CPD 5 Academic Staff Masterclass Advanced Teaching Skills

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CPD 5 Academic Staff Masterclass Advanced Teaching Skills 1 - Advanced Approaches for Delivering

CPD 5 Academic Staff Masterclass Advanced Teaching Skills 1 - Advanced Approaches for Delivering Large Group Lectures http: //www. staffnet. manchester. ac. uk/employment/trainin g/personal-development/academic-staff/

Advanced Approaches for Delivering Large Group Lectures Paul Middleditch Lecturer in Macroeconomics Will Moindrot

Advanced Approaches for Delivering Large Group Lectures Paul Middleditch Lecturer in Macroeconomics Will Moindrot Learning Technologist, Humanities e. Learning Mark Brown Senior Lecturer in Social Statistics 2

Advanced Approaches for Delivering Large Group Lectures In preparation, use your mobile phone visit

Advanced Approaches for Delivering Large Group Lectures In preparation, use your mobile phone visit www. rwpoll. com Session ID: manc (lower/upper case) You should see “Polling Closed” Follow this course on: @innov 8_mcr #XLCohort Feel free to leave ‘feedback’ via your mobile device during any part of this presentation

Course Outline The Large Cohort Environment Challenging the Traditional Structure Adopting Interaction Technology Using

Course Outline The Large Cohort Environment Challenging the Traditional Structure Adopting Interaction Technology Using Social Media to Engage Next Steps 4

Delivering Large Group Lectures Large Cohort To help define the large cohort we could

Delivering Large Group Lectures Large Cohort To help define the large cohort we could use key variables such as: ● Class size ● Environment ● Discipline We associate large cohort with a less intimate experience. 5

A problem for the student or the convenor?

A problem for the student or the convenor?

Dealing with the Problem? Addressing the Structure Fostering Community Increasing Engagement Encouraging Interaction Increasing

Dealing with the Problem? Addressing the Structure Fostering Community Increasing Engagement Encouraging Interaction Increasing Participation Perceived Added Value

Dealing with the Problem? Addressing the Structure Fostering Community Increasing Engagement Encouraging Interaction Increasing

Dealing with the Problem? Addressing the Structure Fostering Community Increasing Engagement Encouraging Interaction Increasing Participation Perceived Added Value

Challenging the Structure 1. Rethinking the relationship between lectures and other components of the

Challenging the Structure 1. Rethinking the relationship between lectures and other components of the module (including assessment) 2. Rethinking the use of contact time in the lecture itself

Office Hours LECTURES Lecture 1 Lecture 2 Lecture 3 Lecture 4 Lecture 5 Lecture

Office Hours LECTURES Lecture 1 Lecture 2 Lecture 3 Lecture 4 Lecture 5 Lecture 6 Lecture 7 The Old Structure Tut 1 Tut 2 Tut 3 Tut 4 Lecture 8 Lecture 9 Lecture 10 Lecture 11 EXAM Tut 5 Theory and Method in Demography (150 students)

The Old Structure LECTURES Lecture 1 Lecture 3 Lecture 4 Lecture 5 Lecture 6

The Old Structure LECTURES Lecture 1 Lecture 3 Lecture 4 Lecture 5 Lecture 6 Lecture 8 Lecture 9 Lecture 10 Lecture 11 Office Hours EXAM Tut 3 Tut 4 Tut 5 • Lectures ‘disconnected’ • Poor attendance • Cramming ENGAGEMENT Lecture 7 Tut 2 STUDENT Lecture 2 Tut 1 • Student engagement focussed in last 3 weeks • Impersonal

The New Structure Theory > Method > Application > Assessment Lecture 1 Workshop 1

The New Structure Theory > Method > Application > Assessment Lecture 1 Workshop 1 Lecture 2 Workshop 2 etc • Lectures Integrated Assessment • Active (& deep) learning Assessment • Incentivised attendance and student engagement from week 1 • Personal – no hiding Coursework portfolio place in workshops Exam • A good student experience reflected in UEQ scores and a waiting list

Rethinking the use of contact time in the lecture itself • 2/3 of contact

Rethinking the use of contact time in the lecture itself • 2/3 of contact time – but where all the students?

Rethinking the use of contact time in the lecture itself • A lost opportunity.

