Higher order learning audit

Learning style

1. Student led learning - learners guide their own learning

2. Peer led team learning – learners work in self managing groups

3. Problem based learning – learners seek to solve problems rather than apply ready-made solutions

4. Discussions – learners contribute their ideas to the group or class

5. Exploratory learning – learners explore possible solutions or insights rather than finding ‘right’ answers

6. Experiential learning – learning is practiced, not just theoretical

7. Real world learning – learners engaged with real issues in the community or workplace

8. Choice – learners make choices about what and how they will learn

9. Learning processes are varied to suit learners with different learning modalities – those who learn by seeing, those who learn by hearing, and those who learn by doing

10. Creativity is encouraged

11. Learning is a stretch

12. Learning is enjoyable

13. Students are encouraged to express their own thoughts and conclusions with words like “I think”.

Assessment

14. Learning is the main aim, assessment and qualifications are of secondary importance

15. Most assessment is formative not summative – assessment occurs during the course to provide feedback to assist learning rather than at the end of the course to assess whether learning occurred.

16. Constructive feedback – feedback focuses on providing learners with helpful directions on how to improve their performance rather than identify faults and omissions

17. Assessment matches the real learning objectives rather than focusing on what is easy to measure (e.g. referencing)

Teacher Quality

18. Teaching well is considered to be important to the staff and organisation

19. Teachers are trained in how to teach well

20. Teachers have a good theoretical and practical knowledge of their field

21. Teachers are committed to assisting learners to grow as a whole person, not just in knowledge

22. Teachers know and can pronounce their students’ names

23. Teachers manage diversity well, providing respect, time and encouragement irrespective of ethnicity, gender, disability, culture, age, status, English skills or other characteristics

24. Learners are treated as individuals, not just as a class

25. Teachers encourage learners to use their personal strengths most often in the most ways, rather than focus on weaknesses

26. Teachers use failures and errors as a useful stepping stone for learning

27. Teachers are dedicated to the learning needs of their learners

28. Teachers see learners as already having much to offer – much like a seed already has all the potential within it

29. Teachers set high expectations

Personal Development Skills

30. The learning process aims to develop confidence

31. The learning process aims to develop resilience

32. The learning process aims to develop team work skills

33. The learning process and role modelling aim to develop interpersonal skills

34. The learning process aims to develop decision making capacity

35. The learning process aims to develop values

36. The learning process aims to develop leadership skills

37. The learning process aims to develop presentation skills

38. Learners are encouraged to value their capacity to act on their judgement and limited knowledge, as much as they value developing their knowledge. Put another way, learners are not paralysed to act from not knowing enough.

39. Learners are equipped to understand and meet the challenges of a future world, not a past world

40. Learning is seen as serving a higher purpose than simply a qualification to get a job

Education Organisation

41. The education organisation has a culture of seeking continuous improvement

42. The education organisation has strong town and gown links – it is well linked to stakeholders

43. The learning programme includes integrated curriculum – rather than learning being taught in subject silos, there are opportunities to put the learning into context by linking many strands of learning together

44. The organisation has a positive, uplifting culture

45. Teachers are valued

46. Teachers have a reasonable workload – they are not burnt out

47. Learners have a reasonable workload – they have time to grow personally, not just academically

48. Campus life is a positive experience – learners and staff experience safety, respect and collegiality

Outcome

49. Graduates are valued by employers

50. Graduates say their learning experience was an excellent one

Innovation Through Education