From Constructive Alignment to Natural Lines – Learning to Share Control in Education Mark Huxham...
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Transcript of From Constructive Alignment to Natural Lines – Learning to Share Control in Education Mark Huxham...
![Page 1: From Constructive Alignment to Natural Lines – Learning to Share Control in Education Mark Huxham Director of Academic Strategy Edinburgh Napier University.](https://reader030.fdocuments.in/reader030/viewer/2022032517/56649c805503460f949380b8/html5/thumbnails/1.jpg)
From Constructive Alignment to Natural Lines – Learning to Share Control in Education
Mark HuxhamDirector of Academic StrategyEdinburgh Napier University
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Sharing Power – Why Not?
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The Oscar Wilde Problem
• ‘The problem with socialism is that it takes up too many evenings’
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The Roy ‘Chubby’ Brown Problem:
‘Leave as you arrived.. only more so’ Stewart Lee
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The Proudhon Problem• What is
‘authentic authority’?
• ‘In the matter of boots, I refer to the authority of the bootmaker’ Michel Bakunin
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The focused feedback failure
• Ask students to direct feedback to areas of concern… ‘focused feedback’
• As suggested by educational literature and the NUS
• 13 modules recruited• Years 1,2,3,4 and postgraduate• >700 annotated student scripts collected and
analysed• What could go wrong?
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Only 6% of students requested ‘focused feedback’
Those that did focused on relatively superficial issues
(eg references)
‘what if it's wrong and I would draw their [the tutor's] attention?’
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My ‘better than average’ D.I.Y.?
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Model answers: Student preferences?
Category 1st year2004 2005
4th year All data
Both personal and model feedback
27 60 77 48
Personal feedback 49 35 8 38
Model feedback 20 5 8 11
No preference 4 0 8 3
‘I prefer to receive feedback as handwritten because you don’t just give the rite (sic) answer you tell us where we went wrong too..’.
‘..(it is) a friendlier way of marking with comments..(which can) prove helpful’
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Model answers: Student performance?
01234567
2004 2005
mea
n m
ark model feedback
personalfeedback
Year 1 Year 2
Mid
dle
(± S
ome
Diff
eren
ce)
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My module ‘pre-mortem’ before ‘Sharing Control’
• A sense of fragmentation and surface learning –limited time to explore important topics
• A feeling of missed opportunities – have I failed to really enthuse everybody with this important and fascinating topic?
• A lack of commitment and engagement – some students don’t turn up, some don’t prepare, some don’t share problems
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So where do students have ‘authentic authority’? First..in the experience of classroom learning..
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The effects of ‘interactive windows’ on student learning in lectures
Huxham, M. (2005). Learning in lecturers: do interactive windows help? Active Learning in Higher Education. 6, 17-31.
Part time group Full time group
Window 1 Window 2 Window 1 Window 2
‘open’ ‘closed’ ‘closed’ ‘open’
Single lecture, given in the same week to two separate groups of students, containing two ‘windows’
SIGNIFI
CANT !
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second… in assessment…‘assessment seems to me to be another learning opportunity and an exam doesn’t strike me as any sort of learning opportunity, it is just a memory exercise. I understand that there is a lot of technique involved in sitting exams and answering questions but I don’t think that the exam is necessary to develop those particular techniques’
‘problem solving questions – having to apply skills – are needed…whereas exams, if you can master mnemonics, or any other memory technique, then you just concertina the information down and then spread it back out again’
‘If you are going to rejig the exam then I wholeheartedly support refocusing it on applying skills to solve problems rather than recounting knowledge’
https://www.facebook.com/groups/112769092142788/
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third.. in location and duration..
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Fourth… in content?
• ‘I am personally more interested in participating in deciding how the course will be delivered than the actual content of the course itself; not through fear of the unknown or indifference but rather that in that matter I feel it is sensible and most beneficial to our education to defer to the wisdom of our teachers.’
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Original arrangement Arrangement following discussion
Teaching and learning practiceAll lessons in classrooms ‘Sandwalks’, trips, pubs
Two hour lectures or one hour tutorials
Up to 6 hours of ‘blocked’ time
Clear distinction between lectures and tutorials
Distinctions between didactic lecturing, discussions and problem solving blurred
Module evaluated by a standard ‘end-of-module’ questionnaire
Continuous evaluation; ‘bootgrit’, facebook, discussion
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Assessments and feedback
An unseen, three hour, end of module exam (60%)
An open book, ‘take home’ examination with five days for completion, based around three critical essays (50%)
A critique of a fabricated scientific study, due in week 5 of semester (20%)
A critique of a published scientific paper, due in week 4 of semester (30%)
Written feedback on the critique by week 7
One to one oral feedback week 6, replacing and enhancing a timetabled class
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We can do better than Roy Chubby Brown…but it takes time and trust
• Many graduates are ‘determined from above..’ (Freire)
• , ‘well we’re students so we are interested in assessments that give us the highest marks’.
• I'm not paid to make the curriculum, I'll just roll with the punches. In all honesty the way education is going why not just let us all pass and release us into a world where we can work in a bar or Tesco metro with all the other undergraduates ;)
• ‘Felt like I learnt a lot. I understood things instead of just pretending to understand. Really relaxed, hard work and fun at the same time.’
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Natural lines Constructive alignment
Mountaineering metaphor
Surveying/engineering metaphor
Identifying an elegant route
Creating an efficient route
Team effort Individual effort
Process informed by outcome
Outcomes determine process
Bounded flexibility and spontaneity
Carefully planned and predictable
Requires risky commitment
Risk is minimised