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In this section…
- Inclusive Teaching Practice
- Workshops and Events
- Learning and Teaching Development
- Bespoke support for Individuals, Schools, Faculties and Services.
- Credit-bearing Courses (2016-2017)
- Reward and Recognition
- Technology Enhanced Learning
- The Casebook
- Individual Application for Professional Recognition
- Student Education Handbook
The Masterclass events have replaced the Talking about Teaching series, and are co-organised by the Leeds Institute for Teaching Excellence (LITE) and Organisational Development and Professional Learning (OD&PL, formerly SDDU). They are led by nationally recognised speakers and are designed to provide new ideas and discussion about a range of aspects of learning and teaching.
For further details, and to attend an event, please contact Rekha Parmar on firstname.lastname@example.org
We are looking forward to hosting more Masterclass events and welcome any suggestions. Therefore if you have seen an inspiring speaker at a conference and you think they would add value to the Masterclass programme, please contact Kate Exley in OD&PL on email@example.com
The next event taking place is Building Digital Platforms to Support the Work Placement Journey led by Rebecca Evans (Work Placement Manager) and Greg Miller (Head of Placements), 20 June 2017, 12:00-14:00.
Building Digital Platforms to Support the Work Placement Journey
The University secured funding from the HEA ‘Vice-Chancellor’s Strategic Initiative’ to develop digital resources to support students through the pre, during and post work placement journey.
With ever growing numbers of student taking the option to extend their degree with an accredited full year work placement, the University developed the digital ‘your placement year guide’ to achieve a number of objectives:
- To provide an informative step by step guide for all students considering undertaking a work placement.
- To provide an interactive online collaborative platform for students to interact with professional staff, employers and other students before, during and after their placement.
- To embed the notion of ‘scholarly continuity’ to support learning
- To support the students’ transition back into the academic environment
- To reduce inefficient transactional costs through instantly accessible information and resources
This LITE Masterclass will explain the pedagogy and the practice behind the resource development, developed in partnership by our academic lead, the Digital Learning Team and the Student Placement Division.
It will also look forward to future developments, and raise powerful questions about the way Universities are dealing (or struggling to deal) with the challenges of placement preparation, support and re-acclimatisation.
Please email firstname.lastname@example.org, and indicate if you have any special access or support needs. All places will be confirmed by email.
Curating the curriculum led by Dr Nick Grindle, Art Historian from UCL, 25 May 2017, 12:00-14:00.
Student curating activities, including online curation, have a strong track record in promoting good and wide-ranging learning outcomes. Curating helps build connections between academic and workplace learning, provides experience in communicating with public audiences, and helps students gain experience of collaboration in research and project work. Curating also describes the way that ‘Millenials’ manage and organise their university learning and its relation to other activities such as internships, personal development, and career planning. Understanding students’ experience of curation, especially in online environments, is therefore vitally important to helping us shape the university experience for the next generation.
Nick Grindle is an art historian and academic developer who works at UCL and has explored student’s experiences of curation in a number of short publications and through his use of curation activities in his teaching, and his experience as an exhibition curator.
This session will explore two ways by which students have been engaged in actively ‘making’ history at the University of Lincoln, ranging from simple classroom activities to digital projects embedded across the entire curriculum. The first part outlines a HEA/JISC-funded project, Making Digital History, in which students from across the curriculum were challenged to produce online learning resources that taught others about their research into history. This approach was integrated across the curriculum at Lincoln and had a number of positive impacts, as well as presenting challenges for staff and students. The second, more exploratory, half of the sessions explores some of the ways in which the speaker has engaged students in ‘making’ activities in the classroom, from Lego to gamification to making posters.
