These are the slides used for the session on designing effective learning environments for the Graduate Teacher Education Programme, September 23 2014.
<ul><li> 1. Graduate Teacher Education ProgrammeEducational Development and Enhancement Unit</li></ul>
<p> 2. Developing Effective LearningEnvironments Area of Activity 4 of the UL/UK Professional StandardsFramework About the ways in which the tutor aims to providesupport for learning In this session, we need to consider: Where this can take place (contexts) How this takes place in the different contexts forlearning and what the tutor can do to promotelearning here The importance of the digital environment for learning 3. Where does support for learning take place?Activity: In pairs or threes, consider the question above. You might want to start from a consideration of thecontexts for learning (the multiple situations/placeswhere students learn) You might want to think about the some of those andplaces and the times (in those places) where you feltthat your learning could have been supported(5 minutes please and be prepared to share some ofyour ideas in a moment) 4. Some of the situations/places.... In the lecture In the seminar or workshop In the lab In the one to one tutorial (pastoral or academic) On a field trip or visit When studying on own When working with others in group work When writing or preparing for assessment tasksindependently 5. How can support for learning take place? Join with another pair or three (no more than five in thegroup please) and taking one of those situations thatsurfaced above, discuss what support for learning couldhave looked like or if you considered your ownsituations, what might have been done to make thatlearning better supported Write up your ideas on flipchart paper with yoursituation at the top (eg, lecture, lab, etc.,) and sharewith the rest of the group(10 minutes to discuss and 5 minutes for each group tofeedback to whole group please) 6. Drawing together the ideas what emerges: The need for acknowledging and respecting studentsdiverse learning needs individually - and across thecourse of their study; Importance of planning and thinking ahead for learningand teaching events and opportunities; The value of emotional intelligence in a tutorsinteractions with students (Mortiboys, 2005) The establishment of effective learning environments (cf,classroom-climate, Biggs, 2003 and Jacques, 2000, ongroup work) Understanding what students often value in a tutor(Brookfield, 2006) 7. References1. Biggs, J. (2003) Teaching for Quality Learning at University (2nd edn)Maidenhead: SRHE/OU(Chapter 4, Setting the stage for effective teaching)2. Brookfield, S, The Skilful Teacher: On Trust, Technique andResponsiveness in the Classroom. San Francisco: Jossey-Bass.(Chapter 4, What students value in teachers) Available at:http://www.stephenbrookfield.com/Dr._Stephen_D._Brookfield/Articles_and_Interviews_files/Ch_4_What_Lnrs_Value.pdf3. Jacques, D. (2000) Learning in Groups: A Handbook for Improving GroupWork. London: Routledge. For a summary of his ideas see here:https://www.brookes.ac.uk/services/ocsld/resources/small-group/4. Mortiboys, A. (2005) Teaching with Emotional Intelligence London:Routledge. For a summary of his ideas and materials from his workshop,see here:http://www.sddu.leeds.ac.uk/uploaded/learning-teaching-docs/teachtalk/26-2-2010/alan_mortiboys.pdf 8. Why IT MattersSue WatlingSenior Lecturer Educational Development, EDEU, FHEAEducational Development and Enhancement Unit 9. Reasons why IT matters UoL Digital Education Plan Student as Producer Digital Scholarship UoL PSF Core Knowledge 4: the use andvalue of appropriate learning technologies Legal requirement: pro-active approach tomaking reasonable adjustments DSA changes 10. Ensuring effective digital learningenvironmentsInclusive practicewith: Text Images Audio VideoConsider difficultieswith Vision Hearing Poor Broadband English as asecond language 11. Inclusive Design Inclusive design maximises effectivelearning environments Changes for some are improvements for all Adopting best practice for dyslexic readershas the advantage of making documentseasier on the eye for everyone. DyslexiaStyle Guidehttp://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html 12. Further information Jane Seale (2014) E-Learning and Disability inHigher Education: Accessibility Research andPractice (2nd Edition) JISC TechDis http://www.jisctechdis.ac.uk Kelly, B., Phipps, L. and Howell, C., 2005.Implementing a Holistic Approach to E-LearningAccessibility. In: ALT-C 2005, Manchester.http://opus.bath.ac.uk/441/ Burgstahler, S. (2001) Universal Design ofInstructionhttp://www.washington.edu/doit/Brochures/PDF/equal_access_udi.pdf </p>