methodological training, active learning, student-centered approach, lecturer role
10.3280/exioa1-2020oa10078
This paper is aimed to describe and critically analyze the so-called “TEACHPOT” experience (POT: Provide Opportunities in Teaching) performed during the last few years at Politecnico di Torino. Due to career criteria, the effort and the time lecturers spend in teaching have currently undergone a significant reduction in quantity. In order to support and meet each lecturers’ expectations towards an improvement in their ability to teach, a mix of training opportunities has been provided. This consists of an extremely wide variety of experiences, tools, relationships, from which everyone can feel inspired to increase the effectiveness of their teaching and the participation of their students. The provided activities are designed around three main components: methodological training, teaching technologies, methodological experiences.A discussion on the findings is included and presented basing on the data collected through a survey. The impact of the overall experience can be evaluated on two different levels: the real effect on redesigning lessons, and the discussion on the matter within the entire academic community.
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Anita Tabacco
Excellence and Innovation in Learning and Teaching - Open Access
lecturer role
TEACH-POT: Provide Opportunities in Teaching
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Anita Tabacco
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10.3280/exioa1-2020oa10078
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The European Higher Education Area. (2015). Communiqué of the Conference of European Ministers Responsible for Higher Education. Yerevan.
TEACH-POT: Provide Opportunities in Teaching
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5
  Esperienze e pratiche

  TEACH-POT: Provide Opportunities in Teaching

  TEACH-POT: fornire opportunità di insegnamento
  Maria Giulia Ballatore*, Ettore Felisatti°, Laura Montanaro, and Anita
  Tabacco§


  Abstract
  This paper is aimed to describe and critically analyze the so-called “TEACH-
  POT” experience (POT: Provide Opportunities in Teaching) performed during
  the last few years at Politecnico di Torino. Due to career criteria, the effort and
  the time lecturers spend in teaching have currently undergone a significant
  reduction in quantity. In order to support and meet each lecturers’ expectations
  towards an improvement in their ability to teach, a mix of training opportunities
  has been provided. This consists of an extremely wide variety of experiences,
  tools, relationships, from which everyone can feel inspired to increase the
  effectiveness of their teaching and the participation of their students. The
  provided activities are designed around three main components:
  methodological training, teaching technologies, methodological experiences.
  A discussion on the findings is included and presented basing on the data
  collected through a survey. The impact of the overall experience can be
  evaluated on two different levels: the real effect on redesigning lessons, and the
  discussion on the matter within the entire academic community.

  Keywords: methodological             training,    active    learning,     student-centered
  approach, lecturer role.


  Riassunto
  In questo lavoro si descrive e analizza criticamente l’esperienza “TEACH-



  *
     Dept. of Mathematical Science “G. Lagrange”, Politecnico di Torino, Italy.
  Corresponding Author. E-mail: maria.ballatore@polito.it.
  °
    Department of Philosophy, Sociology, Education and Applied Psychology, University
  of Padua, Italy.
  §
    Dept. of Applied Science Technology, Politecnico di Torino, Italy.

  Excellence and Innovation in Learning and Teaching (ISSNe 2499-507X), 2020, 1

  DOI: 10.3280/exioa1-2020oa10078

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  POT” (POT: Provide Opportunities in Teaching), di recente condotta al Poli-
  tecnico di Torino. A causa dei criteri che governano la carriera accademica, si
  sta contraendo l’impegno e il tempo dedicato all'insegnamento. Per sostenere e
  soddisfare le aspettative di ciascun professore in vista del miglioramento delle
  proprie abilità didattiche, è stato ideato un “pot”, cioè un ventaglio di opportu-
  nità, una varietà estremamente ampia di esperienze, strumenti e relazioni, cui
  ogni docente possa attingere stimoli per aumentare l’efficacia del proprio inse-
  gnamento e il coinvolgimento della classe. Le attività si articolano in tre macro-
  aree: formazione metodologica, tecnologie didattiche, esperienze metodologi-
  che. I risultati dell’esperienza sono discussi a partire dall'analisi di un sondag-
  gio. L’impatto può essere misurato in due dimensioni: quello diretto, che inte-
  ressa la riprogettazione delle lezioni, e quello derivante dalla discussione con
  l’intera comunità accademica.

  Parole chiave: formazione metodologica; apprendimento attivo; centralità
  dello studente; docenza.