Rethinking the use of contact time in the lecture itself • A lost opportunity. . • However animated and ‘inspiring’, 2 hour ‘lectures’ don’t work. . . surface learning • Can we design them in a way that encourages more active learning? • Active learning requires student activity – engagement and interaction • ‘Any questions? ’ is not good enough!

Rethinking the use of contact time in the lecture itself • Encouraging participation by

Rethinking the use of contact time in the lecture itself • Encouraging participation by design • ‘Lecturing’. . . still has it’s place. . . but in small blocks • Lecture activities. . • Best when it involves peer to peer interaction - class is visibly energized • A different kind of learning. . . And one where the large cohort can become an advantage • New ways to facilitate this (use of Turning point) • Feeling brave? Flip the lecture

Flipping the lecture (inverting the classroom) • No single model but an approach that

Flipping the lecture (inverting the classroom) • No single model but an approach that encourages student preparation in advance (what would have been the lecture becomes the homework) for a more interactive learning experience in the lecture • Preparation? Book chapter, screencast of lecture, Youtube video • Lecture contact-time devoted to activities that apply and build understanding the material Beware. . • Need time to re-design teaching materials (not much space in WAM for Curriculum Innovation) • Initially student’s may not like it as much as you think they should/would – lecture culture is as deep rooted for students as it is for us – a flipped lecture puts demands on them that they may not thank you for.

Where evaluated – generally very positive Example. . Second year inorganic chemistry module (UEA)

Where evaluated – generally very positive Example. . Second year inorganic chemistry module (UEA) • 'I think the flipped lectures were a really good idea because it was a more interactive way to engage students into learning, rather than the repetitive routine of having to listen to the lecturer work through a Power. Point presentation for an hour. ' • 'They were good fun as it was nice to have interaction with the lecture as opposed to just being talked at, it was also nice having knowledge of what you were talking about as we had already gone through the material!' Source: www. rsc. org/Education/Ei. C/issues/2013 september/flipped-classroom-inverting -lectures. asp Manchester advocates. . . Ralph Becker (Economics) Wendy Olsen (Social Statistics)

Dealing with the Problem? Addressing the Structure Fostering Community Increasing Engagement Encouraging Interaction Increasing

Dealing with the Problem? Addressing the Structure Fostering Community Increasing Engagement Encouraging Interaction Increasing Participation Perceived Added Value

Lecture Interaction What do we mean by: Interaction Technology ? Technology that allows communication

Lecture Interaction What do we mean by: Interaction Technology ? Technology that allows communication between student and lecturer `in class’. – Classroom Voting Systems. Specifically technology that allows ‘over web’ answering of multiple choice style question during lectures. 19

Voting technology in at Manchester since 2010 ECON 10042 – 1 st Year UG

Voting technology in at Manchester since 2010 ECON 10042 – 1 st Year UG Macroeconomic Principles – approx 600 students ECON 20401 – 2 nd Year UG Macroeconomics IIA – approx 510 students • • • Students now have a tool to test themselves as they learn Lecturers can identify areas of weakness as they teach Students can feedback to the lecturer – real time recorded Increases interest/alertness during longer lectures Facilitates other pedagogical enhancements to learning, some of which we have found surprising!

Not just a pretty quiz tool! Other ways we have learnt to use this

Not just a pretty quiz tool! Other ways we have learnt to use this classroom voting system. 1. To gauge opinion on the taught material; a barometer. 2. To allow students to provide anonymous feedback during each lecture. 3. Peer interaction: Students revisit question after discussion with peers.

1. Student Difficulty Perception Course: Macroeconomic Principles (400) Q: What do you think about

1. Student Difficulty Perception Course: Macroeconomic Principles (400) Q: What do you think about the level of difficulty on this course?

2. Real time feedback

2. Real time feedback

What do the students think? ‘The interaction kept us alert during the whole two

What do the students think? ‘The interaction kept us alert during the whole two hours. It was fun, and a nice opportunity to meet new people through the discussion part. ’ It's rare to have interactive lectures and I felt I was learning & also enjoying it. Arguably most enjoyable ECON 10042 lecture to date. Great idea and should be used more. Brilliant idea. We often turn to our phones when we lose concentration - interest or when the lecture becomes incomprehensible so I think including our devices will keep us alert and participating, as well as checking if our understanding is correct. ‘Not only does it enable students to INTERACT during the lecture, but the method of letting students vote twice gives students an idea of what the TYPICAL ERRORS/COMMON MISTAKES are and how these questions need to be tackled in practice. ’ 25

