supporting learning at scale
Ben Swift & Kim Blackmore
02 Dec '19
in one(ish) word:
what part of your course is the most beneficial for your students’ learning?
what part of your course is the least beneficial for your students’ learning?
can be either an activity (e.g. lectures, labs) or part thereof (e.g. assignment feedback, group work, live coding) or a particular tool/technique (e.g. Wattle quizzes) but must be something you have control of as convenor
to develop a shared understanding of what a good learning experience looks like
to have honest, safe discussions about what’s working and what’s not in our courses
to identify local networks for sharing ideas & resources to improve the student learning outcomes in our courses
what does a good learning experience look like?
when you teach, what are you trying to achieve?
Quality Indicators of Learning & Teaching
what does a bad learning experience look like?
when you teach, what gets in the way?
teaching at RSCS 2020+: how can we make things (even) better?
no answers, but some helpful questions
(a lesson from physics)
in your teaching, what actually consumes your time and energy?
what’s the relationship between time & energy input and learning outcomes?
are there ways to maximise this efficiency?
(a lesson from economics)
in your teaching, what are the fixed costs? what are the marginal ones?
as classes get bigger, are there ways to exchange marginal costs for fixed ones?
GitLab for assignment submission, marking, feedback (ask Ben about the lucy project)
Jekyll for delivering course content (website, lab material, lecture slides)
Discourse for class discussions
note: these are all “official” and administered by our tech team
(a lesson from football)
who has the same challenges as you? who’s already overcome them?
who can you reach out to for advice?
are there ways to teach & improve your course more collaboratively?
write down one concrete change you’ll make* to your course to improve the learning outcomes for your students
*or at least investigate