk <http://www.rusu.co.uk/>
- - - Keep the Cap in 2010 - http://www.coalition2010.org <http://www.coalition2010.org/> <http://www.coalition2010.org/> - - -
________________________________
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Christine Keenan
Sent: 05 October 2007 09:55
To: [log in to unmask]
Subject: Reducing contact time
Dear all
I wonder if anyone has experience of working with staff through staff development initiatives in the area of reducing contact time with students by adjusting assessment, reducing units (modules) offered, and, looking for commonalities across courses (eg programming across engineering/computing disciplines).
I'm thinking rather more about the "big picture" issues in staff development with major change like this, rather than techniques for example, just simply getting into CAA. I'd be very grateful for any advice on this.
Best wishes
Chris
Christine Keenan
Learning and Teaching Fellow
School of Design, Engineering & Computing
Bournemouth University
Poole House
Fern Barrow
Poole Dorset
BH12 5BB
Tel: 01202 965307
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