  Introduction

      The main core activities of university professors are three: Education, Re-
  search and Knowledge-sharing. Different training opportunities and seminars
  are organized in order to improve and keep up-to-date on the research side as
  well as in technology transfer, while very little motivation is provided to im-
  prove teaching skills and methodologies.
      Considering the teaching approach, in the last twenty years the so-called
  “learning paradigm” has undermined the traditional methodologies. This face-
  to-face approach appears to be less effective in creating knowledge, as well as
  technical, and soft skills to fulfil professional roles (Ciappei & Cinque, 2014).
  For these reasons, professors need to face different challenges and opportunities
  aimed at transforming the students’ approach from passive to active learning.
  Moreover, these new methodologies require a review in the evaluation criteria
  (Nicol, Thomson, & Breslin, 2014).
      Passive learning has been defined as the process in which students take on
  the role of “receptacles of knowledge”, where they do not directly participate.
  Active learning, on the other hand, is more likely to take place when students
  are doing something besides listening (Ryan & Martens, 1989).
      Different classroom methodological strategies have been studied by educa-
  tors in order to turn the current standard education approach into a student-
  centred one (Bonwell & Eison, 1991; Ambrose, Bridges, Lovett, Di Pietro, &


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  Norma, 2010; Coryell, 2017). In several Countries around the world, the im-
  plementation of these techniques has been assigned to the “Teaching and Learn-
  ing Centers”, which are academic services for implementing teaching strategies
  and innovations. These facilities provide a wide variety of tools and methodol-
  ogies with a generic significance. On the other hand, the teaching experience
  of each lecturer is influenced by a lot of endogenous parameters. One can cite,
  for example, the skills and attitudes of the teacher himself, the subject charac-
  teristics, the contents, and the formative aims of teaching, the composition of
  the classroom in terms of prior education, attitude and expectations. In other
  words, one faces the problem of “teach how to teach”.
      In order to meet each lecturer’ expectations towards an improvement in their
  ability to transmit knowledge, it may be useful to provide them with a mix of
  opportunities. An extremely wide variety of experiences, tools, relationships
  from which everyone can feel inspired to increase the effectiveness of their
  teaching and the participation of their students.
      This paper is aimed to describe and critically analyze the so-called “POT”
  experience (POT: Provide Opportunities in Teaching) performed during the last
  few years at Politecnico di Torino (PoliTo, Italy).


  1. Context

      The Italian academic system is organized in a hierarchical structure. Climb-
  ing up the ladder of the academic career one can mention the following posi-
  tions: PhD, Research Post-Doc Fellow (Assegnista di Ricerca), Temporary
  Contract Researcher (Ricercatore a Tempo Determinato di tipo A – RTDa),
  Tenure Track Researcher (Ricercatore a Tempo Determinato di tipo B – RTDb),
  Associate Professor (Professore Associato – PA), and Full Professor (Profes-
  sore ordinario – PO).
      The selection procedure to apply as Temporary Contract or Tenure Track
  Researcher is run locally by each Institution. The evaluation criteria are mostly
  related to qualifications in research. In order to apply for a professor position
  one needs first to achieve the so-called “National Scientific Employability”
  (Abilitazione Scientifica Nazionale – ASN), either for Associate or Full profes-
  sor position. This is a national scientific qualification strictly based on research
  reputation, performances, and bibliometric indicators. Candidates qualified
  with the ASN can proceed to the following step and apply for an Associate or
  Full Professor position at a local university (European University Institution,
  2018).
      In recent years, the need for a new balance between research and teaching
  activities has come to light both in career development and in the professional

