Evidencing Area of Activity 4 - Develop Effective Learning Environments and Approaches to Student Support and Guidance
I create a student-centred learning environment to inspire knowledge construction through a cooperative approach, facilitate the learning process, and employ self-directed learning and authentic assignments (Baeten et al., 2015). For example, in summative Assessment One of the science and materials unit set for HNC civil engineering students, I gave the students the weights of three types of bricks and asked them to propose the most suitable brick type for the construction of an inspection chamber. This would achieve specific learning outcome one (SLO 1) with the assessment criteria of evaluating the properties and uses of construction materials, and justifying the specification of construction materials regarding their performance use. I supported the students by employing formative group assessment tasks in one of the lessons to ensure they provided calculated solutions to brick-related construction problems and consulted the British Standard specification for masonry units to evaluate the various brick types. I used instructional scaffolding to guide the students to realise the connection between the tasks. I observed excellent cooperation, and the accurate answers provided in each group revealed a good understanding of the topic (K1, K2, K3, V2, V3). Going forward, collaborations between groups would be actively employed during formative assessments to encourage the sharing of best academic and summative assessment practices.
I use a technologically enhanced formal learning environment to guide and support students. For example, I ensure my students have my lecture materials a week earlier on Moodle, a virtual learning environment, to increase the rate of in-class comprehension and participation. I use a projector and whiteboard markers to present these materials to the students, who all have access to the institution’s laptops, to accommodate various learning styles. I then use formative assessment tasks developed in various interactive learning technologies; such as Kahoot, to assess their understanding and obtain feedback to improve my teaching strategies (K2, K3, K4, V1, V2).
The laboratory learning environment is important in the field of science to promote and develop students’ understanding of the principles underlying the theoretical concepts of scientific laws (Che Ahmad, Osman and Halim, 2010). For example, in the geology and soil mechanics unit, I organised a laboratory session on the use of the British Soil Classification Systems to describe various soil types. This would achieve SLO 3 with the assessment criteria of explaining classification tests and producing soil descriptions for in-situ and sampled materials. I carried out a risk assessment to determine the possible hazards and measures to reduce them. I mandated the students to wear personal protective equipment such as safety boots, goggles, hand gloves, and laboratory coats to prevent dust from entering their eyes, slips and trips, heavy materials falling on their feet, and so on. After initial demonstrations, the 18 HNC civil engineering students were organised into groups of six to complete sets of questions in the laboratory handbook designed to develop their theoretical understanding and reporting skills. I asked the students specific questions to ascertain their understanding and monitor their progress. I observed good leadership from the designated team leader in each group. Some students identified the large group size as a reason for their minimal participation. Future sessions were then split into smaller groups of three to ensure effective collaboration and teamwork. My observations and informal feedback from the students revealed better participation in the activities (K5). Also, the COVID-19 outbreak has necessitated a change from a face-to-face to a virtual learning environment. I have proposed a blended learning approach - online simulations and a few days of on-campus laboratory activities - for modules with laboratory sessions without compromising student engagement, and quality requirements of ensuring adherence to learning outcomes and assessment criteria (K6, V4).
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References
Baeten, M., Dochy, F., Struyven, K., Parmentier, E. and Vanderbruggen, A. (2015). Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning. Journal of Learning Environment Research, 18(2), 43-62.
Che Ahmad, C. N., Osman, K. and Halim, L. (2010) Physical and psychosocial aspects of science laboratory learning environment. Procedia Social and Behavioral Sciences Journal, 9, 87-91.
Higher Education Academy (2011) The UK Professional Standards Framework for teaching and supporting learning in higher education - The UKPSF. York: Higher Education Academy.
