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

2. 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

3. 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 commencement
6 months preparation before assuming a module leadership role with responsibility for leading and delivering 5 modules.

4. 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 slides per topic
Usually tackling the more complex ideas
Time for students to ask questions
Topic contextualised by professional work

5. Example

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

7. 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

8. 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

9. 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)

10. 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’​

11. 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

12. 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)

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

14. 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

15. 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  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  Teaching-for-Quality-Learning-at-University.pdf (Accessed 14 February 2016) 
Higher Education Authority (2011) ‘UK Professional Standards Framework’. Higher Education Authority. Available at: (Accessed 14 February 2016)
HEFCE (2004) Effective Practice with E-Learning – A Good Practice Guide in Designing for Learning. Available online at  c.uk/media/documents/publications/effectivepracticeelearning.pdf (Accessed 14 February 2016)​

16. References
Lambert, C. (2012) ‘Twilight of the lecture’. Harvard Magazine. March-April. Available at  lecture (Accessed 9 June 2015) ​
Oxford Brookes University (n.d.) ‘Introduction to reflection’. Available online at  14 February 2016)​
Oxford Brookes University (n.d.) ‘Learning from experience’. Available online at (Accessed 14 February 2016)​
Smith, M. K. (2001, 2011). ‘Donald Schön: learning, reflection and change’. The encyclopedia of informal education. Available online at  schon.htm (Accessed 14 February 2016)​
Southerland, N. (2009) ‘Increasing student engagement in distance learning courses’. Teaching with Technology Idea Exchange. Available at  distance-learning-courses/ (14 February 2016)

17. 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  (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  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  9 June 2015)