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Updated and Altered mapping document

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Feedback from a cohort of students who attended two R workshops that I put on, 6/15 of the students responded to the feedback request

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Really encouraging to see that the students, who had never used R before, felt confident in using R to do the statistics and plotting of their data that they would use in their assessed write ups!

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Palettes that are accessible to those with Colour Vision Deficiency (protanopia, deuteranopia, tritanopia)

Further advice on constructing a colour palette for Presentations or figures can be found at Paul Tol's Website.

Additionally the IBM Design Library contains really useful information on how to layer text over the top of colour, or how to use coloured text

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A template lesson plan provided by coventry university on the 7010CRB module. The nature of the workshop was lots of small activities/demonstrations threaded into a whole, however the timing of each element is flexible so an improved plan for the future might be to create a flow chart with the activities ( and a phrase summarising the key concept/point) and then different paths through the material based on how much time I have to deliver the session

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The Worksheet that goes with the above lesson plan

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A reflection on how feedback can be implemented during lab demonstration, and problems that I have been facing in closing the feedback loop in this setting

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Responding to Axelson and Flick's (2010, p.38) definition of Student Engagment

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Responding to Axelson and Flick's (2010, p.38) definition of Student Engagment

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'how involved or interested students appear to be in their learning and how connected they are to their classes, their institutions, and each other’ - A quote from Axelson and Flick on student engagement and the reflection this prompted

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Reflecting on Ken Robinson's Video "Changing Education Paradigms"

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Reflecting on Ken Robinson's Video "Changing Education Paradigms"

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A really thought provoking video that prompted me to reflect on my education and what paradigms Coventry University may have established

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reflecting on the sources of feedback I thing are most valuable/useful to me

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What kind of feedback do I seek out from students?

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What kind of feedback do I seek out from students?

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Reflecting on students as a source of feedback

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Dealing with negative feedback from students

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Dealing with negative feedback from students

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A dialogue with a coursemate on how to deal with negative student feedback

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when we receive feedback its essential to "close the feedback loop" by implementing it - here we discuss how to make this closure clear to students

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reflections on barriers to closing the feedback loop in my teaching

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A reflection on how I would like to use colleagues as a source of feedback on my teaching

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Reflecting on Faculty learning committees as a way to structure colleague learning

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Reflecting on my thoughts on how self evaluation can play a role in enhancing my teaching

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reflecting on the importance of evaluation

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How I can implement Self-evaluation in my teaching

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How I can implement Self-evaluation in my teaching

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Thinking of how self-evaluation has enhanced my teaching

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Discovery - basic reasearch
Integration - inter-disciplinary working
Application - applied reasearch in solving problems
Teaching - apply research thinking to teaching and learning

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on Boyer's four functions of scholarship

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Reflecting on Brookfield and Perry's view on the "different worlds in the same classroom"

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Discussion on Brookfield (1995) and Perry (1988) "Seeing ourselves through our students eyes"

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Discussion on Brookfield (1995) and Perry (1988) "Seeing ourselves through our students eyes"

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Reflecting on how integrating diversity into our teaching can enhance it

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Reflecting on established disciplinary norms

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Reflecting on established disciplinary norms

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When thinking about diversity in our teaching its useful to challenge the established disciplinary norms and re-evaluate them

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One of the really key takeaways of this course for me is knowledge of the "deficit mindset" and how avoiding it can enrich teaching for the teacher and student

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A discussion on students teaching other students and how this might benefit them, student - student teaching is a strong part of social constructivism

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Investigating Open vs Closed assessments

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Investigating Open vs Closed assessments

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prompted by discussion of alternative assessment formats I did some quick research on open vs closed assessment on learning

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thoughts on alternative learning via assessments

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I believe the key to developing starts with the correct mindset towards teaching

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thoughts on how to develop teaching practice

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Reflecting on how students might perceive their teachers and how we can facilitate positive student-teacher interactions

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Discussing how student's assessment orientated focus can impact our teaching and their learning

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Discussion 'Assessment Orientation' in students

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Discussion 'Assessment Orientation' in students

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Prompted by the course - an idea of how I can keep my teaching relevant to students

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Discussion on 'loose' versus 'heavily structured' lesson plans

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Discussion on 'loose' versus 'heavily structured' lesson plans

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Reflecting on how I might approach lesson planning after using the lesson plan template from Coventry University

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Is there still a place for lectures in my teaching?

