UCC Office of the Vice President for Learning and Teaching’s Post

At the Times Higher Education World Academic Summit yesterday, I heard a senior university leader reflect "We change strategy more easily than we change our teaching portfolio" - an indication of how challenging universities can find portfolio redesign, and a core part of this is a lack of good data on the resourcing required to deliver it. NousCubane's new Teaching Effort Benchmark gives universities the insight they need to have more data-informed discussions about their teaching portfolios and make best use of resourcing

Education is not static. It's an evolving landscape influenced by advancements in knowledge, shifts in societal needs, and changes in pedagogical approaches. To stay at the forefront of education and meet the needs of your students and stakeholders, you must regularly evaluate your curricula.

This article examines how student evaluations of teaching (SETs) are used as a quality development tool in Danish universities, specifically exploring the extent to which they facilitate dialogue about teaching practices between teachers, managers, and students. Key Takeaways • The study finds that institutionalized practices often hinder the implementation of a more systematic evaluation regime and the use of SETs as a catalyst for change. • The narrative of “mean comments” from students discourages dialogue and contributes to a perception of teaching as a private enterprise. • The dual function of SETs as both a quality development tool and a quality assessment tool creates tension and undermines their effectiveness. • SETs are often perceived as an additional burden and a source of stress for teachers, particularly in terms of feeling like they are “pawns in a system.” • Dialogue with students about evaluation results is more prevalent than dialogue between teachers and management, but teachers often focus on clarifying or operationalizing feedback rather than initiating broader discussions about teaching practices. • The sensemaking perspective helps explain why teachers may resist adopting new practices or incorporating SETs as a salient cue in their sensemaking processes. • The study emphasizes the need to consider sensemaking frames and mechanisms when designing and implementing systematic approaches to quality development in higher education. https://bit.ly/4gB4Hf6

Can Open Book Exams Be a Turning Point in the Indian Education System? #OpenBookExams #IndianEducation #EducationReform The Central Board of Secondary Education (#CBSE) in India is piloting a program with open book exams (OBE) for students in grades 9-12. This has sparked debate about whether OBE can be a significant shift in the Indian education system, which has traditionally emphasized #rotememorization and standardized testing. Potential Benefits of Open Book Exams #ShiftFromRoteLearning: Students would focus on understanding concepts and applying knowledge rather than just memorizing facts. #DevelopCriticalThinking: Exams could be designed to encourage analysis, synthesis, and problem-solving using reference materials. #ImprovedLearningSkills: Students would learn valuable research and information literacy skills by navigating resources effectively. #ReducedExamStress: Less pressure to memorize everything could lead to a more positive learning environment. Challenges and Considerations #ExamDesign: Crafting questions that assess critical thinking and application of knowledge in an open book format requires careful design. #TeacherTraining: Educators may need training to adapt teaching methods and assessment strategies for OBE. #Equity and Access: Ensuring all students have access to necessary resources (books, internet) during exams is crucial. #Potential for Misuse: Students might prioritize finding pre-written answers instead of genuine understanding. Overall, open book exams hold promise for transforming the Indian education system towards a more holistic and application-based approach to learning. The success of OBE will depend on addressing the potential challenges and ensuring its effective implementation. So now, few thought provoking questions : What specific types of questions would be well-suited for open book exams? How can teachers be effectively trained for OBE implementation? How can educators ensure equitable access to resources for all students during open book exams? What measures can be taken to prevent students from misusing resources in open book exams?

To better understand instructors’ evolving needs across the landscape of higher education, Ithaka S+R surveyed #faculty on their #teaching practices and perspectives on key issues including #OER, the role of the library, and more. Explore results from this year’s survey of over 5,000 college instructors across the US, with insights from Melissa Blankstein and I: https://lnkd.in/gtEJhpJ9

[Student Feedback: How UK Lecturers Adapt] Student feedback is crucial in the UK education system as it helps improve teaching practices. This blog post focuses on how UK . . . https://lnkd.in/dZkpiiFR

Call For Papers International Journal of Higher Education Management (IJHEM)  (Online) ISSN 2054-9857 IJHEM is a peer-reviewed journal and is a research publication platform for international scholars. Their research can be in any aspect of teaching & learning covering the interests of developed and emerging countries alike. The main aims of the Journal are: Publish high-quality and scholarly empirical-based research papers, case studies, and reviews in all aspects of teaching & learning, education management, and leadership with theoretical underpinnings. Offer academics, practitioners, and researchers the possibility of having in-depth knowledge and understanding of the nature of teaching and learning practices and. Create a forum for the advancement of education management research for the higher education sector. Authors are invited to submit their original research papers to the next edition of the Journal. Although broad in coverage, the following areas are indicative and nurture the interests of the Journal with an “Education Management” underpinning Subject coverage Educational policy and Policy impacts on education Management of education and Relations between lecturers and students Psychology of education, Psychology of student and teacher/lecturer Quality of education and Improvement method Global Education and Its challenges and Opportunities E-teaching/E-learning, Educational software, and multimedia for education Teacher Education Distance education and Education Quality Methodology of educational research, Adult and continuing education Special education, Gender, diversity and difference, Vocational education Assessment processes and mechanisms Language Education, Listening, and acoustics in education environment Education History Innovative teaching and Learning methodologies; Multi-virtual environment Application of educational technology Education reforms and Practical teaching reform Frequency:                          Twice a year (February and August) Review process:                      Double Blind peer review Length of time to complete review:      6-8 weeks Waiting time after acceptance:        2-3 months after receiving the acceptance Preference will be given to papers that are conceptually and analytically strong and have empirical relevance. All papers will be reviewed according to the Journal’s criterion. The Journal’s website is www.ijhem.com For further information, please write to the Editor at info@cberuk.com      https://lnkd.in/eqwCNdKg

The range and spectrum of desirable and vital educational experiences and outcomes include but cannot be limited to the pursuit and acquisition of knowledge if we’re looking to prepare students for the modern world. Why Knowledge Is A Necessary But Not Sufficient Educational Outcome

Unlock the key to your academic journey with our comprehensive guide! 🎓 Explore the differences between A Levels, AP, and IB curricula to discover the perfect fit for your educational goals. #Education #Alevels #AP #IB

I am frequently asked as an academic about the distinctions between the IGCSE and IB curricula, especially with regard to skill development. With its own distinct methods, the International Baccalaureate (IB) and the International General Certificate of Secondary Education (IGCSE) both seek to prepare students for the future. Their methods and areas of focus are different, yet they both assist students in developing a variety of abilities. This article examines the ways in which every curriculum encourages the growth of skills and gets pupils ready for their future pursuits. Read More: https://lnkd.in/gqcJGH35