How the School of Computing have utilised Team Teaching across multiple modules.<\/p>\n
Within the School of Computing there two approaches to team teaching:<\/p>\n
There are a series of modules within computing where we use the first approach including UG1\/UG2 computing modules (2014-2018), CSC1026 (2016-2019), CSC1024 (2018-2019), CSC1035 (2019-2023), CSC1034 (2020-Present), CSC8621 (2023-Present).<\/p>\n
There is also a mixture of both approaches used for mentoring\/training purposes on CSC1034 (2023-24) and CSC8621 (2023-24).<\/p>\n
Primarily it is the module leader\u2019s responsibility to co-ordinate the module in term of communication. The whole process run smoothly when all in the teaching team are willing and have a proactive approach.<\/p>\n
Teaching team meetings occur pre and post module\/block, this can be one-to-one or as a group. We use this time for preparation and reflections. The reflections are useful for further iterations, what went well, what could be adapted.<\/p>\n
We use a blend of asynchronous communications via email or teams as well as synchronous in person or online meeting using Teams. This is important for remote working across the team.<\/p>\n
One of the most important aspects of co-ordination is identifying clear responsibilities. For example:<\/p>\n
Different lecturers have different teaching styles, experience and perspectives \u2013 students have different learning styles, experiences and perspectives; having a single lecturer can impact certain learning styles, which in turn will have impact on their assessment. Having variety can really support students and provide a rich learning experience with different approaches and perspectives on the subject and how that subject is delivered.<\/p>\n
In terms of our development, yes, similar to our students. A diverse approach to learning supports everyone.<\/p>\n
Every staff member has their own strengths and weakness with regards to subject knowledge; staff can learn from auditing another\u2019s content, session and assessment.<\/p>\n
Further information on our assessment & feedback practices: pre-moderation and post-moderation practices can be found here: Case Study: Monitoring demonstrators to ensure consistency in marking and providing feedback to students<\/a>.<\/p>\n Assessment & feedback practices in CSC1026 where spreadsheets are used for semi-automated feedback and co-creation of exams have been very positive.<\/p>\n Team teaching also allows for peer observation and auditing which in turn can lead to calibration (across the school) supporting each other\u2019s and our own development. As well as ensuring quality teaching for the students.<\/p>\n Team teaching can be used in conjunction with peer dialogue for onboarding\/mentoring of new academic staff or staff development (e.g., TA to lecturer) about relevant tools, techniques and policies.<\/p>\n It can be seen as additional administrative workload but when it goes well it is very positive. Workload and accountability are shared, which can be a positive aspect.<\/p>\n There is relevant cover for illness and being able to adapt to unforeseen circumstances. It provides flexibility to the teaching and to the teaching team.<\/p>\n Onboarding\/mentoring of new academic staff or staff development (e.g., TA to lecturer), this gives the staff member a safer environment to develop their teaching practice, they feel supported and if they need extra support, the experienced colleague can step in if required.<\/p>\n Be open and honest about your other responsibilities and when you are struggling to meet deadlines. There may be someone to cover, support, etc. We are human, there will be times when you have minimal knowledge or experience in a particular area.<\/p>\n Remember that others have different values and work styles and that is OK. Working together can minimise any potential issues and give students a great teaching experience.<\/p>\n Each lecturer has limited time and other responsibilities. A \u201cbig bang\u201d strategy is generally needed for the first iteration of a module, but after that focus on quick wins and one aspect of development per year<\/p>\n It supports and builds a good teaching community. Especially if it goes well.<\/p>\n Students were able to develop the following attributes:<\/p>\n This case study reflects the following aims of the Education for Life strategy<\/a>:<\/p>\n
\nLessons learned<\/span><\/strong><\/h3>\n
\nTips for colleagues<\/span><\/strong><\/h3>\n
\nSkills and attributes<\/span><\/strong><\/h3>\n
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\nEducation for Life Strategy<\/span><\/strong><\/h3>\n
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