Monday, 15 October 2007

PGCertHE sessions this week

The context of HE and the student experience..

see also an Announcement on Blackboard in the Learning, Teaching and the Curriculum module which directs you to some comments by Land (2004) and also the slides on statistical information about students at DMU.

Here is also a link to the HEA site which discusses Marton and Saljo's (1976) research on deep and surface learning.

Bearing in mind these sources, give two ways in which you do, or might, promote deep-learning with your students?

What are facilitators/barriers to ensuring this happens?

Write a short blog post on this in preperation for our sessions.


Ruta said...

Here are my two ways of promoting deep-learning:

constructive alignment of the curriculum

variety of teaching and learning methods

Facilitators: PGCHE course, discussions with colleagues, SAB meetings and student feedback.

Barriers: lack of time for good planning and lack of audiovisual/IT resources.

Pam said...

Thanks, Ruta.Perhaps you can focus on one or more of these in the session.

For instance, is there any one activity that you use, or might use, that is designed to promote deep learning?

Bev said...

This seems to me to be a re-hash of Biggs in which case as Ruta says constructive alignment would be a facilitator among others. To my mind the barriers will include the students themselves and their attitude to study as well lack of stimulation in the lecture/tutorial.

Simon Moralee said...

I use a number of low-tech methods: pausing and asking questions, group work in the middle of lectures and more-formal workshops as ways of making sure students get the opportunity for a deeper and richer learning experience. I also began the teaching of the module by getting an idea of what students expected from the module, to help reveal whether they were more likely to follow the 'surface' or 'deep' learner route.

Facilitators: class environment and use of 'mental' breaks for students, reinforcement of previous teaching to build links.

Barriers: a desire to cover lots of material (there is a lot of different and very valid management theory out there), lecture-style format

Ivan said...

I can use my own experience of 'criminal law, red in tooth and claw' by refering the theory to actual cases that I've been involved in or experiences that I've had as a cop. It seems to liven up the subject and the students seem to like it too. Have to be very careful a session doesn't wander off into 'war stories' though. I've made a conscious effort to provide feedback to the students when they present an argument and also done quite a bit of small group work.
Barriers? Time, as ever and being mindful of the quieter students making contribution too.

Ivan said...
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Pam said...

I think getting to know your students is an important precursor to promoting 'deep learning'! Of course, methodology is important but finding out about learning preferences; prior experiences etc is well worth the effort, as you suggest, Simon. And yes, if you've led an interesting 'other' life, or 'lives', as in your case, Ivan, share those experiences. I take the point about not wandering off into too much anecdote. feedback is key; making sure that studnets recognise and act on it, more key!!