Jamie Wood is Principal Lecturer in History at the University of Lincoln where he acts as Director of Teaching and Learning in the School of History and Heritage. He researches and teaches courses late antiquity and the early middle ages and has taught across a range of humanities disciplines at other institutions. Jamie is particularly interested in the application of inquiry-based (IBL) pedagogies in higher education, having previously worked at the University of Sheffield as an educational developer. He has participated in a number of HEA, JISC and QAA enhancement projects, and has published a number of papers on IBL and the application of technology to support student learning in History and other disciplines (you can access some of these papers via his staff profile: http://staff.lincoln.ac.uk/jwood).
Is there room for comedy in the classroom? What is the pedagogical role of the performing arts? This session showcases Gill’s award-winning innovative teaching methods for enhancing student engagement and effective learning.
‘Theoretical Theatre’ is a semi-improvised performance pedagogy with wide applicability across the curriculum, and the ideas are catching on. Through creative improvisation, and the use of characters-as-concepts, classroom environments are transformed and learning is enhanced. Gill will present some examples of this in practice and discuss her experiences of developing, delivering and adapting this versatile teaching method to several different topics. She reflects on the pedagogical rationale for this approach, the benefits and limitations of what they’ve achieved, and makes some suggestions about how the method might be adapted and used in other fields. We will then explore the scope of this method through a hands-on workshop activity, allowing all participants to experience and learn about the transformative power of these pedagogies to engage, motivate and inspire students. “We’ve got comedy glasses and we’re gonna wear ‘em.”
Gill Seyfang is a Reader in Sustainable Consumption in the School of Environmental Sciences, and a University Teaching Fellow at the University of East Anglia. She leads the development of award-winning innovative performing arts pedagogies ‘Theoretical Theatre’ which have caught on and spread internationally. Gill firmly believes that comedy in the classroom should be taken much more seriously as a teaching tool for the 21st century.
Researching Higher Education from within the Discipline: Perils, Pitfalls and Pleasure led by Professor Fiona Cownie, Pro Vice Chancellor (Education & Student Experience) and Professor of Law at Keele University.
This session will look at how research into higher education is often carried out by academics located within disciplines other than (higher) education. While bringing with it many advantages in terms of subject-specific knowledge, this state of affairs also brings with it a number of challenges, including resistance to education research from subject-specific researchers, journal editors and other stakeholders, methodological difference and the lack of an immediate network of peers.
Profesor Cownie will explore the strengths and weaknesses of higher education research published from a disciplinary perspective, particularly in the context of the changing landscape of higher education signalled by the introduction of the Teaching Excellence Framework. She will ask whether it is realistic to expect such research to make a significant contribution to the intellectual debates around higher education, or whether it should merely be confined within its disciplinary boundaries, as some critics might suggest.
Inclusion and Diversity: what does this mean for staff and students? led by Professor Kalwant Bhopal, University of Southampton, 12 July 2016, 12:30 – 15:00
This session will explore aspects of inclusion and how they can work in practice for both staff and students in Higher Education. The session will be based on the analysis of data from two different research projects that examined the experiences of Black and minority ethnic academics in universities. It will also explore the experiences of a minority group of learners (Gypsy, Roma and Traveller students) in schools and consider how teachers and institutions can provide an inclusive pedagogy for these groups. The session will explore positive ways to develop inclusive practice in schools and universities.
The talk will draw upon current literature and on-going research relating to inclusion and diversity in Education at both Secondary and HE levels.
‘Projects for teaching and learning: pleasures and pitfalls’ led by Professor Christine Jarvis, University of Huddersfield on Thursday 19th November 2015, 14:00 – 16.00pm
The seminar looks at one aspect of the University of Huddersfield’s approach to developing teaching and learning over the past two years: trying to deliver significant aspects of its Teaching and Learning Strategy through projects led by staff from across the institution.
The projects the session will focus on are:
- Developing students as researchers – the development of an undergraduate research journal)
- Enterprise and Employability – developing the use of simulations)
- Developing digital literacies in staff
- And under the banner of the Inspire Module:
- voting technologies/ self and peer assessment
- A speed dating approach to encouraging enterprise in design students
- Using game theory to teach theoretical concepts
The session will be structured in two parts, each focusing on three projects, with a break for some discussion at the end of each part.