Survey Evidence II ECON 20401 2012/13 ECON 10042 2012/13 How much do you agree

Survey Evidence II ECON 20401 2012/13 ECON 10042 2012/13 How much do you agree with the statement: “The voting system has enhanced my level of satisfaction with the programme” Disagree Neutral Strongly Agree 2012/13: “The voting system has enhanced my level of satisfaction with the programme. ” (Agree/Disagree): ECON 10042 (83% : 4%) ECON 20401 (93% : 2%)

Survey Evidence III – focus on devices Which type of device did you use

Survey Evidence III – focus on devices Which type of device did you use to participate? ECON 10042 2011/12 Clickers 15% Tablet 11% Smart Phone 39% ECON 10042 2012/13 Clickers 2% Laptop 35% Tablet 23% Laptop 12% Smart Phone 62%

Turning. Point Response. Ware Ease of use through Power. Point (WYSIWYG) and works on

Turning. Point Response. Ware Ease of use through Power. Point (WYSIWYG) and works on any web enabled device. Works in tandem with Turning. Point ‘clickers’ for an inclusive option. Results exportable into Excel files for data gathering.

Task (1 minute) Introduce yourself to a neighbouring delegate using the following as an

Task (1 minute) Introduce yourself to a neighbouring delegate using the following as an ice breaker: 1. Think up a single question that you would ask students first lecture End

Technical demonstration Now I will put your question into an interactive slide in less

Technical demonstration Now I will put your question into an interactive slide in less than 30 seconds

Which use of this voting technology do you see being of most value? 1.

Which use of this voting technology do you see being of most value? 1. To break up lecture content. 2. Enable students to monitor their own progress. 3. To gain feedback from your teaching/explanation. 4. To collect data for your teaching/research. 5. Provision of other benefits to students.

Best Practice. . • Encourage students to `partner’ in the innovation. • Innovation presents

Best Practice. . • Encourage students to `partner’ in the innovation. • Innovation presents itself from trial. • Use questions that stretch students or split opinion. • Don’t ask questions you don’t want the answer to! Finally, you can watch a video we produced with clicker practitioners at Uo. M: ‘What’s the Use of Clickers? ’ http: //goo. gl/Ggq. M 1 32

Dealing with the Problem? Addressing the Structure Fostering Community Increasing Engagement Encouraging Interaction Increasing

Dealing with the Problem? Addressing the Structure Fostering Community Increasing Engagement Encouraging Interaction Increasing Participation Perceived Added Value

Teaching with twitter An extension to the learning environment What is twitter? Twitter is

Teaching with twitter An extension to the learning environment What is twitter? Twitter is a social media site that facilitates instant communication with people that choose to follow you. You can view a timeline of announcements of people you follow and make announcements to your followers 34

Teaching with twitter An extension to the learning environment But what about teaching with

Teaching with twitter An extension to the learning environment But what about teaching with Twitter? Re-instate the ‘lost’ communication channel in the VLE and create student-led course community/social benefits. To innovate in the use of twitter to find benefits that can enhance the student experience and increase engagement. 35

Twitter in teaching at Manchester since 2013 ECON 20401 – 2 nd Year UG

Twitter in teaching at Manchester since 2013 ECON 20401 – 2 nd Year UG Macroeconomics IIA – approx 400 students #Big. Mac. II ECON 30611– 3 rd Year UG Macroeconomics IIIA – approx 300 students #Macro 3 A • • • Contact between lecturer and student is efficient, from palm to palm. Students are more likely to engage in a less formal setting. Questions need to be focussed making queries easier to respond to (140 chars. ). Lecturers can more easily identify the sender of a tweet. Answers to questions are ‘reply all’ saving time on repetition. Course hashtag becomes an FAQ.

Not just a medium to broadcast! Some less obvious benefits I have found from

Not just a medium to broadcast! Some less obvious benefits I have found from the use of twitter. 1. Students can easily insert photographs into tweets without character sacrifice. 2. Students have a platform to learn from each other (peer interaction) and are also learning a transferable skill. 3. Students have a tool to feedback to you on how the course is going and also to contribute.

Twitter in Practice

Twitter in Practice

Twitter in Practice With images embedded in this way there is no need for

Twitter in Practice With images embedded in this way there is no need for screen switching, making questions easier to answer. Twitter enables peer interaction, students learn from each other. When you do something good students they are quick to reward you for it. Helps to identify possible further innovation.

