First Steps in Learning and Teaching in Higher Education (2016) David Hunt Tutor – Real Estate UCEM

About me: Chartered Valuation Surveyor 12 years Professional Real Estate Experience Joined University College of Estate Management in September 2015 Former student of UCEM who joined with a belief that there was an opportunity to improve courses based on personal experience All of UCEM’s courses now ONLY delivered online

Context Teaching duties with UCEM First 6 months in Module Tutor role, team teaching as an assistant to Module leaders on MSc Real Estate Courses Other tasks include writing exams and assignments, moderation, marking and designing and editing modules before their March 2016 commencement 6 months preparation before assuming a module leadership role with responsibility for leading and delivering 5 modules.

Activity Following a weekly curriculum devised by the faculty board to ensure at least 10 synchronous learning activities in each module Most common way is to prepare and run webinars using conferencing software Typically this means preparing 15-25 slides per topic Usually tackling the more complex ideas Time for students to ask questions Topic contextualised by professional work

Example

Graduate attributes Knowledge and understanding Cognitive skills Practical and professional skills Key/transferable skills

Learning outcomes 1 Knowledge and understanding undertake a range of valuations of property interests in special circumstances critically rationalise the relationship between a sustainable built environment and the valuation of real estate interests Cognitive skills evaluate the relative importance of inputs to the valuation process and construct a sensitivity analysis critically examine the role of international valuation standards

Learning outcomes 2 Practical and professional skills produce and defend reasoned valuations and development appraisals critically examine the differing reporting requirements relating to valuations for specific purposes Key/transferable skills create discounted cash flow spreadsheets incorporating debt funding for residual and/or investment valuations demonstrate their ability to work as part of a team

Reflection Brookfield’s 4 lenses (Brookfield, 1995)* Peer dialogue (lens 3)​ ‘check‘ our practices​ ‘reframe' our practices​   broaden our practices​ Personal perspective (lens 1)​ journal or notebook to record reflections​ directly video record teaching (webinar) and then review the recording​ previous experience in the workplace​ previous experience as a student​ *referenced in Oxford Brookes University (no date)

Reflection Brookfield’s 4 lenses Student feedback (lens 2)​ Web tools to help gather immediate feedback​ Literature (lens 4)​ Schon’s reflection in practice ​ (Smith, 2011) ‘thinking on our feet’​  Schon’s reflection on practice​ (Smith, 2011) The familiar situation functions as a precedent, an example for the unfamiliar one​ We do not have a full understanding of things before we act, but we can avoid major problems while ‘testing the water’​

Insight Analysis- The approach taken Frame Outcomes led Experiential Participatory Preferred learning styles (HEFCE, 2004) Visual learners Kinaesthetic learners Auditory learners Intended outcomes (HEFCE, 2004) Formative assessment Summative assessment

Insight Effectiveness How do online courses compare to traditional postal/correspondence courses in terms of learning? What about in terms of engagement/student retention? (Southerland, 2009) Is there a link between engagement and results? Also, it is worth thinking about numbers as a whole? (Tyler-Smith, 2006)

Insight Reflection on teaching with subsequent consideration and improvement follows Kolb’s learning cycle (Kolb,1984)* *referenced in Oxford Brookes University (no date)

Action Plan Recommendations Asynchronous webinar (Lambert, 2012) Contributory data base for students Experimenting with interactive learning tools (St. Clair, 2009) Activities considered in reference to UKPFS and the programme learning outcomes

References & other reading Brenton, S. (2014) ‘E-learning – an introduction’.  A handbook for teaching and learning in higher education: enhancing academic practice. Fry H., Ketteridge S. and Marshall S. (eds). London: Routledge, Available at http://biblioteca.ucv.cl/site/colecciones/manuales_u/A%20Handbook%20for%20Teachi ng%20and%20Learning%20in%20Higher%20Education%20Enhancing%20academic%20and%20P ractice.pdf (Accessed 14 February 2016) ​ Biggs J. B. and Tang C. S. (2011) Society for Research into Higher Education. Teaching for quality learning at university. Maidenhead: Open University Press, Available at http://www.umweltbildung-noe.at/upload/files/OEKOLOG%202014/2_49657968- Teaching-for-Quality-Learning-at-University.pdf (Accessed 14 February 2016)  Higher Education Authority (2011) ‘UK Professional Standards Framework’. Higher Education Authority. Available at: http://www.heacademy.ac.uk/ukpsf (Accessed 14 February 2016) HEFCE (2004) Effective Practice with E-Learning – A Good Practice Guide in Designing for Learning. Available online at http://www.webarchive.org.uk/wayback/archive/20140615094804/http://www.jisc.a c.uk/media/documents/publications/effectivepracticeelearning.pdf (Accessed 14 February 2016)​

References Lambert, C. (2012) ‘Twilight of the lecture’. Harvard Magazine. March-April. Available at http://harvardmagazine.com/2012/03/twilight-of-the- lecture (Accessed 9 June 2015) ​ Oxford Brookes University (n.d.) ‘Introduction to reflection’. Available online at http://www.moodle.openbrookes.net/mod/equella/view.php?id=628  (Accessed 14 February 2016)​ Oxford Brookes University (n.d.) ‘Learning from experience’. Available online at http://www.moodle.openbrookes.net/mod/book/view.php?id=1839&chapterid=252 (Accessed 14 February 2016)​ Smith, M. K. (2001, 2011). ‘Donald Schön: learning, reflection and change’. The encyclopedia of informal education. Available online at www.infed.org/thinkers/et- schon.htm (Accessed 14 February 2016)​ Southerland, N. (2009) ‘Increasing student engagement in distance learning courses’. Teaching with Technology Idea Exchange. Available at http://ttix.org/archives/2009-sessions/increasing-student-engagement-in- distance-learning-courses/ (14 February 2016)

References St. Clair, D. J. (2009) ‘My Experience with Teaching Online: Confessions and ​ Observations of a Survivor’. MERLOT Journal of Online Learning and Teaching, Vol. 5, No. 1, March 2009, Available at http://jolt.merlot.org/vol5no1/stclair_0309.htm (Accessed 14 February 2016)​ Tyler-Smith, K. (2006) ‘Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop-out, Withdrawal and Non-completion Rates of ​ Adult Learners undertaking eLearning Programmes’. MERLOT Journal of Online Learning and Teaching. Available at http://jolt.merlot.org/vol2no2/tyler- smith.htm (Accessed 14 February 2016)​ Young, S. and Bruce, M. A. (2011) ‘Classroom community and student engagement in online courses’. MERLOT Journal of Online Learning and Teaching, Vol. 7, No. 2, Available http://jolt.merlot.org/vol7no2/young_0611.htm (Accessed 9 June 2015)