Developing our practice from a learner engagement perspective Frances Deepwell, University of Leicester

In this webinar… Learner engagement Reflection and reflective practice Developing ourselves

Learner engagement Definition of ‘Student engagement’ ‘the participation of students in quality enhancement and quality assurance processes, resulting in the improvement of their educational experience’ (QAA Code of Practice, QAA, 2012)

NSS – sample questions  Staff are good at explaining things  The criteria used in marking have been clear in advance  I have received detailed comments on my work  Any changes in the course or teaching have been communicated effectively What do you notice about these questions?

NSSE – sample questions In your experience at your institution during the current year, about how often have you done each of the following?  Asked questions or contributed to course discussions in other ways  Come to taught sessions unprepared (e.g. not completed assignments, readings, reports, etc.)  Worked with other students on course projects or assignments  Explained course material to one or more students What do you notice about these questions?

… closer to learner engagement Student engagement is about what a student brings to Higher Education in terms of goals, aspirations, values and beliefs and how these are shaped and mediated by their experience whilst a student. SE is constructed and reconstructed through the lenses of the perceptions and identities held by students and the meaning and sense a student makes of their experiences and interactions. As players in and shapers of the educational context, educators need to foster educationally purposeful SE to support and enable students to learn in constructive and powerful ways and realise their potential in education and society. RAISE network, 2015

Learner engagement – moving beyond representation “Producers” Discovery and Scholarship Part of the conversation

Reflection-in-action You ask a question in a seminar and there is no response - what do you do in that situation? Take a moment and think of at least three things you might do next...

Closed YesNo Probing WhatWhyWhenHowWhereWho Open TellExplainDescribe  Question & answer  Buzz groups  Think pair share  Assertive questioning

 Direct link questions – Here we are asking for interpretation or analysis of something specific, like an aspect of an article, a quotation, some text content, or online resources  Course link questions – As the name suggests, these questions ask students to take information from the course and link it to the text. Students might be asked to use a course concept to explain something in an assigned reading  Brainstorm questions – These questions want respondents to share a collection of ideas and information. Think how you might encourage students to evaluate the lists that are generated  Limited focal questions – These questions present the respondent with options for comment, often involving comparison and contrast  Open focal questions – Here the questions present an issue, offer no alternatives, but solicit the respondent’s opinion From Andrews (1980) See more at:

Pause for thought

Reflection…and Harry Potter What is a Pensieve? A Pensieve is a device that allows one to add “exccess thoughts from one’s mind... examine them at one’s leisure... [and] spot patterns and links” (Rowling, 2000: 5)97) How and when do you reflect on your teaching practices?

Fostering teaching renewal and innovation A framework based on how professionals learn: Conversational Collegial Thematic Scholarly Involving students

Examples of PETAL in action

Using engagement as a lens for reflection and change Seize informal opportunities to observe and interact – with students and colleagues Observe teaching – both of you, and by you of respected others Foster dialogues about teaching and learning encounters Trace your observations to your own intentions to enhance your practice Constantly renew your teaching and assessment with your peers

In this webinar… Learner engagement Reflection and reflective practice Developing ourselves Thank You!