Oxford Centre for Staff and Learning Development

See on Scoop.itMOOCS Higher education

Diane Goodman‘s insight:

Oxford Brookes University is currently offering a 5 week Introduction to Teaching in Higher Education MOOC. With enrolment comes the option of either free non-assessed access, or fee-based assessed access. The 4 key underlying principles are stated as: autonomous learning, diversity, openess, and interactivity. Having enrolled, the course looks good so far…

See on www.brookes.ac.uk

Remaining relevant: Powerful Partnership A Shared Responsibility for Learning: A Joint Report.pdf

See on Scoop.itULT

Diane Goodman‘s insight:

This Joint Report from the American Association for Higher Education, American College Personnel Association, National Association of Student Personnel Administrators, published in 1998, recommended 10 learning principles and collaborative actions as key drivers for effecting learning improvements in higher education.The paper advocates shared responsibilities and collaborative partnerships between faculty, staff, and students for effecting rich learning experiences and environments. The underlying principles are as relevant today as they were nearly 15 years ago.

See on www.myacpa.org


See on Scoop.itULT

Diane Goodman‘s insight:

An adpatation of The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987). The article provides useful  ‘I" statements to indicate how to apply the seven principles in any learning and teaching context, for example, "Beginning with the first class, I have students participate in activities that encourage them to to get to know each other". I recommend using these statements make a great checklist for self-evaluating ‘good practice’.

See on www.msu.edu

Teaching and Learning Experiences in Active Learning Classrooms: Highlights

See on Scoop.itULT

Teaching and Learning Services (http://www.mcgill.ca/tls/ ) has produced a series of videos that highlight how Active Learning Classrooms (ALCs) are being us…


Diane Goodman‘s insight:

Teaching and learning in an active learning classroom at McGill University. The video shoes how a number of teachers from different faculties facilitate active learning and use the redesigned learning spaces to radically transform learning for students.

See on www.youtube.com

Internationalization: a transformative agenda for higher education

On Tues 27 November, I attended this University of Wollongong lunchtime forum (12.30pm-1.30pm, Rm 6.210 (SMART Bldg)).

The presenter, Sue Robson from Head of School of Education, Communication and Language Sciences at Newcastle University, UK (25% International students), described how internationalization is allied with the discourse of globalization (Vaira 2004) and how it is a pervasive but contested characterization of contemporary Higher Education (Turner and Robson, 2008) that is frequently economically driven ( Edwards et al, 2003).

The key questions raised in the presentation asked:

  • How can we support  universities in the development of a holistic approach to internationalisation?
  • How can we build internationally-minded communities (Volet, 1999; Marshall & Martin, 2000; MacKinnon & Manathunga, 2003) (transformative internationalization is individual not institutional and involves personal and collective ideological commitment (Bartell, 2003; Sanderson, 2004; Robson, 2011)) to become a civic university?
  • How can the curriculum be internationalized?

She described a transformative model (adapted from Bartell, 2003)

  • From the symbolic, extrinsic business marketization agenda to the integrated, diverse cultural and community-minded agenda
  • Educating from with and for a multitude of cultural perspectives’ Nainby, Warren and Bollinger, 2003)

Key teaching practice implications:

  • Student experience
  • Curriculum content
  • Skills development
  • Pedagogy (the theory of practice)

However internationalisation literature is devoid of a theoretical framework (Caruana and Spurling, 2007)

How can staff be encouraged to develop internationalized perspectives?

The EquATE project: developed a Community of Enquiry. A community of people passionate (from across all sectors: primary, secondary and higher ed) about teaching who are publishing in their Discipline areas. The staff from the Research Centre for Learning and Teaching (CfLaT) publish in Pedagogical journals.

The EquATE model: professional enquiry through action research

  • Interdisciplinary dialogue
  • Exploratory Cycle – Negotiated/deductive cycle – continuous during a 9 month period
  • Collect evidence and share it during the exploratory cycle
  • Exploratory cycle:
  • Scoping study
  • Mixed method design
  • Poster conference
  • Second cycle: Conference paper, Journal papers

This model encourages people to go back into their discipline areas with a wealth of research and understanding about internationalization

Gathering evidence from

  • student learning
  • student feedback
  • group participants or peer feedback
  • personal action and reflection

Individual case studies within the equate community intersected with:

  • Disciplinary discourses
  • Institutional strategy
  • Sector policy
  • TOWS analysis (SWOT backwards)

The TOWS analysis raised interesting issues

The process of developing internationalization provides the real value by means of the opportunities that arise throughout the process

Sue Robson is Head of the School of Education, Communication and Language Sciences at Newcastle university (UK) and a member of the Research Centre for Learning and Teaching (CfLAT). She leads the Teaching and Learning in Higher Education (HE) Research Group. Her current research focuses on the internationalization of higher education; innovative teaching and learning in HE; reward and recognition for teaching excellence in HE.  She is co-author (with Yvonne Turner) of Internationalizing the University: an introduction for university teachers and managers, 2008, Continuum Press. She is Co Principal Investigator on an HEA-funded Inter-Institutional Benchmarking Project: Reward and Recognition for Teaching in HE (with Tasmania, Wollongong, Leicester).

Sue taught in secondary schools and special education services for 13 years before joining the Special Educational Needs Research Group at Newcastle University in 1995. Sue taught in the Centre for International Studies in Education, University of Newcastle from 1997-2002, and became Director of the Centre in 2001.  Sue has designed, developed and directed postgraduate professional programmes for teachers in Newcastle and Hong Kong. She was a member of Newcastle University Senate 2008-2011 and became Head of the School of Education, Communication and Language Sciences in 2007.

Organised by the Internationalisation of Curriculum Advisory Committee (ICAC) of UEC’s Learning Engagement & Support Subcommittee (LESS)

Time for a Career Audit

Vitae: realising the potential of researchers

The UK organisation, vitae promotes the personal, professional and career development of doctoral researchers and research staff in higher education. The site contains highly relevant and timely information and links for those of us facing career development meetings with supervisors.

Check these direct links from the Vitae Careers page to get you thinking – prior to, and whilst developing, your career development plan:

General personal review

SWOT analysis

Vitae skills audit

(Based on the Research Councils’ Joint Skills Statement – a set of skills considered valuable for research work and careers)

Research career builder

(zipped exe file – good for PCs only)

Career priorities questionnaire


Where do I want to be?

Marketing yourself

The Researcher Development Framework is a comprehensive tool for developing research skills, specifically for use by UK universities. The website and related resources and links are excellent but the licensing and conditions of use are restricted: read these before you delve too deeply: RDF conditions of use.