Hazel Melanie Ramos | Vice Provost for Teaching and Learning
University of Nottingham Malaysia

Hazel Melanie Ramos, Vice Provost for Teaching and Learning, University of Nottingham Malaysia

Professor Hazel Melanie Ramos is the Vice Provost (Teaching and Learning) and Professor of Industrial/Organisational Psychology at the University of Nottingham Malaysia.  She is the Malaysia Campus' founding champion for the Nottingham Teaching and Learning Observation College (TLOC). Prior to this, she was the Associate Dean for Teaching and Learning at the Faculty of Arts and Social Sciences and was Head of School of the Division of Organisational and Applied Psychology. Hazel is a Senior Fellow of the Advance HE. She is also a recipient of the prestigious Lord Dearing Award (2022) and the Vice Chancellor’s Medal (2017) from the University of Nottingham for her high commitment to Teaching and student support. Hazel completed her undergraduate degree in Business Administration from the University of the Philippines Diliman before pursuing an MA in Counselling Psychology and PhD in Clinical Psychology at the Ateneo De Manila University. Hazel publishes papers in areas of work psychology such as work-life balance, stress and burnout and psychological ownership in family firms. More recently, she has explored innovative work behaviours and the management of non-family employees.

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Pre-conference Workshops @ 10:00

[M4] 5 Nov (AM) - The power of dialogue: enhancing the learning experience through peer observation reflection

This workshop aims to nurture and engage effective approaches to teaching and learning through the practice of peer observation and professional dialogue.

Taking time out for professional dialogue is advocated as a means for professional learning and reflection on practice. Peer-observation of teaching (PoTs) has been widely recognised as a mechanism for developing an individual’s teaching practice. Specifically, formative peer observation and/or professional dialogues are considered by many to be a powerful tool for providing feedback to individual educators, disseminating disciplinary good practice and fostering a local evaluative enhancement culture.

Despite its widespread use, however, there are still reservations about the extent to which participation informative teaching observation can contribute to educators’ development. One critical area associated with the success of PoTs is the role of observers themselves. Specifically, observers with the right attitudes, skills and capabilities are more likely to provide quality and developmental feedback to colleagues. However, many observers often find themselves in such roles with little or no formal training. Therefore, the development of specific skills and abilities related to peer-observation and dialogues among educators are critical.

One powerful tool that can help develop observers is reflection. Through a combination of case scenarios and hands-on activities, this practice-based workshop seeks to develop individuals’ reflective practices as an observer. Additionally, participants will gain insights into best practices and challenges associated with Peer Observation/Professional Dialogues via an introduction to the practices of The University of Nottingham’s Teaching Learning and Observation College (TLOC).

Workshop participants will:

  • Learn how to develop critical skills associated with the peer-observation process
  • Discover how to apply reflective techniques through effective questioning methods
  • Develop individual feedback skills to enhance your teaching and learning experience
last published: 22/Jul/24 04:15 GMT

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