Write down one problem/issue you have faced relating to course representation/representatives

Hyfforddiant i Hyfforddi: Cynrychiolwyr Cyrsiau

Training to Train: Course Reps

Prosiect MYMC / WISE Project

June 26th

2012

Rationale

Un o’r nodwedion sy’n diffinio Addysg Uwch yng Nghymru yw ymagweddiad sy’n ymgysylltu myfyrwyr fel

cyfranogwyr gweithredol yn natblygiad, darpariaeth a rheolaeth eu profiad addysgol eu hunain.

Datganiad ar Ymgysylltiad Myfyrwyr, Medi ‘09

A defining feature of Higher Education in Wales is an approach that engages students as active participants in the development, delivery and management of their

own educational experience.

Student Engagement Statement, Sept ‘09

Rationale

Mae cyfranogiad o’r fath yn golygu ymgysylltiad ar sawl lefel, ar sawl gwahanol ffurf, a bydd yn digwydd yn

bennaf mewn prifysgolion unigol, wrth i fyfyrwyr geisio hysbysu a chyfrannu at ddatblygiad eu dulliau hwy eu

hunain o ddysgu.

Datganiad ar Ymgysylltiad Myfyrwyr, Medi ‘09

Such participation involves engagement at many levels, in many different forms and will primarily take place at individual universities, as students seek to inform and contribute to the development of their own methods of

learning.

Student Engagement Statement, Sept ‘09

Nod y Prosiect / Project Aim

Nod yr ymagweddiad hwn yw gwneud Cymru’r lle gorau i fyfyrwyr astudio a rhoi’r grym i fyfyrwyr ymgysylltu â’r prosesau a fydd yn eu galluogi i gyfranogi mewn gwella

eu profiadau dysgu hwy eu hunain.

Datganiad ar Ymgysylltiad Myfyrwyr, Medi ’09

The aim of this approach is to make Wales the best place for students to study and continually empower students to engage with the processes that will enable them to participate in the enhancement of their own learning

experiences.

Student Engagement Statement, Sept ‘09

Partneriaid / Partners

Egwyddorion / Principles

Gosod gwerth ar adborth Ffrwyno Arbenigedd

Gweithio mewn Partneriaeth

Valuing Feedback Harnessing Expertise

Working in Partnership

Yn ymarferol… / In practice…

More support for course rep structures

– Training– Events– Sector priority

Course rep resource pack

Opportunities for information / best practice sharing

Better informed institutional review processes

Mwy o gefnogaeth i strwythurau cynrychiolwyr cyrsiau

– Hyfforddiant– Digwyddiadau– Blaenoriaeth gan y

Sector Pecyn adnoddau

cynrychiolwyr cyrsiau Cyfleoedd ar gyfer rhannu

gwybodaeth / arferion gorau

Gwell prosesau ar gyfer adolygiadau sefydliannol

Strwythur Model / Model Structure

Principles: Elected course reps Student representation at

each level of academic decision-making

– Faculty reps Partnership with

institution Scheme supported within

Students’ Union SU as centre of the

process Regular contact, training

and support

Egwyddorion: Cynrychiolwyr Cyrsiau

Etholedig Cynrychiolaeth myfyrwyr

ar bob lefel o lunio polisi academaidd

Partneriaeth gyda’r sefydliad

Y cynllun y derbyn cefnogaeth o fewn i Undebau Myfyrwyr

UM fel canol y broses Cyswllt, hyfforddiant a

chefnogaeth rheolaidd

Strwythur Model / Model StructurePrinciples: Course reps feeding

directly into:– QAA review process– NSS data collection– SU policy– Local & National

campaigns

Egwyddorion: Cynrychiolwyr cyrsiau yn

bwydo’n uniongyrchol i mewn i:

– Proses adolygu’r ASA– Casglu data’r ACF

(Arolwg Cenedlaethol o Fyfyrwyr)

– Polisi UM– Ymghyrchoedd Lleol a

Chenedlaethol

Experiential learning (Gibbs – Learning by Doing, 1988) Adults learn best when they: Become Autonomous Make use of their experience Reflect on their experience Discuss current topics Learn from problems Are activity based Are involved in negotiation Focus on principles Have responsibility for their own learning Acknowledge the importance of process Share ideas and feelings Experience openness, trust and commitment Set their own goals Are in a climate conducive to learning

Aims & Objectives

At the end of this session– Participants will have developed an

understanding of learning theory and how it applies in practice

– Participants will be able to effectively plan a training session targeted at course representatives

Icebreaker

Unique and Shared

Your Best/Worst Training Experiences

Planning and Outcomes

What does a course rep do? What do they need to know?

Outcomes

Outcomes should not describe what a learner/trainee will have done

Ie. ‘Will have thought about what makes a good course rep’

Outcomes should describe what a learner/trainee can now do, what they have developed

Ie. ‘Will have developed an understanding of what makes a good course rep’

Course Rep Training

Learners will be able to… Learners will have developed… Learners will understand…

Questionnaire

Learning styles

Activists Learn best where: There are new experiences / problems and

opportunities to learn from They can engross themselves in short here

and now activities There is excitement and a range of diverse

activities They can dominate the limelight They are allowed to generate ideas without

constraints They are thrown into the deep end of a task

they consider difficult They are involved with other peopleReflectors Learn best where: They are allowed space to watch and think They are able to stand back from events and

listen They are allowed to think before acting They can carry out research They have opportunities to review They have opportunities to exchange views

with people within a structure They can reach a decision in their own time

without pressure and tight deadlines

Theorists Learn best where: Learning links to a system, theory, model or

concept. They can question and probe the

methodology, assumptions or logic They are being intellectually stretched They are in structured situations with a clear

purpose Arguments made are rational and logical They are encouraged to analyse information

Pragmatists Learn best where: There is an obvious link between the subject

matter and their role They are shown practical techniques They have a chance to practice with

feedback from a credible expert They are given techniques currently

applicable to their situation They are given immediate opportunities to

implement what they have learned They can concentrate on practical issues.

The Learning Cycle (Kolb, 1984)

For learning to be effective, learners have to cycle through four stages of development

PlanResearchIdentifyDiscuss

DoAttempt

TrialAction

ApplyImplement

HoneImprove

ReviewEvaluate

AdaptChange

Activities

Case Studies Role-Play Ranking Exercises Evaluation/Diagnostic Tools (IE. SWOT Analysis) Group Discussions Mindmapping Jenga

Marketplace Activity

In your groups, using flipchart paper, you are going to be given a topic and need to present that topic on the flipchart paper using only 10 words and as many pictures as you like

Marketplace Activity

Now two ambassadors from each group need to circulate around the room to find out as much content from the other tables as possible

Two people from each group need to remain at the table to explain their diagrams to ambassadors

Trainers have to be…

Role of the Facilitator Keep the focus on the group and on the task Clarify the task Ensure everyone contributes Record decisions Give frequent feedback Handle deadlock Use sign posting – this is where we came from, this is

where we’ve got to, this is where we should be going Avoid single solutions – explore alternatives Promote flexibility Promote effective communication

Questions

Open Open questions encourage reflection and

analysis. Ie. “What are the attributes you believe make

an effective course representative?” Closed Closed questions are looking for a specific or

limited range of responses IE. “In your institution, do course

representatives feedback to an education officer or the SU president?”

Questions

Benefits of Open Questions Benefits of Closed Questions

Challenges

What challenges may be offered by a group during training?

How could these challenges be surmounted?

Common Challenges

Plenary

List three action points/things you have found useful from this session