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  preparation of lecturers. Raising the overall quality is the prerequisite for attrib-
  uting the right positioning to teaching and encouraging the active involvement
  in the processes of improving teaching activity (Felisatti, 2016), as it is stressed
  at a European and International level (OECD, EHEA, EUA). Universities must
  take on the task of qualifying and appreciating their teaching at a didactic level
  (High Level Group on the Modernisation of Higher Education, 2013). As far as
  the Italian context is concerned, the Prodid project (Preparazione alla profes-
  sionalità docente e innovazione didattica) by University of Padua has identified
  some guidelines for an “Italian way to qualify for university teaching” (Felisatti
  & Serbati, 2014; Felisatti, 2017). The structuring of a Teaching Learning Center
  (TLC) and the presence of some key factors are important: clarity of vision,
  quality of the training proposals, link with innovation and research in the field,
  systemic approach. The QUARC_Docente Document of ANVUR (ANVUR,
  2017), developed by a group of Italian and foreign lecturers, identifies training
  as a necessary strategy for didactic innovation, to be connected with profes-
  sional quality recognition systems and to be considered as a structural network.
  Following this approach, several universities are experimenting with new train-
  ing models (Nigris, 2018; Coggi & Ricchiardi, 2018): constructivist, experien-
  tial and reflective, experienced within the learning community (Serbati,
  Felisatti, & Dirkx, 2015) and often linked to the use of technologies in teaching
  (Ranieri, Raffaghelli, & Pezzati, 2018).
      At PoliTo, the selection procedures of applicants to academic roles primarily
  evaluate the qualifications on research, while taking into consideration also
  Technology Transfer and Teaching experiences. Therefore, no evaluation of the
  candidate’s teaching skills actually takes place. This entails an increasing effort
  in improving research outputs while real engagement in teaching is lacking.
      The situation in Italy is very similar to what Amundsen and Haakstad (2017)
  refer about Norway University professors. They describe four teaching roles:
  - anti-reform teachers, who consider changes as a threat to academic freedom
      and to the autonomy of the discipline communities;
  - unwilling teachers, who believe that only research defines status, promotion
      and career;
  - conservative teachers, who focus on discipline knowledge and rely only on
      traditional methods based on knowledge transfer;
  - lonely teachers, who undertake little cooperation with other teachers, be-
      cause they consider themselves a lonely king in his own teaching realm.
      The Italian universities usually supply basic training and project works for
  the development of research skills starting from the PhD study level, whereas
  the teaching training is assumed to be self-learned and is almost completely
  absent on the institutional level (Serbati, Felisatti, Da Re, & Tabacco, 2018).


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      Moreover, in the last decades, the turnover in professorships has been very
  low due to national policies related to the Italian national debt. In particular, the
  number of professors with permanent contracts at PoliTo is decreasing year by
  year and is only balanced by the amount of external professors with temporary
  contracts (Ballatore, Montanaro, & Tabacco, 2018).
      This results in a significant age gap between current professors and the new
  comers. This difference in age has caused an interruption on the transmission
  of the didactical skills. In fact, previously new professors used to shadow the
  more experienced one in order to learn from them and improve the teaching
  methods by preparing slides or being in charge of small pieces of lectures and
  training sections. Nowadays, due to the high workload each professor has to
  face, this peer-to-peer training is no longer possible. This implies a lack of at-
  tention on the teacher role preparation.
      Moreover, also the age gap between students and current professors is a rel-
  evant matter. As the National Agency for the Evaluation of Universities and
  Research Institutes (ANVUR) report on the research describes, the average age
  of teachers is increasing: only 0.2% of full professors are under 40 years old,
  while half of the academic population is over 60 years old. Even the researcher
  category is ageing, with the average age standing at 39.4 years (ANVUR,
  2018).
      This generational difference is further accentuated by the increasing use of
  technologies. Nowadays students belong to the so-called “digital natives” com-
  munity, consequently, the didactic dialogue suffers also from this gap. In fact,
  as long as the shadowing training was in place, the young professors used to
  implement some innovation in the classrooms of the experienced professors
  (bidirectional win-to-win interaction). For example, one can mention the use of
  slides instead of the transparencies. These innovations turned out to be ex-
  tremely helpful in filling the age gap by adapting the language of the lessons to
  the language of the audience.


  2. Aim and methodological approach

      Each professor has their own perception, therefore also a specific approach
  to teaching. Moreover, the classroom environments and the contents of each
  course require a methodological tailoring, as well as giving approaches and
  tools in knowledge exchange.
      In order to fulfil the large variety of teachers’ expectations and necessities,
  at PoliTo the so-called TEACH-POT was designed. Like a culinary pot, differ-
  ent inputs on methodological approaches, teaching tools, and technologies have
  been put in place. From this portfolio of resources, each professor can choose

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  what to adopt and how to implement the newly learned findings into their own
  courses. The pot variety goes beyond the specific personal experience of each
  professor because it generates a global debate on the teaching mission.
     The TEACH-POT was designed by taking into consideration the recommen-
  dations of the “High-level group on the modernization of higher education”
  (European Union, 2013) as well as the statements of the European ministers at
  the end of the Bergen (Area, 2005) and of the Yerevan (The European Higher
  Education Area, 2015) Conferences on the quality of teaching and the prepara-
  tion of teachers.
     The TEACH-POT consists in three main components:
  - methodological training: people can learn and discuss new approaches and
     methods to implement in their lessons;
  - teaching technologies: moments dedicated to some valuable insights into
     the opportunities offered by new technologies;
  - methodological experiences: best practices are shared and some occasions
     to put in place new methodologies are organized.
     A survey on the general impact of the TEACH-POT has been submitted to
  professors working in all departments of PoliTo, from any educational field and
  with different career paths. This has helped defining the impact of this “melt-
  ing-pot” approach compared to a more traditional one.


