1. The York Pedagogy: What, how and why John Robinson, 12 November 2015

2. Work and Outcomes

3. Work and outcomes Amount of work Outcomes

4. The Basic Relationship Amount of work Outcomes

5. In practice Amount of work Outcomes

6. But, for simplicity: Amount of work Outcomes

7. Working more productively Amount of work Outcomes

8. Ways to work more productively

9. ▪Learning ▪Technology ▪Processes ▪Documents

10. The York Pedagogy

11. ▪Thinking about outcomes and work together

12. The York Pedagogy ▪Thinking about outcomes and work together ▪Better co-design of outcomes and work

13. The York Pedagogy Amount of work Outcomes

14. The York Pedagogy Amount of work Outcomes A learning outcome

15. The York Pedagogy Amount of work Outcomes A learning outcome The route to it

16. The York Pedagogy Amount of work Outcomes

17. The York Pedagogy Amount of work Outcomes

18. The York Pedagogy ▪Better co-design of work and outcomes

19. The York Pedagogy ▪Better co-design of work and outcomes ▪More ambitious in final outcomes

20. The York Pedagogy ▪Better co-design of work and outcomes ▪More ambitious in final outcomes Powerful PLOs

21. The York Pedagogy ▪Better co-design of work and outcomes ▪More ambitious in final outcomes ▪Enable students to work smarter (increase the slope)

22. The York Pedagogy ▪Better co-design of work and outcomes ▪More ambitious in final outcomes ▪Enable students to work smarter (increase the slope) Well-designed work

23. The York Pedagogy ▪Better co-design of work and outcomes ▪More ambitious in final outcomes ▪Enable students to work smarter (increase the slope) Well-designed work Served by contact time

24. The York Pedagogy ▪Better co-design of work and outcomes ▪More ambitious in final outcomes ▪Enable students to work smarter (increase the slope) ▪Intermediate outcomes are important too

25. The York Pedagogy ▪Better co-design of work and outcomes ▪More ambitious in final outcomes ▪Enable students to work smarter (increase the slope) ▪Intermediate outcomes are important too Summative assessment design

26. The York Pedagogy Amount of work Outcomes An ambitious outcome

27. The York Pedagogy Amount of work Outcomes An ambitious outcome

28. The York Pedagogy Take away the axes An ambitious outcome

30. And another

33. The Learning Ladder

36. Able to extend the boundary of knowledge in the discipline

37. Able to extend the boundary of knowledge in the discipline By reading canonical texts in the discipline and writing two critical essays, develop understanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipline (in Discipline Core II)

38. Able to extend the boundary of knowledge in the discipline By practicing research methods on small-scale problems, develop proficiency in the major intellectual tools of the discipline (in Research Methods Module). By reading canonical texts in the discipline and writing two critical essays, develop understanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipline (in Discipline Core II)

39. Able to extend the boundary of knowledge in the discipline By conducting research under one-to-one supervision, analysing and writing up results in the form of a dissertation, develop the organisational and expressive skills to apply the analysis and synthesis skills developed earlier to new problems (in ISM). By practicing research methods on small-scale problems, develop proficiency in the major intellectual tools of the discipline (in Research Methods Module). By reading canonical texts in the discipline and writing two critical essays, develop understanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipline (in Discipline Core II)

40. A narrative explanation To reach this programme learning outcome of being able to extend the boundary of knowledge in the discipline, you will practice critical reading, analysis and writing skills on foundational texts in the discipline in Core II, practice research methods on small scale problems in Research Methods, then conduct research under one-to-one supervision, analysing and writing up results in the form of a dissertation, develop the organisational and expressive skills to apply the analysis and synthesis skills developed earlier to new problems, all in the Independent Study Module.

41. PurpleBlueMustardRedGreenExtend the boundary of knowledge ISM By conducting research under one-to-one supervision, analysing and writing up results in the form of a diss-ertation, develop the organisational and expressive skills to apply the analysis and synthesis skills dev-eloped earlier to new problems (in ISM). Option in W Res methods By practicing research methods on small-scale problems, develop proficiency in the major intellectual tools of the discipline (in Research MethodsModule). Core V Option in Z Core IV Core III Option in Y Core II By reading canonical texts in the discipline and writing two critical essays, develop understanding of foundational questions and practice the systematic analysis of ideas according to the practice of the discipl-ine (in Core II) Option in X Core I

42. The York Pedagogy ▪Better co-design of work and outcomes ▪More ambitious in final outcomes ▪Enable students to work smarter (increase the slope) ▪Intermediate outcomes are important too

43. What? (And why?)

44. ▪A question about the outcomes What? (And why?)