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Is there still a place for lectures in my teaching?

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Reflecting on whether lectures still have a role in teaching

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Initial reflections on my teaching and its alignment with learning outcomes & active learning

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Initial reflections on my teaching and its alignment with learning outcomes & active learning

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Prior to undertaking the course I created Two 'R workshops' for students, that contained some learning outcomes - here is my reflection on whether I think I managed to align those learning outcomes and the taught content

Also how can I start to integrate active learning into my sessions?

Note: having had the opportunity to redo these R workshops I started using datasets that mimic the ones students have generated through their lab work!

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Using the information in the course about what makes a good learning outcome I have tried to create some for my R workshop,

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A review of Learning outcomes that I created during the course

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How can a learning space encourage certain behaviours?

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How can a learning space encourage certain behaviours?

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Key takeaways on the learning spaces: if I try to provide choice and variety in the space students seem to be able to find a space that suits them

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reflecting on students views on learning spaces

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How Do I use physical spaces in the context of learning?

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How Do I use physical spaces in the context of learning?

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Alternative learning space - Microsoft teams drop ins?

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Alternative learning space - Microsoft teams drop ins?

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Some thoughts on how I could start to use learning spaces other than a physical space set aside for teaching

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using MS teams to create drop in sessions

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Reflecting on how I could transform students learning using coventry's OIL scheme to enhance their learning

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A basic diagram of an LO's anatomy:

structure

Primary Considerations

Secondary Considerations

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A good set of learning outcomes can be used to form the skeletion of an assessment and direct the teaching activities,

conversely once the assessment is written, make sure that the LOs are accurately reflecting the same expectations!

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A useful experience, I observed a colleague in a lab setting as this was most relevant to my teaching - however in this setting less teaching occurs per hour than in a lecture setting. In the future as I progress my career I would like to observe experience colleagues give lectures to develop my own ability to give lectures

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Mapping document that I intially filled in not being aware of the word limit - I've chosen to keep this as it did push me to do some interesting and useful evaluation of my teaching experience, so worth keeping around just to read!

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This PDF contains a list of various different kinds of active learning activities, when designing teaching materials figure out the learning journey and then use the activities in here to facilitate this journey

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interesting to reflect back on this as I progress through the course and see how my philosophy and approach might be changing! Perhaps in a years time I will be able to write a radically different philosophy due to new experiences and learning

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A Colleagues Perspective on my teaching Philosophy

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A Colleagues Perspective on my teaching Philosophy

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This was a really useful, and rewarding exercise, something to consider in the future as an evaluation tool (and potentially a source of motivation) would be asking experienced colleagues to critique or review the thoughts/ideas on teaching I have been developing. This need not be a one-way thing either, but could potentially help more experienced teachers come into contact with new ideas developing in the wider field of pedagogy/andragogy

Having completed the course I can see this as one of the factors that would make engaging in a faculty learning community beneficial

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Use Bloom's hierarchy to help evaluate the learning journey and assessment: am I hitting higher order thinking tasks, is there a balance of tasks as well?
These can also be used to help in the creation of learning outcomes - do the learning outcomes clearly state what task(s) the students will be engaging in during the teaching?

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A member of staff was able to observe a 2 hour R workshop that I delivered to a cohort of masters students.

Through discussing the session with this experienced academic I learnt that the structure of the sessions - a mixture of short taught sections followed with exercises, the exercises allowing students to engage in active learning, was effective! They also gave me some useful pointers for how to develop my teaching further expressing that they believed my teaching style had begun developing in a good direction.

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The R workshop that was observed