Translating what we know about effective pedagogies in Higher Education into Practice Prof. Carol Evans University of Southampton Academic Practice Network Event Pedagogy and Innovation: A critical appraisal Feb 15, 2017 SRHE, London

High impact Immediate vs longer term gains Satisfaction Fine-tuned vs global indicators (retention, completion, employment etc.) Challenge Independence Transformation

Relationship between quality of instruction and student learning gains.

Learning and Teaching Physiological Factors Gender / Age Ethnicity Agency / Choice? Student Lecturer Learning and Teaching Styles Physiological Factors Gender / Age Ethnicity Personality Intelligences Processing: cognitive styles /working memory Affective: self esteem / motivations Volition Learning Styles Prior Knowledge/Experiences Competence in context

Enacting High Impact Pedagogies Relevance Agency Partnership Beliefs Trust Responsibility Boundaries

Key Themes in Effective Designs Relevance Real life examples Connecting with communities within and beyond HE Connectionist Design of Assessment: The long game Agency Use of guided discovery and experiences Universal Design stance Ensuring accessibility of assessment Partnership Bringing the outside in Engaging students in assessment design Supporting students’ development & navigation of learning environments : role in the assessment process? Partnership

High Impact Pedagogies Dimensions Informed Inclusive Explicit Relevant Participatory Meaning-seeking Holistic / Integrated Sustainable X Factor

Informed Evidence-/ research-based What, why, how? Critical pedagogy to address differential learning outcomes Best approaches within a discipline predicated on what?

Inclusive Adaptive (Universal Design) Accessible Perceived as fair / equitable Builds on prior knowledge

Explicit About requirements and what good looks like Student entitlement agenda Student role Access to models / tools / exemplars of what good looks like

Relevant Authentic Perceived usefulness Meaningful products Network development

Participatory Students as co-designers; consultants; researchers; think-tank; teachers Opportunities to contribute to Curriculum design Opportunities for dialogue Training opportunities

Meaning-seeking Transformative (willingness to offer) Assessment encouraging immersion Challenge Depth rewarded

Holistic-Integrated Holistic assessment considers assessment literacy, feedback and design Programme level approach Considers the ‘self’, the self in context, and the pedagogy Aligned

Sustainable Economic model – manageable and cost efficient Marginal gains Pedagogic model – self-regulation

X Factor Lecturer and student dispositions Clarity of explanation Enthusiasm Empathy Ownership of the discipline Creativity- Stir-fry effect

High Impact Pedagogies Dimensions Informed Inclusive Explicit Relevant Participatory design Meaning-seeking Holistic / Integrated Sustainable X Factor Anything missing?

Self-Regulatory Approach The key aim of assessment feedback should be to support students to become more self- regulatory in managing their own learning as part of sustainable assessment practice; a focus on three core areas is recommended: Assessment Literacy Assessment Feedback Assessment Design

© Evans 2016

Personal Learning Styles Pedagogy Beliefs and Values Use of appropriate tools to support learning Optimising conditions for learning/ sensitivity to learner context Design of learning environments to maximize access to key and threshold concepts Supporting leaner autonomy: choices in learning / student voice (Waring and Evans, 2015)

? Starting Points What are the facilitators and barriers in facilitating holistic assessment practices ?

Developmental Space Van der Zwet et al. (2011) Contextual Factors Facilitators Barriers Facilitators Barriers Individual Factors Developmental Space Van der Zwet et al. (2011)

Beliefs, Values, Priorities …they are rational agents, with tremendous demands on their time and attention, and must make choices about where to focus their energies and attention most efficiently… their brains are engaging in a continuous process of triaging for the allocation of finite neural resources… the students who derive joy and satisfaction from the more immediate goals of understanding…may have a chance of using the brain’s capacity to provide reward signals on an ongoing basis, thus effectively facilitating their learning process. Friedlander et al. (2011, 416-417) .

How do students assume ownership? Sustainability “Managing the transition in terms of responsibility from the tutor as expert to the student as innovator, creator and expert in their own right” (NTF 31). How do students assume ownership?

Post-Course Design “paying attention to such elements as prior learning and prior conceptions, experiential knowledge, program-wide learning goals, and the long view of expert practice. There are also many ways to create assignments (and reflections to go with assignments) that gesture beyond the course itself—to life experience, to other courses, or to larger communities of practice...” (Bass, 2012, pp. 26, 27). Bass, R. (2012). EDUCAUSE Review, 47(2), 23-33.

Student Entitlement Agenda Understanding of assessment processes Thoughts? Quick Gains Longer term gains Student Entitlement Agenda Understanding of assessment processes

https://www. heacademy. ac https://www.heacademy.ac.uk/resource/engaged-student-learning-high-impact-strategies-enhance-student-achievement

Thank you for listening c.a.evans@soton.ac.uk Seminar on Higher Education High Impact Pedagogies 7 September 2016 at University of Southampton

Abingdon, Oxford, United Kingdom: Routledge. Waring, M., & Evans, C. (2015). Understanding Pedagogy: Developing a Critical Approach to Teaching and Learning. Abingdon, Oxford, United Kingdom: Routledge. http://www.amazon.co.uk/Understanding-Pedagogy-Developing-critical-approach/dp/041557174X

Thank you for listening. For the EAT resources contact rapcom@soton.ac.uk

Higher Education Pedagogies http://explore.tandfonline.com/cfp/ed/call-for-papers/higher-education-pedagogies http://www.tandfonline.com/loi/rhep20#.Vi1hQY9Oepo