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Teaching and learning in higher education

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Skills For Future Success in a Disruptive World of Work – Tanmay Vora. My dad retired as a Library Science professional soon after which the profession of Library management was transformed by digital forces.

Skills For Future Success in a Disruptive World of Work – Tanmay Vora

With the rise of digital content, we now needed different kind of librarians who could help us walk through this maze of information and find what we need, not just deal with only physical books. The way libraries are structured and run has completely changed (and it continues to evolve). In past 15 years, we have seen number of businesses being disrupted or transformed completely by digital forces. This may accelerate in future with the continuous rise in automation. Experts predict that we are heading towards a “jobless future” and that it is both an opportunity and a threat. Critical thinking in healthcare and education.

Jonathan M Sharples, professor1, Andrew D Oxman, research director2, Kamal R Mahtani, clinical lecturer3, Iain Chalmers, coordinator4, Sandy Oliver, professor1, Kevan Collins, chief executive5, Astrid Austvoll-Dahlgren, senior researcher2, Tammy Hoffmann, professor6Author affiliationsCorrespondence to: J M Sharples Jonathan.Sharples@eefoundation.org.uk Critical thinking is just one skill crucial to evidence based practice in healthcare and education, write Jonathan Sharples and colleagues, who see exciting opportunities for cross sector collaboration Imagine you are a primary care doctor.

Critical thinking in healthcare and education

A patient comes into your office with acute, atypical chest pain. Immediately you consider the patient’s sex and age, and you begin to think about what questions to ask and what diagnoses and diagnostic tests to consider. Theconversation. Any university teacher who does not harbour a painful recollection of a failed lecture is a liar.

theconversation

On one such occasion, I felt early on that I had lost the students entirely: those who hadn’t sunk into comatose oblivion were listless and anxious. Ungracefully, I threw myself even deeper into my PowerPoint presentation to save me from total ruin. Years later, I can still hear myself reading aloud the bullet points from the overhead and see myself turning around to the students to sell these points to them. Youtube. Why students should not be taught general critical-thinking skills. It’s natural to want children and graduates to develop a set of all-purpose cognitive tools with which to navigate their way through the world.

Why students should not be taught general critical-thinking skills

But can such things be taught? Carl Hendrick argues that general critical thinking skills cannot be so easily transferred from one context to another. Being an air-traffic controller is not easy. At the heart of the job is a cognitive ability called “situational awareness” that involves “the continuous extraction of environmental information [and the] integration of this information with prior knowledge to form a coherent mental picture”. Shouldn't lectures be obsolete by now? It’s good to talk – especially in lectures! Characteristics of good supervision: a multi-perspective qualitative exploration of the Masters in Public Health dissertation. Theconversation. The effect of Twitter on college student engagement and grades - Junco - 2010 - Journal of Computer Assisted Learning. Innovation! Innovation! Innovation! One of my favourite New Yorker cartoons shows two disgruntled-looking dogs walking along the road.

Innovation! Innovation! Innovation!

One says to the other “It’s always, ‘Sit!’ ‘Stay!’ ‘Heel!’ – Never ‘think’, ‘innovate,’ ‘be yourself.’” Unlike the New Yorker dogs, university teachers are constantly being urged to innovate, innovate, innovate, but this often makes us feel equally disgruntled. Quite apart from the risk of overlooking the value of teaching practices and ideas that have stood the test of time, this thoughtless reaching after novelty carries a heavy personal cost. Creative Commons. SCQF Level Descriptors WEB Aug 2015. Collective knowledge construction: four new strategies for learning. We all learn through experiences that either confirm or contradict prior understanding thus leading to new knowledge.

Collective knowledge construction: four new strategies for learning

What's the best, most effective way to take notes? If it feels like you forget new information almost as quickly as you hear it, even if you write it down, that’s because we tend to lose almost 40% of new information within the first 24 hours of first reading or hearing it.

What's the best, most effective way to take notes?

If we take notes effectively, however, we can retain and retrieve almost 100% of the information we receive. Learning how to retain information The most effective note-taking skills involve active rather than passive learning. Active learning places the responsibility for learning on the learner. Research has found that, for learning to be effective, students need to be doing things with the material they are engaging with (reading, writing, discussing, solving problems). They must also be thinking about the thinking (metacognition) involved in engaging with the material. Studies have found note taking is most effective when notes are organised and transformed in some way or when a teacher gives examples of good notes. The 8 Minutes That Matter Most. I am an English teacher, so my ears perk up when writers talk about their process.

The 8 Minutes That Matter Most

I've found the advice handy for lesson planning, too. That's because both writing and planning deal with craft. HOW TO ASK QUESTIONS FOR STUDENTS TO FLY. The 8 Minutes That Matter Most. Opinion: stick or carrot? Last semester I experimented with a new idea in my consumer behavior class.

Opinion: stick or carrot?

Opinion: universities should teach students how to think not what to think. Recent months have witnessed a great deal of public hand-wringing over the antics of students seeking to turn higher education into an intellectual and emotional safe space.

Opinion: universities should teach students how to think not what to think

A vocal minority of students have called for the removal from universities of sombreros, comedians, pop songs and tabloid newspapers. They have petitioned to get speakers, including most notably Germaine Greer, no-platformed and debates cancelled. The desire to censor spreads beyond the contemporary, too. Oxford University’s Rhodes Must Fall campaign demonstrates the desire of some of the most privileged students in England to see themselves as victims of history and oppressed by its inanimate representation in the present. The significance of academic freedom reaches beyond any individual student-led campaign to ban a poster or costume event: it is central to the advance of knowledge. Opinion: Ranking universities on excellent teaching will be better for everyone. The quality of teaching at universities has emerged as one of the key priorities for the new Conservative majority government.

In a recent speech to Universities UK, Jo Johnson the new universities minister, said he wanted to see universities in England enhance teaching quality, bear down on grade inflation and achieve parity of esteem between teaching and research. Driven by a desire to give student consumers better information about where to study based on the excellence of a university’s teaching, his plan is to introduce a long-mooted Teaching Excellence Framework. Opinion: Is research-driven teaching in HE proven or doing more harm than good? I spoke to a guy who had been taught by Nobel Prize winner Peter Higgs this week. He described how he was “incapable of teaching and scored the class at an average of 8/100”. Eric Mazur, who teaches physics at Harvard, described the Nobel Prize winning physicists he works with as being no better than dinner party commentators when it comes to teaching and education.

Teaching skills: feedback. The feedback that a teacher gives to pupils has been seen for decades as one of the most important factors in how people learn. It occurs when teachers let their students know how well they are doing and what they ought to do to improve and move on to the next stage. Feedback as “formative assessment” has been reported to be highly effective in enhancing learning. But our recent study involving more than 5,000 primary school children casts doubt on whether feedback is always as effective as previous studies have made out. A 2005 study carried out by the OECD across eight countries claimed that schools using formative assessment showed improvements in academic achievement, attendance and quality of work – particularly among previously underachieving pupils. More recently a couple of small trials of feedback also reported promisingly positive effects. Some studies have claimed the use of feedback is more effective than some other significant educational interventions.