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10554_A01.QXD 30/6/07 1:33 pm Page i Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice 10554_A01.QXD 30/6/07 1:33 pm Page iii Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice Edited by Anne Campbell Lin Norton 10554_A01.QXD 30/6/07 1:33 pm Page iv First published in 2007 by Learning Matters Ltd All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from Learning Matters © 2007 Chris Beaumont, Christine Bold, Anne Campbell, Anthony Edwards, Wendy Hall, Deirdre Hewitt, Pat Hughes, Pat Hutton, Anne Marie Jones, Colleen Loomis, Stephen McKinnell, Moira McLoughlin, Lin Norton, Tessa Owens, John Patterson, Deborah Smith, Moira Sykes and David Walters British Library Cataloguing in Publication Data A CIP record for this book is available from the British Library ISBN–13: 978 84445 116 The right of Chris Beaumont, Christine Bold, Anne Campbell, Anthony Edwards, Wendy Hall, Deirdre Hewitt, Pat Hughes, Pat Hutton, Anne Marie Jones, Colleen Loomis, Stephen McKinnell, Moira McLoughlin, Lin Norton, Tessa Owens, John Patterson, Deborah Smith, Moira Sykes and David Walters to be identified as the Authors of this Work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988 Cover design by Topics – The Creative Creative Partnership Project management by Deer Park Productions, Tavistock Typeset by Pantek Arts Ltd, Maidstone Printed and bound in Great Britain by Cromwell Press Ltd, Trowbridge, Wiltshire Learning Matters Ltd 33 Southernhay East Exeter EX1 1NX Tel: 01392 215560 info@learningmatters.co.uk www.learningmatters.co.uk 10554_A01.QXD 30/6/07 1:33 pm Page v Contents Contributors vii Preface Sally Brown xi Chapter Introduction Anne Campbell and Lin Norton Chapter Learning about learning or learning to learn (L2L) Pat Hughes Chapter Supporting students’ critical reflection-on-practice Christine Bold and Pat Hutton 21 Chapter Problem-based learning in higher education 31 Tessa Owens Chapter Action learning and research and inquiry methods on postgraduate courses for professional practitioners Anne Campbell and Moira Sykes 44 Chapter Who they think they are? Students’ perceptions of themselves as learners David Walters 56 Chapter Moving from dependence to independence: the application of e-learning in higher education Anthony Edwards and Stephen McKinnell 68 Chapter Beyond e-learning: can intelligent agents really support learners? Chris Beaumont 80 Chapter Using assessment to promote quality learning in higher education Lin Norton 92 v 10554_A01.QXD 30/6/07 1:33 pm Page vi Contents Chapter 10 Formative assessment of the practice-based element 102 of degree work Deirdre Hewitt and Deborah Smith vi Chapter 11 Building on vocational competence: achieving a better workforce by degrees Moira McLoughlin and Ann Marie Jones 111 Chapter 12 Combining service learning and social enterprise in higher education to achieve academic learning, business skills development, citizenship education and volunteerism John A Patterson and Colleen Loomis 120 Chapter 13 Supporting students with disabilities in higher education Wendy Hall 130 Chapter 14 The development of reflective practice in higher education: a theoretical perspective Lin Norton and Anne Campbell 140 Index 149 10554_A01.QXD 30/6/07 1:33 pm Page vii Contributors Chris Beaumont is deputy director of the Write Now Centre for Excellence in Teaching and Learning and Senior Lecturer in the School of Computing at Liverpool Hope University After graduating as a Senior Scholar in Computer Science from Trinity College Cambridge, he worked in industry with GEC and DEC before returning to higher education He was awarded a Learning and Teaching award from Liverpool Hope in 2005 and nominated for a National Teaching Fellowship in 2006 He has been practising and researching problem-based learning (PBL) since 1997 and is currently researching how pedagogical agents can promote learning in PBL teams Christine Bold is a Senior Lecturer and Programme Leader at Liverpool Hope University For the past 14 years, she has worked in higher education on a range of undergraduate programmes in education She focuses on improving the learning environment for students through action research projects Her current research focuses on the use of e-forums in developing students’ critical reflection about their practice Anne Campbell is newly appointed to a personal chair at Leeds Metropolitan University and was previously Professor of Education at Liverpool Hope University Anne also holds a Fellowship at the Moray House School of Education, Edinburgh University She has a long history of both researching and supporting others in practitioner inquiry and research She is the co-author of a major text in this area, Practitioner Research for Professional Development in Education (Sage 2004), which is used widely in the UK by practitioner researchers As well as a long-term interest in learning and teaching in school and higher education sectors, she researches narrative approaches and the use of practitioners’ stories of professional practice She is co-editor of An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research (Routledge 2007) Anne is currently a member of the Executive Council of the British Educational Research Association where she supports the advancement of practitioner research She is a member of the editorial boards of the journals Teacher Development and Educational Action Research Anthony Edwards is currently Head of ICT in the Education Deanery at Liverpool Hope University He has taught extensively in the secondary sector in the UK and abroad He has also worked as an education consultant