What did the students think? ‘…very engaging with the students and creative. He was

What did the students think? ‘…very engaging with the students and creative. He was the only lecturer who used Twitter so efficiently and the introduction of the interaction lectures were by far the greatest motivation for me to come to lectures. . . ’ I don't use twitter myself but I think the social media aspect of the course makes it even more accessible. The lectures were interactive as well with the polling system. He also made use of social media through twitter to keep in touch with students making it more informal. The twitter was also brilliant especially for clearer understanding. I did not have to personally ask any questions through twitter, as reading all the tweets from other students automatically answered all my queries and using the hashtag made finding tweet related to macro 3 a easy and painless. Covered all material. Twitter interaction very useful 40

Take a break take a tweet You are requested to send a tweet to

Take a break take a tweet You are requested to send a tweet to comment or raise a question about anything in this presentation. We will try to act upon anything raised. 41

Appendix Twitter Best Practice. . • Use twitter as an ‘optional’ extension of the

Appendix Twitter Best Practice. . • Use twitter as an ‘optional’ extension of the LE. • Follow back your students if you want to enable PVTs. • Use it to reinforce but not to replace announcements through campus solutions. • Let your students know for dealing with repetitive FAQs eg: retweet for peer intervention Finally, why not follow the courses taught in Economics at Manchester to see it in practice: @Dr. Middleditch #Big. Mac. II #Macro 3 A 42

Appendix: Practical Tools for Teaching Large Cohorts →Getting Attention →Achieving a quiet start to

Appendix: Practical Tools for Teaching Large Cohorts →Getting Attention →Achieving a quiet start to class →Keeping Attention →Avoid losing the students during class →Approachability →Helping to keep that smaller class feel

Appendix: Getting Attention Beginning classes in large cohorts presents some challenge, like in any

Appendix: Getting Attention Beginning classes in large cohorts presents some challenge, like in any public space noise breeds! Wait until the majority have arrived, late students can create havoc if you have already started. Use lighting or music to give students a natural pause in their own conversation and yourself a window of opportunity. If you don’t at first succeed be patient and start again, students get used to your opening.

Appendix: Keeping Attention Students will inevitably ‘drop out’ after a prolonged spell of given

Appendix: Keeping Attention Students will inevitably ‘drop out’ after a prolonged spell of given material. Try: → Turning off powerpoint → Use physical movement to keep their attention → Use other ways to break up class →class voting, →discussions, →occasional chat/personal observations

Appendix: Approachability During the taught class I always try to get the students to

Appendix: Approachability During the taught class I always try to get the students to answer questions. This is quite difficult and takes some nurturing in large cohorts. Look really pleased to see students approach you during the break, others are watching your reaction. It may seem pointless to a large cohort lecturer but asking a student his/her name makes a difference. I confess to students about my difficulties remembering names.

Further Reading: • Bligh, D. A. (1972). What's the use of lectures? Bournemouth, Direct

Further Reading: • Bligh, D. A. (1972). What's the use of lectures? Bournemouth, Direct Design Books. • Salmon, Gilly (2002). E-Tivities: The Key to Active Online Learning • Bloom, B. S. (1953). "Thought-processes in lectures and discussions. " The Journal of General Education 7(3): 160 -169. • Laurillard, D. (2002). Rethinking University Teaching: A framework for the effective use of learning technologies. New York, Routledge. Falmer.

Next steps: Teaching Innovation Project • The Humanities e. Learning team alongside participating academics

Next steps: Teaching Innovation Project • The Humanities e. Learning team alongside participating academics invite convenors who are looking to embed, develop or disseminate innovation in their teaching. • The project aims to foster academic mentoring, one-to-one learning technologist support, and formalise a network of fellow innovators. • If you would like to develop your own ideas or existing innovations in teaching then we would very much like to hear from you; please contact… Will: will. moindrot@manchester. ac. uk Ellen Wilkinson Building (C 1. 46) University of Manchester Tel: 0161 3061743

Questions and ideas to share http: //www. staffnet. manchester. ac. uk/employment/training/p ersonal-development/academic-staff/

Questions and ideas to share http: //www. staffnet. manchester. ac. uk/employment/training/p ersonal-development/academic-staff/