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Mirror, mirror on the wall Teaching and learning is about us all Find a way to divide the pack Job done, got a crack Make the buggers scream and shout Academics? Find them out But proper teachers know their stuff Know just when to shout ‘enough!’ Mirror, mirror we’re the ones Who need to show them how it’s done Hazel *Dr Hazel Messenger EdD MA(Ed) BSc (Hons) PGCE SFHEA* MBA Course Leader (London, Nepal, Sri Lanka) | Guildhall Faculty Business and Law London Metropolitan University <http://www.londonmet.ac.uk/> | Mezzanine | 84 Moorgate | London | EC2M 6SQ T: +44 (0)20 7320 <%2B44%20%280%2920%207320%200000>*1583* *Recent publications* Messenger, H. (in press) 'The identification of a value-based pedagogical pattern promoting 'development of the person' in higher education'. *Teaching in Higher Education* On 15 July 2015 at 17:33, Boyd, Pete <[log in to unmask]> wrote: > Why do the English struggle with the meaning of 'teaching' as if it does > not include learning? Ironically an obsession with 'learning and teaching' > units rather than vice versa may simply add to managerialist propoganda > mantras associated with massification eg 'learn more, teach less' while the > oxford tutorial continues for a fortunate few. A skilled teacher is at the > heart of most rich learning experiences and deserves recognition and > status. The metrics are the issue and if we must have an acronym then let's > keep it short :-) > Prof Pete > ------------------------------ > *From:* Online forum for SEDA, the Staff & Educational Development > Association <[log in to unmask]> on behalf of Jo Peat < > [log in to unmask]> > *Sent:* Wednesday, July 15, 2015 11:09:41 AM > *To:* [log in to unmask] > *Subject:* Re: TEF thoughts > > > I’d be a taker, John. I particularly agree with positioning the focus on > enhancing learning rather than teaching, which, as you say, seems to place > the focus squarely on what we ‘do’ to students rather than on a partnership > around learning. The divorcing of research from learning and teaching is > not helpful either and just serves to reinforce the idea that research is > somehow something separate and ‘different’ rather than part and parcel of > the academic world with learning enhancement. > > > > One of my main concerns if that , if a TEF (if that acronym stays) is > developed, will the people developing it be those we really need to see in > that role? > > > > Best > > > > Jo > > > > Jo Peat > > > > *From:* Online forum for SEDA, the Staff & Educational Development > Association [mailto:[log in to unmask]] *On Behalf Of *Lea, John ( > [log in to unmask]) > *Sent:* 15 July 2015 10:48 > *To:* [log in to unmask] > *Subject:* Re: TEF thoughts > > > > Thanks Julie, > > > > Aside from the interesting points made by the respondents to this blog > about the flaws in any metrics-based system, there are also those bigger > issues on which I think most of us in our SEDA on-line community agree > (???): > > > > 1 Particularly in higher education anything which (perhaps inadvertently) > encourages people (students; their parents etc.) to focus on teaching > rather then enhancing learning is a step in the wrong direction. If this > exercise is to be abbreviated to an acronym, shouldn’t it be a LEF – and > shouldn’t the E there be enhancement not excellence, or perhaps even > better, engagement? > > > > 2 And that’s what’s wrong with the NSS as a measurement tool. Asking > students at the end of their third year about whether their teachers have > been good at explaining things just encourages students to see themselves > as still dependent on their teachers, and just at that moment when they > should be breaking free from all that, and becoming the autonomous or > independent learners that the Quality Code for HE actually demands. > > > > 3 And if a TEF sits next to a REF aren’t we in serious danger of > forgetting what we all learnt from Elton, Healey and Jenkins and others, > that one of the most important impacts of research should be its impact on > student learning. And two separate measures will probably leave that debate > still hanging in the air, with the old status quo pretty much intact. > Wouldn’t it be a relief for all of us if the two exercises finally came > together a bit more? RELIEF; now that’s a good acronym: Research > Excellence & Learning Impact & Enhancement Framework. Any takers? > > > > John > > > > John Lea > > > ------------------------------ > > *From:* Online forum for SEDA, the Staff & Educational Development > Association <[log in to unmask]> on behalf of Julie Hall < > [log in to unmask]> > *Sent:* 14 July 2015 13:14 > *To:* [log in to unmask] > *Subject:* TEF thoughts > > > > Dear colleagues > > I think the following is quite an interesting blog, > https://derfelowen.wordpress.com/2015/07/05/the-tef-what-should-it-measure/ > > > julie > > > > > Consider the environment. 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