Modelling New Faculty Development Programme on the Effectiveness of - PowerPoint PPT Presentation

Modelling New Faculty Development Programme on the Effectiveness of Competency Based Education (CBE) Approach in a Sociology of Education Course Kola Babarinde Ph.D Centre for Excellence in Teaching and Learning University of Ibadan Nigeria kbabarinde@gmail.com sa.babarinde@ui.edu.ng Follow:@kbabarinde Visiting Research Scholar, Deusto International Tuning Academy, University of Deusto, Bilbao, Spain, 30 March 2017

Teaching and Learning Philosophy Eye on the World – Shirin Neshat (Detroit Institute of the Arts, MI, USA) May 2013

Dedication to a Departed Teacher Mentor and Friend Prof. kayode Ajayi 1951 – 17 March 2017.

Meeting the Presenter Nigeria Officially the Federal Republic of Nigeria, a federal constitutional republic comprising 36 states Capital: Abuja National anthem: Arise, O Compatriots Currency: Nigerian Naira Official language: English Language Population: 186,053,386 (July 2016 est.) World Bank Land Area: 923,766 sq.km. Government: Federal republic, Presidential system, Federation

Africa

Hausa-Fulani

Nigerian Tribes: Igbo

Yoruba

University of Ibadan, Nigeria

Sights of University of Ibadan, Nigeria

My Faculty Development Mandate

Centre for Excellence in Teaching and Learning  To support faculty to improve their knowledge, skills and values of T&L and thus become more effective teachers promoting better learning

How Learning Takes Place Subject matter Learning Pedagogy

The Transmission Model Mainframe approach/Sage on the Stage Novices Expert Wilson, J.M. (2005) Creating New Learning Environments for Higher Education

Competency Based Education • Rejects blame model and adopts integrative model that takes T&L as complimentary. • It is more effective in achieving ILOs (Subject specific & Generic) hence, • Adopts several complimentary T&L strategies including evaluation. Biggs and Tang 2007

Integrative Model • Requires knowledge of how students learn; • Promotes high level activities resulting in deep learning; • Realises that students may use low level activities; • Notes that every teacher has some theory of teaching which affect how they teach; and • Affirms that good teaching supports appropriate learning activities and discourages inappropriate ones. Biggs and Tang 2007

Distributed Collaborative Model Client-server model/Guide on the Side Wilson, J.M. (2005) Creating New Learning Environments for Higher Education

Theoretical Background Plato’s Epistemology (Plato’s Cave, Analogy of the Cave)  Illustrates human nature in its education and want of education (514a)  The shadows are as close as the prisoners get to viewing reality.  An attempt to explain the philosopher’s position in the society: to enlighten the “prisoners of appearances”.

Implications of Platonic Epistemology • How can we make the Faculty shift its gaze from the shadow to the light of educational and pedagogic research? • How can we persuade them to see the benefit of CBE in enhancing learning? and • Vary and deepen their teaching and learning practices?

Theoretical Background Cont’d Cognitive Dissonance  The discomfort caused by holding conflicting ideas or cognitions simultaneously Implications  Project employed as example of good practice to create cognitive dissonance and  Openness to adoption

Conceptual Model Invitational Presentations Organised Workshops Integration Graduate CBE into Centre’s Assessment of Students Program Modelling Outcomes & Faculty Students of Sociology of Education Fig. 1: Illustration showing a conceptual model for CBE Adoption for students and Faculty.

Components of Competency Based Education T&L strategies Faculty Developer & Lecture Teaching Debate Presentation Assistants Excursion Reflection Guest Lecture Video Presentations Written Exams Assessment of Discussion Q&A T & L and Focus Group Discussion Outcomes Social Media Interaction Achievement 2 3 1 4 Types of ILOs Negotiated Learning Create Evaluate Analyse Apply Understand Remember Bloom’s Taxonomy Fig. 2: Illustration showing components of Competency Based Education used for this research.

Research Questions • To what extent did student assess the project as effective in achieving learning outcomes? • How can we get more practitioners to adopt positively rated aspects of this project? • How do we integrate this project into existing institutional programmes?

Methodology • Adopted a mixed method design and relied on both quantitative and qualitative data • Modelling of best practice approach • A graduate course in education consisting of 117 students and a faculty developer with teaching assistants for 14 weeks / one semester

Results and Discussions • Teaching effectiveness rated top 10% (70.8%); top 25% (24.5%). • Outcome achievement showed 78% as highest score and 40% lowest with average score being above 60 %. (57% scored 60% and above) • Teaching effectiveness was rated high (WA 4.40) • T&L strategies employed were rated as effective in achieving learning outcomes (WA between 1.85 and 2.94) • Prospects of CBE was also rated positive by Faculty.

Summary and Implications • Study affirmed effectiveness and prospects of CBE approach in achieving learning outcomes and for Faculty Development Programme. • Challenged us to proceed and formally integrate it into the Centre’s programme. • This is in consonance with earlier and related studies and the intervention of DITA through several projects across the world.

GRACIAS