  3. Key findings

  The activities were opened to the entire academic community. However, for
  some of them, a maximum of participants was set, depending on the nature of
  the activity. A limit of about 25-30 people was set for all the projects and group
  work activities, this ensuring a very high degree of interaction and discussion.
  For all the conferences and plenary meetings, on the other hand, the number of
  attendees ranged between 100 and 250 people. The professors who attended at
  least one activity were around 400, with a majority of researchers, either with
  a Temporary Contract or Tenure Track ones.
      All participants were invited to fill in a questionnaire designed to solicit their
  feedback on the effectiveness of this approach.




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  Fig. 1 - Pie charts about survey results on the questions: (a) Were the contents exciting (b) Were
  these moments on teaching training useful for you?

                        (a)                                        (b)

                           17%                                       13%
                                           No                                          No
                                           Yes                                         Yes

                83%                                         87%


      Regarding the activity contents, 83% of professors found them exciting and
  87% also useful (Fig. 1).
      Moreover, 72% of attendees stated that they have changed their teaching
  methodologies and tools accordingly to the inputs received during the training
  (Fig. 2a).
      In addition, the TEACH-POT has generated an effective place of common
  discussion and sharing of teaching experiences among professors, as confirmed
  by 83% of attendees (Fig. 2b).
      In the survey, few professors have described their participation in the train-
  ing activities as a waste of time due to what they considered a too low valori-
  sation of teaching duties in their academic career.

  Fig. 2 - Pie chart referring to the question: (a) After attending the TEACH-POT activities have
  you changed your teaching methodologies? (b) Has the TEACH-POT training encouraged the
  teaching discussion and dialogue with your colleagues?


                           (a)                                           (b)
                                                                     17%
                               28%
                                           No                                         No
                                           Yes                                        Yes
                 72%                                      83%


    In addition, some simple meta-analysis on the questions with an open com-
  ment is been performed and the result will be discussed in the following section.


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  4. Discussion

      For a better understanding of the results, it is important to first and foremost
  describe some components of the “pot”.
      The participation in the methodological training is highly recommended to
  younger professors. The two main activities in this field are the courses “Eng-
  lish as a Medium of Instruction (EMI)” and the “Learning to Teach in the
  Higher Education” (Apprendere a Insegnare nell’Higher Education). The EMI
  is a structured path in 4 units that aimed to strengthen the use of technical Eng-
  lish for the transmission of scientific knowledge. In particular, the linguistic
  objectives of the course are dealt with at the same level both in Italian and in
  English, developing familiarity to spontaneously interacting with the students
  in the classroom, explaining the same concept in different ways, and perform-
  ing assessment expectations in a non-native language. In addition, a one-to-one
  consultancy service was made available. On the other hand, the “Learning to
  Teach in the Higher Education” is divided into 5 units, each dealing with dif-
  ferent themes starting from the students’ centrality perspective to continue with
  the learning outcomes, didactic methodologies, active learning and learning as-
  sessment. The goal is to provide professors with teaching tools, but also inputs
  and food for thought on training (Serbati, Felisatti, Da Re, & Tabacco, 2018).
      The second component consists in teaching technologies that include, for
  example, the conference about best practices (“Esperienze PoliTo”, PoliTo ex-
  periences), the creation of dissemination videos on different technical subjects
  (“Pillole Online”, Online Pills), and the future course “Open Education Re-
  sources - OER”. The purpose of the “Esperienze PoliTo” is to disseminate best
  practices and to monitor what is already underway among the PoliTo commu-
  nity, in particular on the field of e-learning and MOOC. The idea of the “Pillole
  Online” stems instead from the need to strengthen effective communication be-
  tween the university and both current and prospective students. Some profes-
  sors were supported in the creation of dissemination videos, lasting a few
  minutes. The treaties vary from the scientific contents to those about the ser-
  vices available at the university. Another example is the openness attitude of
  the PoliTo community (Nascimbeni, Burgos, Campbell, & Tabacco, 2018); tak-
  ing into account the results an OER courses will be made available in the near
  future (OPENMed project, 2017).
      Finally, for the methodological experience parts following activities have
  been organized: a cycle of dissemination conferences, a teaching project on tal-
  ented students’ valorisation, and support and mentorship on Students’ teams in
  technical and transversal subjects. Talking about dissemination conferences
  different typologies have been put in place. For example, “Costruire il futuro –
  da un’idea di Piero Angela” (To build the future, from a Piero Angela’s idea, a