for BP and been a Fellow of the University of Surrey He has written a technology series for schools and presented papers in India and Croatia on e-learning His current research interest is the application of new technology to the creative process Wendy Hall is an experienced teacher of primary, secondary and adult students She holds a Masters qualification in assessment and management of special needs as well as post-graduate qualifications in the assessment and teaching of dyslexic students She has tutored, internationally, teachers studying to qualify as assessors of dyslexic pupils and has written teaching material on the subject of teaching adults who are dyslexic She has substantial experience of a variety of disabilities and special needs and has been the Deanery Disability Advisor for the Education Deanery at Hope She has provided input to the TDA on recruiting and retaining students with disabilities Deirdre Hewitt is a Senior Lecturer at Liverpool Hope University, lecturing on both the Bachelor of Arts with Qualified Teaching Status (BAQTS) as well as the new Childhood and Youth Studies (BAC) degree pathway She has 20 years’ primary school teaching experience She is interested in supporting students to develop their reflective learning skills in order to improve their practice Deirdre is a firm believer in teaching alongside students, trying to demonstrate on a practical, as well as theoretical level, how and why assessment is so vital in teaching and learning She is currently involved in researching aspects of the teaching of phonics within primary classrooms, as she specialises in primary English Pat Hughes is a Senior Lecturer in Primary Education at Liverpool Hope University After a degree at Durham University, she worked as a social worker, pre-school playgroup supervisor, cleaner, laboratory assistant and FE lecturer before training to be a primary school teacher She has been a registered Ofsted inspector, a non-executive director of Knowsley PCT (NHS) and an external assessor for performance management Pat has published many books, articles and training packs with a number of publishers including Heinemann, Hodder, Wayland, Oxford University Press, Nelson Thornes, David Fulton and Scholastic She has contributed chapters to a variety of books published by Routledge, Paul Chapman, Multilingual Matters and Learning Matters vii 10554_A01.QXD 30/6/07 1:33 pm Page viii Contributors Pat Hutton is a lecturer at Liverpool Hope University and is currently involved in the Foundation Degree in Supporting Learning and Teaching, Educational Studies and Inclusive Education degrees She particularly enjoys developing on-line learning and teaching programmes and has contributed to smallscale research projects at the university Her experience is varied and in addition to higher education, has included teaching in mainstream and special sectors, most recently as headteacher in a primary school Ann Marie Jones trained as a nurse and then as a health visitor, and has worked in London, Latin America and Liverpool She taught child development and health studies for 12 years in further education A growing interest in disability studies led to research towards a Masters degree in this area and is still a central aspect of her current post in Liverpool Hope University, where she was instrumental in devising the Disability Studies/Special Needs degree programmes and now leads the Foundation degree Personal experience of studying part-time whilst working has fuelled her interest in how best to support non-traditional students through their degree Colleen Loomis is Assistant Professor of Psychology at Wilfrid Laurier University and Associate Director of the Laurier Centre for Community Service-Learning, in charge of research She received her PhD in Community-Social Psychology from the University of Maryland Baltimore County (2001), was a Postdoctoral Scholar at Stanford University Medical Centers (2001–2003), and began working at Laurier in 2003 Financial support for preparation of this manuscript came, in part, from the McConnell Foundation and Laurier’s Vice President of Academic Funds for teaching release The views expressed herein are the author’s and not necessarily represent the view of the McConnell Foundation Stephen McKinnell is currently Director of the Learning Technology and Web Communications Unit in the Faculty of Medicine at the University of Liverpool During the mid to late 1990s he developed a growing interest in the use of technology to support his teaching activities at Liverpool Hope and then in 1999 he was seconded to Hope’s REACHOut programme, a European funded initiative to broaden access to HE among previously marginalised sections of the community, as its ICT Coordinator This was followed by a move to Hope’s Learning and Teaching Development Centre in 2000 where he took on various roles including supporting the use of Hope’s own in-house developed VLE and the implementation of a commercially available VLE as its replacement In 2004 he was appointed as Hope’s first e-Learning Manager During this time he maintained a hands on approach to supporting colleagues as they developed their use of the VLE at Hope Always keen for the VLE to be more than just a repository of electronic paper, he worked closely with colleagues from a wide range of subject areas to develop the blended use of the VLE with traditional face-to-face teaching methods Stephen joined the Faculty of Medicine at the University of Liverpool in September 2006 where he continues to develop the use of a VLE to support learning and teaching activities Moira McLoughlin has taught 7–80+ year olds in a range