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Featured researches published by Simon Lygo-Baker.


Studies in Higher Education | 2008

Making learning visible: the role of concept mapping in higher education

David Hay; Ian M. Kinchin; Simon Lygo-Baker

This article develops the concept‐mapping method as a tool for enhancing teaching quality in higher education. In particular, it describes how concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations that are amenable to comparison and measurement. The article describes four important uses of the method: the identification of prior knowledge (and prior‐knowledge structure) among students; the presentation of new material in ways that facilitate meaningful learning; the sharing of ‘expert’ knowledge and understanding among teachers and learners; and the documentation of knowledge change to show integration of student prior knowledge and teaching. The authors discuss the implications of their approach in the broader context of university level teaching. It is not suggested that university teachers should abandon any of their tried and tested methods of teaching, but it is shown how the quality of what they do can be significantly enhanced by the use of concept mapping.


Studies in Higher Education | 2008

Universities as centres of non-learning

Ian M. Kinchin; Simon Lygo-Baker; David Hay

It has been claimed that one of the overriding purposes of the scholarship of teaching movement is to make more visible what teachers do to make learning happen. The authors of this article are critical of the literature on the scholarship of teaching for not having made more progress towards this aim. They support these assertions through analysis of recent literature and consultation with academics teaching in a variety of disciplines. The weakness in the prior literature is addressed by a proposal to augment a model of scholarship of teaching by providing a tool that can be used by teachers to make explicit the central concept of pedagogic resonance – the bridge between teacher knowledge and student learning. This bridge, spanning the divide between teacher and student, can be made visible through the application of mapping techniques. However, the application of the concept mapping methodology reveals a strategic learning cycle in which teachers and students appear to be complicit in the avoidance of engagement with the discourse of the discipline. The perceived utility of this strategic cycle may subvert any attempt to develop scholarship in university teaching, and may lead consistently to a non-learning outcome for students and teachers – a phenomenon that has previously been largely ignored.


Interactive Learning Environments | 2016

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

Bart Rienties; Bas Giesbers; Simon Lygo-Baker; Hoi Wah Serena Ma; Roger Rees

After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.


Journal of Further and Higher Education | 2006

Teaching observations: promoting development through critical reflection

Stylianos Hatzipanagos; Simon Lygo-Baker

The teaching observation process in a higher education context can be underpinned by an intention to enhance learning and teaching or used as a managerial tool to ensure standards are met or maintained. In this article we examine the perceptions of observees using a model that engages educational developers as observers. We seek to examine whether the ‘educational developers as observers’ model actually provides evidence that teaching observations can be developmental and stimulate reflective practice amongst those relatively new to teaching in higher education. The conclusions provide a view of whether teaching observations foster formative notions, such as deepening of understanding, critical reflection and enhancement of teaching practice, via the developmental nature of the scheme, or summative elements focused on measuring quality, which may sometimes result in simply ‘ticking boxes’.


European Journal of Teacher Education | 2013

Online training of TPACK skills of higher education scholars : a cross-institutional impact study

Bart Rienties; N. Brouwer; Katerina Bohle Carbonell; Danielle Townsend; Anne-Petra Rozendal; Janneke van der Loo; Peter Dekker; Simon Lygo-Baker

Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers’ skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers’ TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research.


International Journal of Online Pedagogy and Course Design (IJOPCD) | 2012

Enabling Professional Development with e-Portfolios: Creating a Space for the Private and Public Self

Simon Lygo-Baker; Stylianos Hatzipanagos

Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.


Journal of Further and Higher Education | 2017

Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour

Ian M. Kinchin; Anesa Hosein; Emma Medland; Simon Lygo-Baker; Steven Warburton; Darren Gash; Roger Rees; Colin Loughlin; Rick Woods; Shirley C. Price; Simon Usherwood

Abstract After spending a year working on the development of a new online Master’s programme in higher education, members of the development team were interviewed to reveal their thoughts about the nature of the programme. The dialogue of each interview was summarised as a concept map. Analysis of the resulting maps included a modified Bernsteinian analysis of the focus of the concepts included in terms of their semantic gravity (i.e. closeness to context) and the degree of resonance with the underpinning regulative discourse of the programme. Data highlight a number of potential issues for programme delivery that centre around the use of appropriate language to manage student expectations in relation to the process of learning and the emotional responses this can stimulate, as well as the tensions that can be foregrounded between the demands of teaching and research within a university environment.


Archive | 2017

The Role of Values in Higher Education

Simon Lygo-Baker

The values that an individual brings into a university that can help to explain pedagogic approaches begin being formed and adapted from the moment we are born. Each individual has a set of personal values that are informed and then further influenced by a series of unique experiences that are not replicable. As careers develop the personal values an individual has will be influenced, and in some instances significantly altered by the discipline that each has either studied or worked within.


Higher Education Research & Development | 2017

Conceptualizing Impact in Academic Development: Finding a Way Through.

Anna Jones; Simon Lygo-Baker; Sharon Markless; Bart Rienties; Roberto Di Napoli

ABSTRACT This paper explores the notion of impact in the context of academic development programs and considers how it can be described and understood. We argue that impact has a range of meanings and academic development programs such as graduate certificates have a broad group of stakeholders and hence the impact is different for each group depending on how the program aims and objectives are defined and understood. In finding a way through the difficulties of evaluating impact in academic development we point to the importance of clearly conceptualizing the notion of impact, a careful identification of the assumptions underpinning any program and an understanding of who academic development will benefit and how. We suggest that impact in academic development cannot be understood without taking account of the range of possible impacts and the difficulty of attributing simple cause and effect to a complex environment.


Journal of Veterinary Medical Education | 2015

Developing Confidence in Uncertainty: Conflicting Roles of Trainees as They Become Educators in Veterinary and Human Medicine.

Simon Lygo-Baker; Patricia K. Kokotailo; Karen M. Young

The important role of medical trainees (interns and residents) as teachers is increasingly recognized in veterinary and human medicine, but often is not supported through adult learning programs or other preparatory training methods. To develop appropriate teaching programs focused on effective clinical teaching, more understanding is needed about the support required for the trainees teaching role. Following discussion among faculty members from education and veterinary and pediatric medicine, an experienced external observer and expert in higher education observed 28 incoming and outgoing veterinary and pediatric trainees in multiple clinical teaching settings over 10 weeks. Using an interpretative approach to analyze the data, we identified five dynamics that could serve as the foundation for a new program to support clinical teaching: (1) Novice-Expert, recognizing transitions between roles; (2) Collaboration-Individuality, recognizing the power of peer learning; (3) Confidence-Uncertainty, regarding the confidence to act; (4) Role-Interdisciplinarity, recognizing the ability to maintain a discrete role and yet synthesize knowledge and cope with complexity; and (5) Socialization-Identity, taking on different selves. Trainees in veterinary and human medicine appeared to have similar needs for support in teaching and would benefit from a variety of strategies: faculty should provide written guidelines and practical teaching tips; set clear expectations; establish sustained support strategies, including contact with an impartial educator; identify physical spaces in which to discuss teaching; provide continuous feedback; and facilitate peer observation across medical and veterinary clinical environments.

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N. Brouwer

University of Amsterdam

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Peter Dekker

Hogeschool van Amsterdam

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Anna Jones

Glasgow Caledonian University

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