Talking about Teaching is our annual learning and teaching conference giving staff and students the opportunity to engage in conversations about learning, teaching and assessment.
09:00 - 16:00, 26 June 2018, De Grey Court, York St John University
Registration is now closed.
For those delegates who have registered, we're looking forward to welcoming you to this year's Talking About Teaching (TAT) conference which has the theme of research-informed teaching. Research-informed teaching refers to a number of different aspects of delivering an excellent student learning, teaching and assessment experience. The conference offers opportunities for staff to share ideas and consider ways in which we can adopt new practices for the future.
New for 2018.
This year we will be including a student strand as part of our conference. We invite proposals from collaborative staff and student projects, such as the Students as Researcher scheme, or from undergraduate students who would like to showcase their undergraduate research through presentations and or posters.
This year’s keynote speech will be delivered by Professor David Carless, who is a Principal Fellow of the Higher Education Academy and works in the Faculty of Education at the University of Hong Kong. He specialises in approaches to assessment which serve to promote productive student learning processes. His book Excellence in University Assessment: Learning from award-winning practice was published by Routledge in 2015. His current research is focused on students’ experiences of feedback and the development of student feedback literacy. He tweets about feedback research and practice @CarlessDavid.
Teaching for quality student learning
How can we get the best out of our students? How can we balance content coverage and learning how to learn? How might assessment be a friend rather than a foe? How can we productively link research and teaching? How might we tackle contextual constraints?
This presentation seeks to address some of these issues by exploring good teaching, learning and assessment. I draw on a number of sources: ethnographically-oriented research into practices of winners of teaching awards; a research program on learning-oriented assessment; and critical reflections on my own experiences in integrating research and teaching.
I conclude with some thoughts on how quality student learning might be facilitated through reducing dissonances between teachers and students. This could involve a judicious combination of teacher inquiry-based methods; trust and relationship-building; students as partners; and students as researchers.
Pre-conference workshop - 25 June 2018, 1:00pm-4:00pm, SK/128.
The day before the conference, Professor Carless will deliver a workshop entitled Designing for student uptake of feedback.
Much teacher feedback does not connect and is not used. Should the teacher blame the student or the student blame the teacher, or is it a shared responsibility? This workshop focuses on feedback designs: positioning feedback as a core element of curriculum and pedagogy, not just something delivered episodically at the end of modules. This interactive session will address some key challenges for feedback in higher education, provide examples of promising feedback designs, and suggest some ways in which student feedback literacy might be developed.
This workshop is nearly booked to capacity with only a small number of places remaining (07/06/18).
To reserve your place on the pre-conference workshop, please email firstname.lastname@example.org