The more involved, the better the learning: why student engagement matters Thursday 16th January 2014 Yaz El Hakim and Camille Shepherd Learning and Teaching Development Unit @yazelhakim10 Yaz El Hakim yazelhakim

Acknowledging Perspectives Ringlemann Effect Carried out an experiment on a rope pulling experiment. The results illustrated that as the numbers of individuals increased the performance steadily decreased: 2 people = 93% 3 people = 85% 8 people = 49% Ingham et al (1974) found that the same occurred but a plateau occurred at 78% with 6 people.

Strategies to help students know what good is, focus on students engaging with learning activities. Showing students models of good work Peer marking workshops Lots of formative tasks with feedback Plenty of interactive dialogue about standards Self assessment activities

FASTECH Feedback and Assessment for Students with Technology Built on TESTA assessment and feedback principles Looked to engage programme teams with technology enhanced assessment and feedback Wanted students to be part of the development…

FASTECH Students engaged in the developmental/research process as student fellows Received training on data collection and analysis Given room to explore best practice regarding the use of technology within the process of assessment and feedback Identified a range of solutions with programme teams to choose from.

Liam Digan LAW and Cat Mitchell MUSIC Jaz Naeem LAW Stories for engaging students and empowering collaboration (and its benefits)… Liam Digan LAW and Cat Mitchell MUSIC Jaz Naeem LAW http://www.youtube.com/watch?v=EZjPFBzbMOs

University of Winchester Proposing solutions and/or developments as members of those teams, which take cognisance of the contexts, literature and evidence for both staff and students There are no right or wrong ways of engaging students! But there may be effective ways and less effective ways, some useful reflections are: Is the student engagement systemic or in silo’s? What percentage of the cohort are part of or impacted by the engagement? Does it generate sharing/spreading of good practice? Does it create change (of staff, students, SMT’s and University cultures)?

Catalyst Fund

Who is in support of the bid… University of Winchester University of Exeter Kings College London Birmingham City University Roehampton University The National Union of Students Higher Education Academy Staff and Educational Development Association Quality Assurance Association

A National Push for Student Engagement http://tsep.org.uk/ A HEFCE/NUS funded partnership spanning across national associations and Universities for 3 year period, initially.

Extrinsic rewards undermine the intrinsic motivation of individuals What is the underpinning theory that can be applied to all student engagement… Autonomy Competence Relatedness Extrinsic rewards undermine the intrinsic motivation of individuals Research also showed no marks = better learning (Black and Williams, 1998), The Self-Determination Theory (Deci and Ryan, 1985; Ryan and Deci 2000)

A UK HE goal is to develop critical, independent, autonomous and lifelong learners When students are engaged in the dialogue and literature of learning, transformations happen from their choices, inputs and shifts in perspective. How much do our assumptions of students play a part in how we treat and relate to them across HE contexts? Don’t we want to inspire independent learning in our students so they are empowered to challenge our own beliefs, assumptions and worldviews… and then the world in which they exist? The time for maintaining leadership of individual modules is over, the sector must work more together (irrelevant of how effective government think competition around the current metrics is).

To find out more… You can find out more at www.testa.ac.uk, www.fastech.ac.uk or the new Research Centre in Student Engaged Educational Development Follow us on twitter @TESTAwin @FASTECH_UK Or just pop in on your travels…