Teaching, Learning and Assessment
An understanding of teaching, learning and/or assessment
I started teaching in 2015, and since then I have taught children from five years old up to adults and elders aged 80 in various educational, professional and informal settings. In my various roles, I have used technology in different ways to enhance learning. I continuously work to demonstrate and further my understanding of teaching, learning and assessment processes, and how technology can help (or at times hinder) these processes. My commitment to my CPD is reflected not only in this portfolio but also in becoming an Associate Fellow of the Higher Education Academy.
Although I am familiar with a number of learning theories, being trained in language education means I am heavily influenced by social constructivism, though my practice is best described as principled eclecticism due to adapting to differences in individuals, content, skills, learning contexts, and available resources, among other things. In line with this, my use of technology for learning and teaching is informed by Diana Laurillard's Conversational Framework (2012), as this draws upon several significant theories of learning and takes a student-centred view. It moves learning away from solely passive endeavours and encourages active learning, that is, the ability of students to learn from their interactions with the system and with other people by selecting, organising and interpreting information (Mayer, 2021).
I always work from the learning objectives to the technology to judge whether technology is needed and, if it is, how it can facilitate achievement of the learning objectives. In doing this, I found the Learning Designer tool by UCL to be very helpful in aiding the design process and balancing the different kinds of learning for various purposes when at DUISC. I also drew upon Clark & Mayer (2016) and Nielsen's (2020) principles of e-learning and user interface design, respectively. Although these frameworks and principles are not without their limitations (e.g. Clark & Mayer's evidence is more focused on content than skills development, Nielsen's heuristics can be interpreted as vague and oversimplified), I work with them as they apply to the technologies I use, put learning and manageable cognitive load first and technology second, and do in fact help me to evaluate my work and make improvements for learners.
Feedback and Assessment
Understanding your target learners
I am specially trained in teaching English to adults, which details much about the ways in which people communicate and how people learn language and learn through language. I attend CPD sessions about the needs of overseas students and the impact their needs may have on the curriculum and their learning. Furthermore, I draw upon the literature, my own experience as an international student and the experiences of my students to inform curriculum design and teaching. As a result, I have good knowledge about the needs of overseas students who are learning English and/or learning through the medium of English.
Impact of the needs of overseas students on the CRAAWS curriculum
My education, previous study abroad and work experience alongside my online learning experience have taught me that there are many hidden needs among overseas students that must be understood and addressed in order to facilitate successful learning. As evidenced in reference to adding worked examples to the syllabus, I take an evidence-based approach to curriculum design. Thus, to form a holistic picture of learners' needs to inform the design of the 2021/22 CRAAWS curriculum, in line with Macalister & Nation's (2019) model, I conducted an evaluation and a needs analysis by:
obtaining formal (e.g. via meetings, module evaluations shared by the Quality and Enhancement Team) and informal feedback (e.g. via chats, Padlet, Mentimeter) from staff across departments, including subject tutors and subject leads, Academic Personal Tutors and student services staff;
observing students and marking work;