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  very well-known Italian communicator), an event that includes 15 scientific and
  futuristic meetings allowing the dialogue with experts of international rele-
  vance. The idea arises from the rapid changes we are experiencing. Other ac-
  tivities were the “TeatroScienza” (Teather&Science), in which some comedies
  and theatrical performances about scientific themes were organized, and the
  “GiovedìScienza” (Thursday on Science), a weekly cycle of conferences held
  by professors on specific technical and innovative subjects (events with free
  entry for the whole community). Whereas some hybrid activities moments, ded-
  icated to talented students (top 4%), are special learning moments. Professors
  have the opportunities to experiment new learning methodologies with a small
  class of well-responding students (Ballatore, Montanaro, & Tabacco, 2019).
  Last but not least, the tutoring on Student teams is a great occasion to review
  the way on exchanging knowledge with a high level of scientific contents.
      Regarding the motivations for attending at least one activity, professors
  were driven mostly by personal interest, academic attendance recommendation
  and a desire to improve both teaching quality and methodology. A brief sum-
  mary of the key-words occurrence is shown in Fig. 3.

  Fig. 3 - Meta-data analysis on the question: What motivated you to participate in training sec-
  tion/s?


                          Personal interest
    Academic attendance recommendation
        Improving teaching methodologies
              Improve the teaching quality
             Learn and know new methods
               Discussion with colleagues
                              New stimuli
                                 Curiosity
                               Team work
      Interaction with small group students

                                              0%    5%   10% 15% 20% 25% 30% 35%


     The participants’ expectations were mainly related to the improvement and
  suggestions for communication, teaching methodologies, and technologies. In
  particular, they wanted to learn from experts. In the meantime, some of them
  were curious about best practices and teaching redesign, as well as interactions

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  with small groups and team works. Only a few had low expectations, although,
  in the end, they all find it useful to attend.
       The impact of the overall project can be evaluated on two dimensions: the
  real effect on redesigning lessons, and the discussion on the matter within the
  entire academic community.
       Looking at the survey results, the majority of professors stated that they
  changed their teaching methodologies. Thanks to the meta-analysis performed
  on the question “How did the participation change your teaching experience?”,
  it is possible to have a picture on the innovation that the TEACH-POT is creat-
  ing in PoliTo. In general, lessons are becoming more interactive with the intro-
  duction of different active learning actions like the real-time quiz with clicker
  tools. On the other hand, the point of view about teaching is changed with a
  higher degree of awareness on which tools is better to use in certain occasions.
  These content and methodological considerations lead to a revision on course
  design, lesson structure and exam typologies (Fig. 4).

  Fig. 4 - Meta-data on the question: How did the participation change your teaching experience?


                   Active learning general actions
          Change the point of view about teaching
         Better course design and lesson structure
                 Real time quiz with clicker tools
                       Questions with hand rising
                                    Less notional
     Home assignements and intermediate in-class…
        More awarness on which instrument to use
                                     Sign-posting
                                 Project-oriented
                                 Bloom taxonimy
                                     Group-work
     Redesign of the exam methods by considering…

                                                     0%   5%   10% 15% 20% 25% 30% 35%


     While considering the impact on the entire academic community, the inter-
  action between participants of different disciplines and career levels has also
  affected the behaviour of professors not attending the activities. The discussion
  focuses on the role of teaching in general with a specific attention to the active
  learning actions implementations.
     On the other side, the institution had also ensured the availability of tech-
  nologies and started to reshape the environment in classrooms.


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  5. Conclusions & recommendations

      By providing opportunities in teaching, professors were able to choose a
  tailor training path. The different activities available inside the POT were re-
  lated to methodologies, technologies or experiences on teaching. The number
  of participants was high as well as their motivations and expectations.
      These experience outcomes were a significative improvement on the aware-
  ness of the topics concerning the Education core with a diffuse discussion
  within the academic community and a revision on the used methodologies and
  technical tools support. The community dialogue helped sharing good practices
  and innovation, although also career evaluation discussion was erased. If teach-
  ing is only an obligation, but it has no direct impact on career, the quantity of
  effort spent on those activities will be as low as possible. These considerations
  lead the modification of the local selection procedures among which more at-
  tention to the teaching experiences is now included.

  Acknowledgments
      The authors acknowledge the lecturers of PoliTo for the supplying of data
  and the fruitful discussion. The authors are also grateful to Dott. Maria Pia Costi
  for her comments on an earlier version of the manuscript.

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