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Topic: Current topics in macroeconomics
Lecturer name: Amaya Vega
Date: 20/03/2019
Duration of Learning unit: 1h
Module: Intermediate Macroeconomics
Topic: Technology, jobs, and the future of work, Part 1
Mark the type of session:
Lecture X Tutorial ☐ Lab ☐ Studio ☐ Workshop ☐
1. AIM
The main aim of this lesson is to:
Discuss the changing nature of work
Identify key trends in global employment according to McKinsey Global
Contribute to the discussing by providing examples
2. MAIN LEARNING OUTCOME & CORRESPONDING ASSESSMENT
Module Learning Outcomes (LOs) Assessment of LOs
At the end of this lesson the students will be (Note: each LO has an assessment. Include a variety
enabled to… of types.)
Understand the changing nature of employment – Students will read and discuss the article by
automation, digital platforms, etc. McKinsey Global Institute on this topic.
Understand the differences between various types Students will relate what they have learned in
of unemployment previous lectures with the article by McKinsey
The natural rate of unemployment Global and discuss future patterns of
Job search and frictional unemployment unemployment.
Real wage rigidity and structural
unemployment
Patterns of unemployment (cyclical)
Share their thoughts and answer to specific Student will provide the lecturer with
questions on an individual basis thoughts/answers on a number of questions via
Padlet App.
3. THE LESSON
5 mins Slides on the review of Topic Students will listen to the lecturer
Unemployment. to review these concepts.
(10 mins) Acquisition learning
Production learning
CLOSURE (END)
4. LIST OF TEACHING RESOURCES
For class:
Slides, article (handout) and Padlet
5. CRITICAL REFLECTION
Strengths
(before lecture)
This is an on‐going exercise worth 5% of overall marks. Students have to contribute to at least 80% of
discussion sessions. Since they have to attend and participate to get their marks, it is a good
opportunity to engage with the students. In addition, this article will be part of their summer exam and
they know it so there is an additional interest in completing this exercise from their perspective.
(after lecture)
This is an interesting topic and I can tell from the student’s answers that they understood the
implications of technology in the future of employment. The students were able to connect the
theoretical aspects of the topic with the article and the implications that this may have for the Irish
economy. The experience in using the padlet for these types of exercises is very positive. Students
often communicate via mobile phone and while I still think that verbal communication is important,
this is an alternative to engage with the naturally quieter ones.
Challenges
(before lecture)
Students are generally very quiet and only provide their thoughts through the Padlet and not viva voce.
This is disappointing as the objective here is to have an active discussion. Attendance is low considering
it is directly link to their final marks and exam. I am going to start using their first names to “force”
words out of them. This is an approach I am considering after peer reviewing a T&L cert. colleague’s
lecture, as it worked in their case. I am going to try that out myself.
(after lecture)
Attendance was still low, but using their first names in discussion gave me a chance to connect with
the students. The key challenge with the session is that students do not print the articles. I upload the
articles into LO well in advance of the lecture, but still I saw nobody with a printed version, which
makes me think that the students did not care to read them in advance. I have made the point of not
printing material this year as an environmentally driven measure form my side. I am thinking that in
order to be successful, I would need to link the reading of the material to activity completion in
Moodle.
Areas that could be improved upon
Prior work to be carried out at home as part of independent learning so that when the student
attends the workshop, there is no need to give them time to read the article(s)
To what extent did you address different domains of learning?
During the lecture, I addressed the cognitive learning domain with the reading and comprehension of
the concepts in the article. I also addressed the affective domain at the lowest‐order level (receiving
and responding) where the students paid attention to guidelines and explanations and also responded
and participated in the learning process.
What would I do differently next time?
I would encourage students to read the material in advance by tagging the reading activity in Moodle.
I would then carry out the exercise as it is using the padlet. However, I think that I would like to include
an additional activity that would involve collaboration. Most students were giving their answers
without any discussions among themselves. I would like to see more collaboration in formulating their
answers. The structure of the classroom does not allow for these types of activities as it is a regular
lecture room, but I may be able to organize these in tutorials/workshops where I have lower numbers
of students.
Select & Prioritise Your Content:
For the session, decide what material is used in class and what material the students should study
independently and/or online. To do this, think about the material and its relative importance and
prioritise and list in the appropriate quadrant.
Support Learning Independent Learning
Priority Types of unemployment and Other examples of new patterns of unemployment
differences between each type
(Need to know) Understand how policy can alter unemployment in
Understanding current patterns of general and different types of unemployment in
unemployment globally particular.
Supplementary
Learning (Nice to
New trends in employment
know) Padlet and in‐class discussion (talking)
Online Student Engagement Tools:
Slides will be available in Learnonline as well as McKinsey Global institute article (handout in class).