Christine Jarvis is PVC for Teaching and Learning at the University of Huddersfield.. She began her career working in community education with unemployed young people and went on to teach in further and adult education before moving into HE. In 2010, she was awarded a National Teaching Fellowship by the Higher Education Academy for her contribution to teaching and learning. She did undergraduate and postgraduate degrees in English and European Literature at the University of Warwick, a Graduate Certificate in Education at the University of Leicester, and completed her PhD at the University of Leeds. Her research interests are interdisciplinary, combining literary studies, cultural studies and education. She has written about the impact of literature on students’ world views, about young adult fiction, film and television, and about the representation of education in popular culture. Externally she is a member of the Education and Training Foundation’s Expert Panel on Professional Standards and Workforce Development, serves on the Oldham Education and Skills Commission, is a Trustee for CERTA and HEART, a member of Kirklees College Corporation and Chair of Dewsbury Learning Trust.
Learning and Teaching Flexibly: Joys, Challenges, Imperatives
Dr Alison Le Cornu
Consultant in Academic Practice for the Higher Education Academy, on Monday 11th May 2015, 12:00 – 3.30pm
- View a short podcast from the session
This Master Class examines the case for flexible learning within higher education, exploring its nature and raison d’etre, and the impact these can have on teaching and learning. Some of the dimensions of flexible learning are well known and recognised, others less so. The Master Class is an opportunity for both, but especially the emerging strands that contribute to flexible provision, to be considered in terms of the positive contribution they can make to an institution, as well as the challenges and ways in which these might be addressed.
Dr Alison Le Cornu has worked with the Higher Education Academy since November 2011, originally as the Academic Lead for Flexible Learning, adding the Academic Lead for Educational Learning Technologies (ELT) to her portfolio a little later. She has been a Consultant in Academic Practice since August 2014.
Alison has a strong background in part-time, online and distance learning. Having been the course leader of two distance learning programmes (BA and MA) at Oxford Brookes University, she was taken on to participate in a number of fixed term JISC-funded projects at Oxford University where she was part of a research team investigating different aspects of online learning.
She came to the HEA following 18 months as an educational developer at Warwick University. Under her leadership the Flexible Learning theme has developed significantly, with a major series of reports, ‘Flexible Pedagogies: preparing for the future’, focusing on some of the key dimensions of the theme: part-time learners, work-based learning, credit accumulation and transfer, technology-enhanced learning, and new pedagogical ideas. The series culminated in a major publication written by Professor Ron Barnett, ‘Conditions of Flexibility: securing a more responsive higher education system
Dr David Scott
Professor of Curriculum, Pedagogy and Assessment at The Institute of Education, University of London
- View Learning Transitions by Dr David Scott from the Session
- View a short video from the Session
The concept of a learning transition is increasingly being used in higher education to identify key progression stages for learners such as the move into University to begin undergraduate programmes, progression from undergraduate to postgraduate study and the move from University into employment.
The Seminar – Professor Scott and colleagues have sought to unpack the concept of transition and to develop pedagogic strategies to enable learners to progress their learning careers. Five different teaching and learning modes related to learning transitions have been examined, namely: identity transformations, academic literacy practices, transformational pedagogies, assessments for learning, and feedback mechanisms.
This seminar will focus on students transitioning to Masters Level postgraduate study. The experiences of four different groups of students will be presented. These include students with undergraduate degrees taking a postgraduate certificate (PGCE) programme; full-time international Masters students, also new to the UK; home, part-time Masters students combining study with full-time work; and a group of students from non-standard backgrounds. Those attending will be able to consider the experiences which appear to be common to all levels of transition but also take into account the specific circumstances in which those transitions play out in practice.
