A D ISCIPLINARY C OMMONS FOR D ATABASE T EACHING Too many folk to get on slide.
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Transcript of A D ISCIPLINARY C OMMONS FOR D ATABASE T EACHING Too many folk to get on slide.
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A DISCIPLINARY COMMONS FOR DATABASE TEACHING
Too many folk to get on slide
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What is a Disciplinary Commons?
• Teaching professionals come together and share teaching practice and experience
• Monthly meetings which analyse one particular course from the context of the course thorough to evaluation.
• The participant can reflect on how the teaching is organised, what is taught and how effective it seems to be
• For developing teaching skills
• And for documenting practice.
• Initiative is led by Josh Tenenberg in the USA and Sally Fincher in the UK
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Who We Are
Shiela Baron (Southampton Solent
University),
Richard Cooper (University of
Glasgow)
Les Ball (University of
Abertay)
Charles Boisvert (Norwich City
College)
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Al Monger (Southampton Solent
University)
Thomas Neligwa (Keele University
Tony Jenkins (University of Leeds)
Petra Leimich (University of
Abertay)
David Nelson (University of Sunderland)
Tugrul Essendal (De Montfort University)
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Clare Stanier (Staffordshire
University)
James Patterson (Glasgow Caledonian
University))
John Wilson (Strathclyde University)
Tony Valsamidis (University of Greenwich)
Sally Fincher (University of
Kent)
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Aims
• To document and share knowledge about teaching and student learning on database courses in the UK.
• To establish practices for the scholarship of teaching by making it public, peer-reviewed, and amenable for future use and development by other educators: creating a teaching-appropriate document of practice equivalent to the research-appropriate journal paper.
• This is achieved by the development of a course portfolio
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Benefits to Participation
• Professional development: Critical reflection involved results in significant and lasting changes to the course and to subsequent teaching
• Community development: To develop a culture of peer review and discourse as is common within research communities
• Documentation of practice: In a course portfolio, participants will have a persistent, peer-reviewed, documented deliverable that can be shared with others both inside of, and external to, their home institution.
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Course Portfolio
• A set of documents that "focuses on the unfolding of a single course, from conception to results
• The "is in revealing how teaching practice and student performance are connected with each other“
• Typically includes:– a course's learning objectives– its contents and structure– a rationale for how this course design meets its objectives– and the course's role in a larger degree program
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Meetings
• An introductory meeting, understanding the detail and meeting each other
• Meetings every 4-6 weeks to discuss the various stages
• In addition, participants will visit one another's classrooms during the academic year to provide additional feedback.
• The final full-day meeting, in June 2010– for critical reflection– finalizing dissemination plans– and examining general issues
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The Stages of a Commons
• Context• Content• Instructional Design• Delivery• Assessment• Evaluation
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Context
• The Lecturer• The Students• The Place in the Curriculum• The departmental teaching ethos
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Content
• What is taught• What is not taught• What order• What is important• Textbooks
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Instructional Design
• Lectures• Tutorials• Labs• Coursework• Which material is taught by what method?• What tasks are the students set?
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Delivery
• Lectures
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Assessment
• Coursework• Exams• The mapping of intended learning outcomes
to assessment methods
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Evaluation
• Formal evaluation• Personal evaluation• How do we determine whether the course has
been successful?• How does the institution values and makes
use of any evaluation
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The Database Commons
• Recruitment– Through TLAD and the HEA– Searching departmental web sites– Many people too busy
• Meetings– Peripatetic– Glasgow, Greenwich, Abertay, Leeds, Leeds,
Sunderland, Southampton, Greenwich, Glasgow
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Context
• Lecturers– Almost all took round about route
• Classes– From first year to masters– If generalist then still introductory
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Content
• From basic introductory material– ER, basic SQL
• To more thorough treatment of database principles
• To internet programming– Database as web site component
• How do we teach normalisation and relational algebra?– or should we even try?
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A Common Concern
• The database curriculum has been gradually and systematically eroded at all levels– in order to accommodate various external factors,
• the lack of teaching resources • the pressure to keep up-to-date with new technological
developments
• Database modules squeezed in with other topics such as Web programming and human computer interaction
• The absence of theoretical concepts and mathematical formalisms is a cause for concern
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Delivery
• Lectures or not• Coursework structure
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Assessment
• Coursework tasks– Like a portfolio or small parts
• Exams– Or not?
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Evaluation
• Formal mechanisms for student feedback– Staff student meetings– Questionnaires
• Institutional Feedback Mechanisms• Results
– Did they do well?
• Personal reflection– Did it feel right?
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Final Thoughts
• Never enough time!– a stressful addition to an already busy working life
• Lack of timely preparation– which reduced the amount (and therefore the
value) of peer evaluation
• Theory being lost• All felt significant benefit
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The Future???
• Possible one year on meeting• But what else?
– Local groupings?– TLAD