Identifying your values and beliefs

Learning communities

Anti racist redagogies

inclusive & safe

belonging

graduate ready

Professional fitness

group work

keeping online

Building pedagogy from your values beliefs and attitudes

Assessment as learning

overview

WHAT NEXT?

MODELS IN PRACTICE

YOUR JOURNEY

3 CENTRAL QUESTIONS

Values, beliefs and attitudes are formed and strengthened over a life time.The strogest influences are family, friends, schooling, society and life experiences. These influences inform the moral priciples that guide us through life and effect our behaviourWe all hold definite imagings of what is right, and more often what is wrongViews about what is right will often wildly differ from each other, may well come up against the values of the University, perspectives on how learners learn, and/or indeed the law.

What studying at University comes to mean to the individual is mediated through their lived experiences. Students bring more than just knowledge and skills into the lecture hall, they bring classed, gendered andracialised expectations that quietly tell them what constitutes good’ pedagogic practice.Thier values, beliefs and attitutdes will also likely feed an inner dialogue where the student quietly tries to make sense of what being' a University student looks like. Students bring with them a highly developed imaginings of what is right, and a highly developed sense of what is wrong.They also bring valuable and habitual learning practices that are complex, imbued with values and beliefs about what constructs ‘worthwhile’ knowledge.These views about what is 'good' pedagogic practice will wildly differ within any group and individual perspectives are likely to jostle against the values of the community of practice, the University, your perspectives on how learners learn, and/or indeed the law.

We may (or may not) agree as a Crest community of practice to experiment with teaching ideas, but we must bring our students along with us. Approaches that may not be considered as 'traditional' by all students will often require spaces for discussion so that we can convince our students that this approach is one that will bring success. We need to embed spaces for our students to question their perceptions about the best way to learn. Yes, we need to question how our own values, beliefs and experiences of our own education comes to impact on our students opportunities to learn. Most importantly, we need to listen to our students if we are to navigate the complexities of the learning networks and teaching landscapes. Reflection is an iterative process and by being research informed, we can navigate the inherent conflicts and complexities within the formal and informal typologies of what constitutes good practice at UEL.

Theories of learning can provide a 'hook' to reflect on how people learn and an explaination to describe, analyze and often predict when barrieris and enablers to learning might occur. Identifying the theories of learning that are aligned to our own values and beliefs systems can support us in making informed decisions around the design, development and delivery of learning.We can also identify learning spaces where we ourselves as learners (and teachers) may not feel comfortable. In understanding the strengths and the aspirations of our own approaches to learning, we can look to other perspectives to fill some of the gaps In short, by being research informed, we can handle the inherent conflicts of interest we come against and we can navigate our own path towards a professional integrity that aligns (or juxtaposes but not polarises) with the values and beliefs of the Institution where we work

before we start looking at 8 theories of learning

The following three questions will help you to identify the aspects of teaching and learning that are most important to you

What do you want your students to learn (on their own) after this course ends?

In three years, what would you like your students to know / still or be able to do or perform?

What kinds of knowledge, skills, abilities, or attitudes are vital for your students to learn in this course?

THINKING POINT 1

Reflective learning

Emancipatory

Cognitivism / Cognitive Load Theory (CLT)

Humanism

Online Collaborative Learning (OCL)

Situated, communities of practice and social learning

Constructivism, connectivism and social constructivism

Behaviourism including Theories of motivation and self-regulated learning

approaches to learning

key

QUOTE FROM A PSYCOLOGY ACADEMIC

''Very well-structured, informative & extremely useful - exactly what I needed at these stressful times for me as a teacher. In an easily digestible format, the Blended Learning Course provided me with helpful tools, valuable pedagogical insights (especially those about learning design) & the confidence I lacked in regard to online teaching and student engagement. Thank you so much for this!''

Q & A Session

Thank you!