45. ▪A question about the outcomes ▪Similar to the claims of many universities (Critical thinking, communication, teamwork) What? (And why?)

46. ▪A question about the outcomes ▪Similar to the claims of many universities (Critical thinking, communication, teamwork) ▪More specific What? (And why?)

47. ▪A question about the outcomes ▪Similar to the claims of many universities (Critical thinking, communication, teamwork) ▪More specific ▪More ambitious What? (And why?)

48. ▪A question about the outcomes ▪Similar to the claims of many universities (Critical thinking, communication, teamwork) ▪More specific ▪More ambitious ▪More credible What? (And why?)

49. How? (And why?)

50. ▪A question about the work How? (And why?)

51. ▪A question about the work ▪Why am I doing what I’m doing now? How? (And why?)

52. ▪A question about the work ▪Why am I doing what I’m doing now? ▪Not tradition How? (And why?)

53. ▪A question about the work ▪Why am I doing what I’m doing now? ▪Not tradition ▪Not fad How? (And why?)

54. ▪A question about the work ▪Why am I doing what I’m doing now? ▪Not tradition ▪Not fad ▪But because your work has been designed as a whole, to take you up the learning ladder How? (And why?)

55. ▪A question about the work ▪Why am I doing what I’m doing now? ▪Not tradition ▪Not fad ▪But because your work has been designed as a whole, to take you up the learning ladder ▪(And we’re continuing to innovate to make the design better) How? (And why?)

56. The York Pedagogy: What, how and why? y ? Reconsidering assessment in the light of PLOs Michael Bate Department of Mathematics

57. The York Pedagogy: What, how and why? y ? Refocusing Electronics PLOs to strengthen the core Andy Hunt Department of Electronics

58. Refocusing Electronics PLOs to strengthen the core ▪CONTEXT: Major Departmental Teaching Review – Done completely within 2015 ▪AIMS: – Respond to external reviews IET (accrediting body) University (Periodic Review) External Examiners – Focus more on Core subjects in early years – Enhance specialities in later years – Develop integrated project work throughout degree – Do all this in harmony with University Pedagogy

59. Department of Electronics Development Process for PLOs ▪Brainstorm with JAR ▪Splitting into Topics & Levels ▪Departmental Away Days – Full staff engagement – Reduction to 4 major topics – Simplification of wording ▪Teaching Committee ▪BoS ▪Working group to develop Programme Specifications – Customised PLOs for specialisms ▪UTC

60. Department of Electronics How PLOs appear in our Prog Specs MEng outcome BEng outcome Knowledge Application Communication Management Customised for each of our programmes. Electronics with Music Technology Nanotechnology Computing

61. Department of Electronics How PLOs appear in our Prog Specs Common to ALL programmes. Shows progression through inclusive Stages. Maps well to our Accrediting body. IET (using UK-SPEC) Knowledge Application Communication Management Knowledge & Understanding Design & Development Communication & Interpersonal Management Professional

62. The York Pedagogy: What, how and why? y ? Embedding Programme Leadership Alison Foster-Lill Department of Health Sciences

63. What we do DMT BoS GSB UPB Nursing programmes Committee Midwifery programmes committee Associate Practitioner (FD) programmes committee SSPRD (CPD) programmes committee

64. Why? PGDip Nursing 12 BSc Nursing 123 Integrated Masters In Nursing 1234 BSc programme – four routes through programme (adult, mental health, learning disabilities or child) 34 modules in total, each student will take 22 compulsory modules 54 modules to choose from BSc in Health and Social Care Nursing programmes Part time BSc CPD programme – each student has a bespoke route agreed with programme leader

65. The benefits Programme leader has oversight of the entire programme and the student experience Programme structure is more cohesive with consistency of QA across modules Curriculum development can be managed in an interconnected way Minimises repetition or omissions of teaching Cleary map student progression through the programme and how they are progressing to achieving the overarching programme aims Clearly map development of themes across stages, e.g. in nursing programme - Stage 1 - lay person to practitioner, Stage 2 - practitioner to partner, Stage 3 - partner to leader

66. The York Pedagogy: What, how and why? y ? Questions?