The Speaker: David Scott is Professor of Curriculum, Pedagogy and Assessment, Institute of Education, University of London.
His most recent research projects include:
Curriculum Reform in Kazakhstan, Kazakhstan National Government; Curriculum Development (with Leaton Gray, S. and Auld, E.) International Baccalaureate Organisation (IBO); Facilitating Transitions to Masters-level Learning through Improving Formative Assessment and Feedback, Higher Education Academy; Evaluating Teacher Development, CAPES, Brazil; Assessment for Learning (with the Hong Kong Institute of Education); Teacher Training and Development, Save-The-Children Fund, India, European Commission; Curriculum Structures 14-18 in a Mexican State (with C. Posner, C. Martin, E. Guzmann), Ministry of Education; National Curriculum Standards and Structures in Mexico (with C. Posner, C. Martin, E. Guzmann), Mexican Ministry of Education; India Capacity Building to the Elementary Education Programme (with G. Kingdon, G. Stobart, et al.), Department of International Development, in conjunction with Cambridge Education (Principal Investigator); Interdisciplinary and Inter-professional Practice and Training in a Hospital Trauma Team (with A. Brown), Work-based Learning for Education Professionals Centre for Excellence, London Institute of Education; Roles and Responsibilities of School Business Managers (with F. O’Sullivan and E. Wood), National College for School Leadership; Professional Doctorates and Professional Development in Education (with I, Lunt, A. Brown and L. Thorne); ESRC funded project.
His most recent books are:
- Scott, D., Husbands, C., Slee, R., Wilkins, R. and Terano, M. (2015) Policy Learning, London: Sage
- Scott, D. (2015) Bhaskar and Education, Dordrecht: Springer International
- Scott, D. (2014) New Perspectives on Curriculum, Pedagogy and Assessment, Dordrecht: Springer International
- Mota, R. and Scott, D. (2014) Educating for Innovation: A Guide to Independent Learning in Brazil and England, London: Elsevier
- Mota, R. and Scott, D. (2014) Educando para inovacao e aprendizagem independence, Sao Paulo: Elsevier Editora Ltda
- Scott, D., Posner, C., Martin, C., Guzman, E. and Alvarez, O. (2014) Interventions in Education Systems: Reform Processes and Capacity Development, London: Continuum (Bloomsbury)
- Scott, D., Evans, C., Watson, D., Hughes, G., Walter, C. and Burke, P-J. (2013) Transitions in Higher Education, London: Palgrave Macmillan
Building Leadership Capacity and Capability through Learning and Teaching Development Initiatives led by Professor Lorraine Stefani, Professor of Higher Education Strategic Engagement, University of Auckland, New Zealand on Wednesday 19 November 2014, 1.30 – 4.00
- View the slides from the session.
- View video from the sessionː
This talk will offer a perspective on how universities can create a culture of academic leadership through development strategies deliberately intended to build leadership capacity and capability. The topic of higher education and academic leadership has come further to the forefront in recent years as universities face new challenges including the changing expectations of the student population. As higher education institutions change in response to shifting demands from its many stakeholders, there is also dialogue and debate regarding academic leadership, and the example we collectively and individually set for our students.
This talk will draw on current literature relating to leadership and leadership development. It will also highlight some of the strategic actions taken at the University of Auckland, New Zealand, to show how a renewal of the narrative for academic development relating to learning and teaching is helping to build a culture of leadership across the institution. The University of Auckland is the largest and most successful research-intensive university in New Zealand and it prides itself on the strength of its focus on learning and teaching excellence and leadership, as well as research excellence in academic career progression. The talk will encompass the range of developmental opportunities and interventions offered to UoA faculty to show how the programmes are scaffolded in a way that promotes leadership development.
Questions and discussion on the UoA model of academic leadership capability and capacity building and how it relates or compares with strategies adopted at the University of Leeds will be encouraged.
