TEACHING & LEARNING
CONFERENCE 2015
IOEEVENT
BS09#2Afu
Students connect with sta ff and their world-leading research
Students connect with each other, across phases and with alumni
Co nn ecte d Curricu
Learning through lum research & enquiry
Fung 2015
Students learn to produce outputs
– assessments directed at an audience
Students connect academic learning with workplace learning
A throughline of research activity is built into each programme
Students make connections across subjects and out to the world
#UCLTL

Anthony Smith
UCL Vice-Provost Education & Student Affairs
#UCLTL

UCL’s
Connected
Curriculum   framework
Students connect with sta ff and their world-leading research
Students connect with each other, across phases and with alumni
Co nn ecte d Curricu
Learning through lum research & enquiry
Fung 2015
Students learn to produce outputs
– assessments directed at an audience
Students connect academic learning with workplace learning
A throughline of research activity is built into each programme
Students make connections across subjects and out to the world

Chris Husbands
Director, UCL Institute of Education, and UCL Vice-Provost Academic Development
#UCLTL

UCL  Teaching  and  Learning  Conference  2015
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Two  simple  ideas  about  learning:  (1)
Learning  happens  when   people  have  to  think  hard
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Two  simple  ideas  about  learning  (2)
Successful     learning    is  about  making   connec8ons
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe
9

Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe
10

Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Signature  pedagogies?
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

….  “no  curriculum  development  without   teacher  development”.
Lawrence  Stenhouse,
1975
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Why  think  about  the  curriculum?
In  a  sector  whose  adult  students  are  rela8vely  independent,  where   ins8tu8ons  typically  s8ll  have  ownership  of  how  they  design   courses  and  assess  students’  learning,  and  in  an  age  when  students’   learning  possibili8es  are  heavily  influenced  by  new  technologies,
what   is  curriculum  now?
Fung,  2015
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Mass  crea8vity  will  thrive  in  socie8es  with   educa8on  systems  that  are   curiosity-­‐led,  create   high  levels  of  self-­‐mo=va=on,  and  promote   collabora=on  between  learners.   An  inflexible,   top  down,  standardized  curriculum  may  be  a   good  answer  to  the  industrial  economy’s  demand   for  punctual,  literate,  diligent  workers  capable  of   following  rules  and  procedures.  An  innova8on
economy  requires   more  than  that .
Charles  Leadbeater
The  Ten  Habits  of  Mass  Innova8on
NESTA,  Making  Innova8on  Flourish  Series
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Producing  more  of  the  same  knowledge  and  skills  will  not… address  the  challenges...  A  genera8on  ago,  teachers  could   expect  that  what  they  taught  would  last  their  students  a   life8me.  Today,  because  of  rapid  economic  and  social  change ,   schools  have  to  prepare  students  for  jobs  that  have  not  yet   been  created ,  technologies  that  have  not  yet  been  invented   and  problems  that  we  don't  yet  know  will  arise….
The   dilemma…is  that  rou=ne  cogni=ve  skills,  the  skills  that  are   easiest  to  teach  and  easiest  to  test,  are  also  the  skills  that  are   easiest  to  digi=ze,  automate  or  outsource… educa8onal   success  is  no  longer  about  reproducing  content  knowledge,
but  about  extrapola8ng  from  what  we  know  and  applying   that…to  novel  situa8ons
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

How  to  think  about  the  curriculum  (Fung  2015)
Research   connected   students  develop  through  gathering  and  interroga8ng  evidence  and   engaging  with  research  and  researchers.
Conceptually   connected
Personally  and   socially   connected   students  build  explicit  conceptual  connec8ons  making  cri8cal  and   crea8ve  connec8ons  between  apparently  disparate  elements  of  learning.
students  build  rela8onships  with  faculty  and  one  another  to  develop   their  personal  iden8ty  and  voice  as  well  as  their  public  iden8ty  through   connec8on  with  the  wider  community,  workplace,  and   professions
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Knowledge  building  (Scardamalia,  2006)
Knowledge  advancement  as  idea   improvement  rather  than  as  progress   toward  true  or  warranted  belief
Construc8ve  use  of  authorita8ve   informa8on
Knowledge  advancement  as  a   community  as  well  as  individual   achievement
Understanding  as  an  emergent   feature  of  learning
Knowledge  of  in  contrast  to  knowledge  about
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Students connect with sta ff and their world-leading research
Students connect with each other, across phases and with alumni
Co nn ecte d Curricu
Learning through lum enquiry
Fung 2015
Students learn to produce outputs
– assessments directed at an audience
Students connect academic learning with workplace learning
A throughline of research activity is built into each programme
Students make connections across subjects and out to the world
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

