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

3. 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

4. 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.

5. 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

6. Example

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

8. 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

9. 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

10. Reflection Brookfield’s 4 lenses ● 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 ​

11. Reflection Brookfield’s 4 lenses ● Student feedback (lens 2) ​ ● Web tools to help gather immediate feedback ​ ● Literature (lens 4) ​ ● Schon’s reflection in practice ​ ● ‘thinking on our feet’ ​ ● Schon’s reflection on practice ​ ● 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’ ​

12. Insight Analysis- The approach taken ● Frame ● Outcomes led ● Experiential ● Participatory ● Preferred learning styles ● Visual learners ● Kinaesthetic learners ● Auditory learners ● Intended outcomes ● Formative assessment ● Summative assessment

13. Insight Effectiveness ● How do online courses compare to traditional postal/correspondence courses in terms of learning? ● What about in terms of engagement/student retention? ● Is there a link between engagement and results? ● Also, it is worth thinking about numbers as a whole?

14. Insight Effectiveness Reflection on teaching with subsequent consideration and improvement follows Gibb’s reflective cycle

15. Action Plan Recommendations ● Asynchronous webinar ● Contributory data base for students ● Experimenting with interactive learning tools

16. References 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%20Te aching%20and%20Learning%20in%20Higher%20Education%20Enhancing%20academic%20 and%20Practice.pdf (Accessed 14 February 2016) ​http://biblioteca.ucv.cl/site/colecciones/manuales_u/A%20Handbook%20for%20Te aching%20and%20Learning%20in%20Higher%20Education%20Enhancing%20academic%20 and%20Practice.pdf Biggs J. B. and Tang C. S., Society for Research into Higher Education (2011) 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) ​http://www.umweltbildung- noe.at/upload/files/OEKOLOG%202014/2_49657968-Teaching-for-Quality-Learning- at-University.pdf 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.ji sc.ac.uk/media/documents/publications/effectivepracticeelearning.pdf (Accessed 14 February 2016) ​http://www.webarchive.org.uk/wayback/archive/20140615094804/http://www.ji sc.ac.uk/media/documents/publications/effectivepracticeelearning.pdf

17. 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) ​http://harvardmagazine.com/2012/03/twilight-of-the- lecture Oxford Brookes University (n.d.) ‘Introduction to reflection’ (on line). Available online at http://www.moodle.openbrookes.net/mod/equella/view.php?id=628 (Accessed 14 February 2016) ​http://www.moodle.openbrookes.net/mod/equella/view.php?id=628 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) ​www.infed.org/thinkers/et- schon.htm 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)http://ttix.org/archives/2009-sessions/increasing-student-engagement-in- distance-learning-courses/

18. 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) ​http://jolt.merlot.org/vol5no1/stclair_0309.htm 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) ​http://jolt.merlot.org/vol2no2/tyler- smith.htm 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)http://jolt.merlot.org/vol7no2/young_0611.htm