Lorraine Stefani is Professor of Higher Education Strategic Engagement at the University of Auckland. Her role has led to her involvement in projects with the NZ Ministry of Health and the Ministry of Higher Education in Saudi Arabia. She has published widely on topical issues in higher education and presented keynote lectures at many national and international conferences. She is a member of the Advisory Board of Ako Aotearo, the New Zealand Centre for Tertiary Teaching Excellence and currently holds the position of Vice President of the Higher Education Teaching and Learning Association. Lorraine’s current interests include interrogation of leadership models in complex organizations, pedagogy for the 21st century and the changing nature of higher education provision.
Dr Gavin Brown, Dean of Undergraduate Studies, Lancaster University
From Norma Martin Clement, Pro-dean SE in ESSL:
The University of Leeds is one of 21 institutions participating in the Higher Education Academy’s Grade Point Average (GPA) pilot. The HE Academy has been working with the pilot universities and colleges to test the use of a common GPA scale and explore the implications for students, academic and administrative staff and employers. The HE Academy will report on the findings of the pilot in autumn 2014. It is timely therefore for Gavin to be coming to Leeds as Lancaster has already implemented a GPA system for the classification of undergraduate degrees. Gavin led the project group which initiated the change and will reflect both on how the change process was managed and the impact of the shift to a GPA system.
In 2007 Lancaster University started a process of reviewing its undergraduate assessment regulations. The review considered many issues, including promoting the use of the full range of marks, what to do about failed modules, how the exam board process could operate better and how mitigating circumstances should be considered and dealt with. After three years of extensive discussion around the University a new set of regulations were approved in 2010. At their heart was a new grading (GPA) scheme linked to clear and objective marking criteria.
This seminar will describe Lancaster’s system, the drivers for change, the process of consultation, how agreement was reached and the impact the new regulations have had. It is very much hoped that there will be plenty of discussion!
Gavin Brown is a senior lecturer in biochemistry at Lancaster University. For the last eight years he has been the University’s Dean of Undergraduate Studies with the remit to develop strategy and policy relating to learning, teaching and assessment across the institution and ensure successful consultation, approval and implementation. He is also a champion of IT-supported teaching and learning and has successfully introduced a number of initiatives in this area including a new student portal and virtual learning environment, the iLancaster app, automated lecture capture, online collection of student feedback for all modules and the development of Massive Open Online Courses (MOOCs). http://www.lancaster.ac.uk/news/blogs/gavin-brown/
The materials on this page
- Leeds GPA talk
- Exam Marking Label which shows Gavin’s department’s primary and secondary descriptors for exams in 2nd and 3rd year. These descriptors are used when marking, but Gavin also prints this out onto large labels and sticks a copy in the exam booklets (feedback on exams is given). Exam answers are assessed against the primary descriptors to award a provisional grade of A, B, C or D then an assessment is made against the secondary descriptors on the right (with those achieved marked by ticks). Lots of ticks would move the grade up to a (+), no/few ticks would move it to a (-) and a mix would leave the grade in the middle. For fail grades, the secondary descriptors just help to confirm the grade assigned, F1-F4, there is no +/-. Hope this makes sense.
- Student FAQ
- Geography Marking Criteria
- History marking criteria matrix
- Psychology marking criteria
Devising and enacting changes to improve teaching and learning at an institutional level led by Professor Richard Reece, Associate Vice-President, The University of Manchester on Wednesday 4 June 2014, 1.30 – 4.00 (tea & coffee will be available from 1.15).
Large and complex higher education institutions involved in both the creation and dissemination of knowledge are often at the forefront of technological advances and up-to-date practice when applied to the research activities undertaken by their academics. The same is not, however, always the case when applied to teaching and learning processes. At The University of Manchester, recent years have seen a significant institutional focus on improving the overall quality of teaching and learning and the student experience. During this talk, a number of institutional-wide projects aimed at improving teaching quality will be discussed. These will include ways to listen to the student voice, efforts to create parity of esteem between research excellence and teaching excellence, and integrating IT into academic teaching practice.