UCL  Teaching  and  Learning  Conference  2015
Professor  Chris  Husbands,  Director,  UCL  Ins8tute  of  Educa8on     www.ioe.ac.uk   —  @director_ioe

Dilly Fung and Tansy Jessop
UCL CALT and University of Winchester
#UCLTL

UCL’s
Connected
Curriculum   framework
Students connect with sta ff and their world-leading research
Students connect with each other, across phases and with alumni
Co nn ecte d Curricu
Learning through lum research & enquiry
Fung 2015
Students learn to produce outputs
– assessments directed at an audience
Students connect academic learning with workplace learning
A throughline of research activity is built into each programme
Students make connections across subjects and out to the world

Dr Tansy Jessop
TESTA Project Leader
UCL Teaching and Learning Conference
13 April 2015

Why assessment is broken, why it matters, and how we can fix it

1)   Assessment drives what students pay attention to, and defines the actual curriculum (Ramsden
1992).
2)   Feedback is the single most important factor in student learning (Hattie, 2009; Black and Wiliam,
1998).

§   The influence of modules on student learning
§   The educational paradigms implicit in the way we assess students
§   The positioning of teachers and students in assessment and feedback discourses

…

§   Summative assessment carries a grade which counts toward the degree classification. It is generally considered ‘high risk’ by students.
§   Formative assessment consists of comments and does not usually carry a grade (‘uncorrupted’ formative). In the TESTA project, formative assessment is defined as requiring to be done by all students.

Jessop, T. , El Hakim, Y. and Gibbs, G. (2014) The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different assessment patterns. Assessment and
Evaluation in Higher Education. 39(1) 73-88 .
§   23 programmes
§   8 universities
§   1220 questionnaire responses
§   47 student focus groups
§   247 students in focus groups
Jessop, T. and Maleckar, B. (2014) The Influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education.
§   18 programmes
§   8 universities
§   3 discipline groups
§   762 student questionnaire responses

www.testa.ac.uk

Edinburgh
Edinburgh Napier
Greenwich
Loughborough
Southampton
University of Newcastle
Glasgow
Sheffield
Imperial College
Canterbury Christchurch

Programme
Team
Meeting

Based on educational principles
§   ‘Time-on-task’ (Gibbs 2004)
§   Challenging and high expectations (Chickering and
Gamson 1987)
§   Internalising goals and standards (Sadler 1989; Nicol and McFarlane-Dick 2006)
§   Prompt, detailed, specific, developmental, dialogic feedback (Gibbs 2004; Nicol 2010)
§   Deep learning (Marton and Saljo 1976)

Finding 1: Modular degrees create a high summative diet
§   Range of UK summative assessment 12-68 over three years
§   Indian and NZ universities – 100s of small assessments – busywork, grading as ‘pedagogies of control’
§   Average in UK about two per module, about 40 in three years

1.
What quote, phrase or word resonates for you?
2.
What central problem or issue does it highlight?

…
§   A lot of people don’t do wider reading. You just focus on your essay question.
§   I always find myself going to the library and going ‘These are the books related to this essay’ and that’s it.
§   In an exam it's really like diving in and out of books all the time and not really getting very deep into them.
§   If a lecturer said something was interesting and there was a paper to read, if I didn’t think it would come up in the exam, I wouldn’t read it, even if I was interested in the topic. That’s going to be time I can’t really spend. I’ll read it some other time.

§   We just have to kind of regurgitate it … if we don’t memorise it, there’s no time for us to really fiddle around with it, there’s so much to cover.
§   The scope of information that you need to know for that module is huge … so you’re having to revise everything - at the same time, you want to write an in-depth answer.
§   You anticipate the questions coming up, and you learn the materials that will definitely come up. It’s definitely a way to focus your studies and to get a good mark, perhaps. But is it is really the way to learn?
§   I find some of the exams are so broad that it’s not testing your understanding.
§   If you memorise, you get a good grade.

More summative = more learning?

A student’s lecture to her professors
The best approach from the student’s perspective is to focus on concepts. I’m sorry to break it to you, but your students are not going to remember 90 per cent – possibly 99 per cent – of what you teach them unless it’s conceptual … . when broad, over-arching connections are made, education occurs. Most details are only a necessary means to that end. http://www.timeshighereducation.co.uk/features/a-studentslecture-to-professors/2013238.fullarticle#.U3orx_f9xWc.twitter

Finding 2: Formative tasks are relatively absent, and perceived with ambivalence
§   The ratio of formative to summative in UK universities is about 1:4
§   In focus groups, very few students describe encountering formative tasks.

