4 Oct 2010 ............... Length about 900 words (6,000 bytes).
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Advanced educational practices in psychology at GU
Department of Psychology,
University of Glasgow.
This page offers a list of "new" features in learning and teaching practice in
psychology at Glasgow University. (The idea is, this is a personal view of
what might be used in AMRs (Annual course Monitoring Reports), or reports on
What does "new" mean? Everything we do has a relevant precedent somewhere
else in the world: so "new" doesn't mean an international innovation.
On the other hand, if most departments are doing it, it certainly isn't new,
but has become common practice. Yet we don't want to report only
things in the first year we use them: that would mean reporting it only once,
and so failing to give a picture where we continue to be ahead of most others.
So the meaning of "new" here is: that we have reason to believe it is a
beneficial innovation, and is not widespread practice at least at GU.
My research is in learning and teaching in HE, and I've been involved in many
practices in other subject areas in the university.
This list is just about innovations in Psychology; but is almost certainly
incomplete, just focussing on ones I know plenty about. It is material for a
definitive report on the department to draw on, not a complete list itself.
In the lists below, I just point to other pages, or sections of pages, where
the practice or issue is reported. You need to follow links perhaps several
times to find explanations, reports, etc. They are lists, not self-sufficient
explanations, on this page.
Contrasting companion pages
Learning and teaching enhancements in GU Psychology
- Reciprocal Peer Critiquing Some tutors do this in
level 3, with students valuing it after they have done it.
- "Podcasts": audio recordings of lectures on the web.
The department normally provides these for lectures in levels 1 - 3.
In addition, in one level 4 course, students produce podcasts for their class.
- Use of Interviewer to give our students
practice at job interviews (in house PDP employability training).
The above is an early link.
I've developed, and run a few times, some workshops aimed at giving our
students skills they need, particularly for exams.
- MCQ quizzes online: ?Level 1 and 2 courses now arrange for quizzes to
appear online in stages throughout the year for ?self-assessment.
- Induction Some psychology students in the
last two years have been given a novel form of induction session on arrival.
This includes having previous students give advice to the new incoming
students. (This was done by faculty.)
- Student led learning / Student contributing pedagogies /
Student generated content.
There is a general area of learning designs in which what one student produces
significantly contributes to the learning of other students in the class. Some
would say that the ancient format of seminars embodies this; but in actual
academic practice, it is rare for one student's contribution at a seminar to
change what another learns. However some learning designs do accomplish this.
In my Jigsaw learning design for my Positive Psychology
students produced materials (published in a wiki) that other students used and
were examined on, and which were not covered by staff lectures. Another
example (below) is the PeerWise supported idea of students authoring MCQs that
other students use.
- Assessment in/of non-traditional formats.
While most of our assessment is on individual paper products, submitted either
on actual paper on in Word documents, we have introduced some assessment for
credit for student-produced podcasts and wikis. This is partly because of
the inherent role of these in the courses concerned, but also because it allows
students some experience of authoring more modern formats, which they feel may
enhances their employability.
- Feedback Calendars
- AAW We now have a web resource for
supporting students in improving their academic writing.
- PeerWise: there is now software to manage having students author MCQs
and the rest of the class use them. ??Is Jason introducing a use of this?
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