Session Reference Materials
Richard is currently Professor of Molecular Biology at The University of Manchester, and is also the Associate Vice-President for teaching, learning and students. He studied biochemistry at The University of Leeds and did his PhD work, studying the mechanism of action of DNA topoisomerases, at the University of Leicester. Upon completion of his PhD, he spent five years undertaking post-doctoral work at Harvard University, before returning to the UK as a lecturer, senior lecturer and then professor at The University of Manchester. His research interests focus on the molecular mechanisms by which cells are able to alter their patterns of gene expression in response to metabolic changes in the environment. Richard is deeply committed to raising the standards of teaching quality across higher education and to promoting the public understanding of science. He regularly gives talks, both in the UK and across the world, to school-aged science students and participates in numerous café scientifique-type public science events. http://www.manchester.ac.uk/research/Richard.reece/
The seminar: Teaching and learning in landscapes of practice: a perspective from social learning theory
Learning is often viewed as something individuals do as they acquire information and skills. It is usually associated with some form of instruction, often separated from practice. I will present a different perspective on learning, one that starts with the assumption that learning is an inherent dimension of everyday practice and that it is fundamentally a social process. From this perspective, a living “body of knowledge” can be viewed as a collection of interrelated communities of practice. Learning is not merely the acquisition of a curriculum, but a journey across this landscape of practice, which is transformative of the self. Education is then a guided tour of the various practices that constitute this landscape. Teaching is one of these practices, located like all others in a complex landscape, but with the additional twist that it has to prepare students for their own trajectory through landscapes of practice. The first half of the session will introduce the theoretical perspective. In the second half we will explore the implications for learning and teaching.
The Speaker: Etienne Wenger is a globally recognized thought leader in the field of social learning and communities of practice. He has authored and co-authored seminal articles and books on the topic, including Situated Learning, where the term “community of practice” was coined; Communities of Practice: learning, meaning, and identity, where he lays out a theory of learning based on the concept; Cultivating Communities of Practice, addressed to practitioners in organizations who want to base their knowledge strategy on communities of practice; and Digital Habitats, which tackles issues of technology. His work is influencing a growing number of organizations in the private and public sectors. He helps these organizations apply these ideas through consulting, public speaking, and workshops.
The seminar: e-Learning, mobile learning and Web 2.0 based learning
e-Learning is already very familiar for many university students and lecturers. But what lies behind the popularity of this approach to education? In the last ten years we have witnessed the introduction of two significant technology trends in higher education. The first, student owned mobile smart phones, enables students to gain access to online resources, their peers and tutors independently of location, and provides them with a sophisticated tool kit. Students are now the nodes of their own production. Their smart mobile tools enable them actively to create, repurpose, organise and share their own knowledge on a global stage. The second trend is the proliferation of Web 2.0 services, commonly referred to as ‘social media’. Many students are adept at leveraging these tools to create their own personal learning networks and environments, connecting with their peers, tutors and outside experts effortlessly. In this presentation I will explore the pedagogical and cultural implications of these twin trends and discuss the many possibilities and futures we can expect to see emerging in higher education over the next few years. We will engage with a key question: Do our pedagogical methods and theories need to be revised in the light of this ‘digital revolution’?
Steve Wheeler is Associate Professor of Learning Technologies in the Plymouth Institute of Education at Plymouth University. Steve is a global educator, teaching online, and on a number of undergraduate and post-graduate teacher education programmes in the UK and overseas. He researches into e-learning and distance education, with particular emphasis on the pedagogy underlying the use of social media and Web 2.0 technologies, and he also has research interests in mobile learning and cyber-cultures.