§   It didn’t actually count so that helped quite a lot because it was just a practice and didn’t really matter what we did and we could learn from mistakes so that was quite useful.
§   Getting feedback from other students in my class helps. I can relate to what they’re saying and take it on board. I’d just shut down if I was getting constant feedback from my lecturer.
§   I find more helpful the feedback you get in informal ways week by week, but there are some people who just hammer on about what will get them a better mark.
§   He’s such a better essay writer because he’s constantly writing.
And we don’t, especially in the first year when we really don’t have anything to do. The amount of times formative assignments could have taken place …

§   If there weren’t loads of other assessments, I’d do it.
§   If there are no actual consequences of not doing it, most students are going to sit in the bar.
§   It’s good to know you’re being graded because you take it more seriously.
§   I would probably work for tasks, but for a lot of people, if it’s not going to count towards your degree, why bother?
§   The lecturers do formative assessment but we don’t get any feedback on it.

Finding 3: Feedback isn’t working
One minute pause
§   Why does feedback miss the mark?

§   The feedback is generally focused on the module.
§   It’s difficult because your assignments are so detached from the next one you do for that subject. They don’t relate to each other.
§   Because it’s at the end of the module, it doesn’t feed into our future work.
§   I read it and think “Well, that’s fine but I’ve already handed it in now and got the mark. It’s too late”.

…
§   I read through it when I get it and that’s about it really. They all go in a little folder and I don’t look at them again most of the time. It’s mostly the mark really that you look for.
§   I don’t think any of the feedback has affected my study. The exam feedback in particular didn’t make a difference at all. It hasn’t changed how I’ve studied for the next exam.
§   It told you some of the problems but it doesn’t tell you how you can manage to fix that. It was, “Well, this is the problem.” I was like, “How do I fix it?” They said, “Well, some people are just not good at writing.”

…

Students produce for meaning
•   Tasks have a real world context
•   Tasks are often public
•   Tasks are often collaborative or negotiated
Feedback connects
•   Feedback breaks down modular silos
•   Feedback is a dialogue
•   Feedback connects past and future work
Formative links to summative
•   Formative opens space for thinking and risking
•   Real world tasks & research are formative ‘rump’
•   Summative is the long-view measurement of performance

Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education . 1(1): 3-31.
Gibbs, G. & Dunbar-Goddet, H. (2009). Characterising programme-level assessment environments that support learning. Assessment & Evaluation in Higher Education. 34,4:
481-489.
Harland, T. et al. (2014) An Assessment Arms Race and its fallout: high-stakes grading and the case for slow scholarship. Assessment and Evaluation inn Higher Education. http:// www.tandfonline.com/doi/abs/10.1080/02602938.2014.931927
Hattie, J. (2007) The Power of Feedback. Review of Educational Research . 77(1) 81-112.
Jessop, T. and Maleckar, B. (2014). The Influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education. Published Online 27
August 2014 http://www.tandfonline.com/doi/abs/10.1080/03075079.2014.943170
Jessop, T. , El Hakim, Y. and Gibbs, G. (2014) The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different assessment patterns. Assessment and Evaluation in Higher Education. 39(1) 73-88 .
Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education, 35: 5, 501 – 517.
Nicol, D. and McFarlane-Dick D. (2006) Formative Assessment and Self-Regulated
Learning: A Model and Seven Principles of Good Feedback Practice. Studies in
Higher Education. 31(2): 199-218.
Sadler, D.R. (1989) Formative assessment and the design of instructional systems,
Instructional Science, 18, 119-144.

Wendy Appleby and Paul Walker
UCL Registrar and CALT
#UCLTL

LONDON’S GLOBAL UNIVERSITY
ü
ü
UCL 2034
ü
A new 20-year strategy for UCL

…

ü
ü
ü

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“ … it should be the norm, not the exception, that students are engaged as co-partners and co-designers in all university and department learning and teaching initiatives, strategies and practices.”
(Healey, 2012)

…

…
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Transition Mentoring & PAL
Digifest, Enterprise
Public Engagement, Outreach
StARs cohort, UCLU work
… +++ ???

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Photo by daintytime - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/73218431@N00   Created with Haiku Deck

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ü   Project funding, remuneration
ü   Certificates, ‘badges’ etc. q   Institutional Award?
" q   Academic Credit?
" q   . . .?
"

ü
ü

Michael Arthur
President & Provost, UCL
#UCLTL

UCL’s
Connected
Curriculum   framework
Students connect with sta ff and their world-leading research
Students connect with each other, across phases and with alumni
Co nn ecte d Curricu
Learning through lum research & enquiry
Fung 2015
Students learn to produce outputs
– assessments directed at an audience
Students connect academic learning with workplace learning
A throughline of research activity is built into each programme
Students make connections across subjects and out to the world