of settings which include primary schools, further education, a secure psychiatric hospital, a secure unit for adolescent offenders, and was headteacher of a residential special school for children with social, emotional and behavioural difficulties She has been a Senior Lecturer in Special Educational Needs, Special Needs and now Disability Studies for nearly six years, initially at Edge Hill University and now at Liverpool Hope University, having taught at both undergraduate and post-graduate levels She has also been involved in the training and assessment of learning mentors, higher level teaching assistants and teaching students on school experience and has a particular interest in the work of para-professionals in schools Moira is a lay representative for the North Western Deanery for Postgraduate Medicine and Dentistry Lin Norton is Professor of Pedagogical Research and Dean of Learning and Teaching at Liverpool Hope University, where she has worked for the last 20 years In her present role, she leads the Centre for Learning and Teaching (www.hope.ac.uk/learningandteaching/), whose aim is to encourage continuing professional development through reflective practice and through choice A chartered psychologist and psychology lecturer for many years, her research interests include pedagogical action research, student assessment, meta-learning and lecturers’ beliefs and behaviours She has published extensively in journals and books She currently holds the position of research director in the collaborative Centre for Excellence in Teaching and Learning on writing for assessment (www.writenow.ac.uk) and is Editor of Psychology Teaching Review Tessa Owens began her career in the Financial Services sector working in Banking and Insurance She held a variety of posts from Branch Official, to Systems Analyst in Organisation and Methods, Administration Management and Management Development She began teaching Business and viii 10554_A01.QXD 30/6/07 1:33 pm Page ix Contributors Management Studies in 1992 and joined Liverpool Hope University in September 1999, as a senior lecturer to co-develop the university’s first uundergraduate pathway in Business Studies Tessa has now moved into the Centre for Learning and Teaching where she has a university-wide staff development remit particularly to promote good pedagogical design when using new technologies John A Patterson is head of Primary Physical Education for Initial Teacher Training at Liverpool Hope University, teaching on qualified teacher training pathways and the new Inclusive Education degree John received his BEd (Hons) from Liverpool Hope (1989) having retrained after some years as an engineer John’s teaching career took him across his native Liverpool, ending up as deputy headteacher and curriculum co-ordinator in a challenging inner-city school John was employed to pilot his ideas to raise standards across developing learning networks by a Liverpool City Council Objective One programme, leaving to develop the SIGNAL process with the Dark Horse Venture charity Employed by Liverpool Hope since 2002, John has developed this project, securing an MSc in Education (2006) focusing on citizenship education and community partnerships in social enterprise Deborah Smith is a Senior Lecturer at Liverpool Hope University, lecturing on both the Bachelor of Arts with Qualified Teaching Status (BAQTS) degree as well as the Early Childhood Studies (BAC) degree pathway She has 17 years of primary teaching experience, working across Key Stage and the Foundation Stage Her passion is Early Years education She is currently involved as an assessor for the Early Years Professional Status following Liverpool Hope University’s successful bid to be one of the first training providers Her recently achieved Masters degree focused on the ‘fitness for purpose’ of assessments within the BAQTS degree Moira Sykes worked as a history teacher in secondary schools for 20 years During this time she worked closely with higher education in teacher training including the implementation of the National Curriculum for ICT for teacher training She is currently the Director of Partnerships for the Education Deanery in Liverpool Hope Her research interests are in mentoring and teachers’ professional learning and development She teaches on the masters courses and is developing an interest in teacher research in schools David Walters studied music at the Royal Scottish Academy of Music and at the Royal Northern College of Music An experienced piano accompanist, he has spent much time teaching musical performance skills and coaching students preparing for performance assessments, concerts and recitals He has been a member of the Music Department of Liverpool Hope University for many years and has worked variously as piano tutor, lecturer, Head of Performance and Music Course Leader – frequently, all at the same time In addition to these roles, he spent a number of years working across a variety of subject areas as a Learning and Teaching Fellow ix 10554_A01.QXD 30/6/07 1:33 pm Page x ... i Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice 10554_A01.QXD 30/6/07 1:33 pm Page iii Learning, Teaching and Assessing in Higher Education: Developing Reflective. .. classroom); reminding – offering ongoing reminders and prompts about learning power; discussing – inviting students’ own ideas and opinions about learning; training – giving direct information and practice. .. Foundation Degree in Supporting Learning and Teaching, Educational Studies and Inclusive Education degrees She particularly enjoys developing on-line learning and teaching programmes and has contributed