Steve is the author of more than 150 scholarly articles with over 3000 academic citations and is an active and prolific edu-blogger. His blog Learning with ‘e’s [http://steve-wheeler.blogspot.co.uk/] is a regular online commentary on the social and cultural impact of disruptive technologies, and the application of digital media in education, learning and development; it currently attracts in excess of 100,000 unique visitors each month.
More at http://steve-wheeler.net/
Peer Instruction and the Flipped Classroom led by Professor Eric Mazur on Monday 18 November 2013, 1.30 – 3.00
Supporting Resources: A Wearable Sensor for Unobtrusive, Long-Term Assessment of Electrodermal Activity (PDF)
The seminar: The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students’ attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this webinar participants will learn about Peer Instruction, discuss several models for implementing the technique into the classroom, and learn about available teaching resources.
Eric Mazur, the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics, is an internationally recognized scientist and researcher in optical physics. In addition he is interested in education, science policy, outreach, and the public perception of science. He believes that better science education for all – not just science majors – is vital for continued scientific progress. To this end, Dr Mazur devotes part of his research group’s effort to education research and finding verifiable ways to improve science education. In 1990 he began developing Peer Instruction a method for teaching large lecture classes interactively. Dr Mazur’s teaching method has developed a large following, both nationally and internationally. In 2006 he helped produce the award-winning DVD Interactive Teaching.
Modular degree programmes within semester systems have had some unwelcome consequences for student learning. ‘Slow learning’, degree coherence, and feedback have all suffered as a result of modular assessment designs. Transforming the Experience of Students through Assessment (TESTA) is a programme-wide, evidence-based approach to assessment design, developed through the Higher Education Academy funded TESTA National Teaching Fellowship Project (2009-12). TESTA has been used in more than 30 UK universities to improve student learning from assessment and feedback. This seminar will look at the TESTA methodology and approach, using case studies, findings, and practical examples of how programmes have changed assessment regimes in response to evidence, to engender discussion about assessment principles and the virtue of a programme-wide approach to assessment design.
Find out more about TESTA at www.testa.ac.uk
For some background papers: http://winchester.academia.edu/TansyJessop
Dr Tansy Jessop is a Senior Fellow in Learning and Teaching at the University of Winchester. She leads the TESTA National Teaching Fellowship Project, and is project manager of FASTECH, a JISC funded project designed to enhance assessment and feedback through technology, using student change agents. Tansy began her career as a secondary school teacher in South Africa, and completed a PhD on teacher development in rural primary schools in KwaZulu-Natal. She is an HEA Associate and has worked as an education consultant for UK and Australian universities, the British Council, the UK’s Department for International Development, and the Mandela Foundation.
To register, please return the form below; all places will be confirmed by email. The seminar is free of charge to University of Leeds staff (a £20.00 charge will apply to cancellations made less than two working days before the event, illnesses and family emergencies excepted).
Content from the event:
This session is informed by a number of research projects including two collaborative research projects in China and in India to investigate the academic, cultural and linguistic challenges for the students preparing to study in the UK and practices which help with successful transition to a new academic environment (Foster, 2012; Foster, 2011a).
It also draws on a collaborative project with colleagues at Sheffield Hallam University to explore the Asian students’ use of existing support mechanisms and the support required to meet students’ expectations and cultural values (Foster, 20011b).
The session will explore the results from the research, followed by examples of initiatives which aim to enhance student engagement with learning transitions and to provide effective support, such as an interactive, online pre-arrival induction resource SPICE International and a peer mentoring programme. It will also consider curriculum initiatives, such as the theme of ‘Global and Cultural Insight’ at the University of Leeds, designed to enhance the student experience, and issues surrounding their practical application. There will be an opportunity for discussion and exploring participants’ own perspectives.
Foster, M., 2012. Engaging students in academic transitions: A case of two projects using student voice and technology to personalise the experience. Ryan, J. (ed), 2012. Cross cultural teaching and learning for home and international students: Internationalisation of Pedagogy and Curriculum in Higher Education. