Sue Transforming courses by engaging students in their learning Sue Rigby, Vice Principal Learning and Teaching, University of Edinburgh

Sue 1.Teaching is easy…… 2.What employers want 3.HEAR and the co-curriculum 4.The Edinburgh Award 5.Innovative Learning Week 6.Changing the curriculum – a paradigm shift?

Sue Teaching is easy…. but pursuading students to learn is harder Model 1: Lectures, practicum, closed book exam Model 2: Individual development of skills and expertise, timely and stretching

Sue What employers want

8 GPA’s are worthless as a criteria for hiring, and test scores are also worthless…we found they don’t predict anything Five attributes – Learning ability Leadership Intellectual humility Ownership/responsibility (Coding)

Sue What we provide

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formal curriculum learning into the wider world student learning beyond the curriculum 11 Formal curriculum = degree classification What about the rest?m – what employers

Sue HEAR and the co-curriculum

Sue The Edinburgh Award

Learning & Teaching Beyond the Formal Curriculum, Court, 2nd July

Sue Innovative Learning Week and the innovation pipeline…… (but…participation in year 1 43%, participation in year 2 59%)

Learning & Teaching Beyond the Formal Curriculum, Court, 2nd July

Learning & Teaching Beyond the Formal Curriculum, Court, 2nd July Innovative Learning Week

Sue Changing the curriculum – a paradigm shift?

Sue The paradigm shift What do we teach when knowledge is ubiquitous? The University response – Parity of esteem of teaching and learning with research

Sue What can we teach?

Sue What can we enable students to learn? Five attributes – Learning ability Leadership Intellectual humility Ownership/responsibility (Coding)

Peer Assisted learning

Learning & Teaching Beyond the Formal Curriculum, Court, 2nd July

Learning & Teaching Beyond the Formal Curriculum, Court, 2nd July

Learning and teaching in A portfolio approach for an unpredictable future – making the most of the Scottish degree 2.Giving students agency to create their own learning – students at the centre, not degree programmes 3.Extend learning beyond the traditional knowledge-centred course – eg international experience, service learning, self-defined projects, entrepreneurship 4.Every student a researcher or practitioner - joined at the hip to a research group from year 1, offered a higher degree place on attainment of a good degree 5.Course design for 21 st century learners – appropriate use of technology and student centred learning 6.Focus on multiple learning styles and learning for life – at least one online course taken by all students, explicit reflection on learning style and capacity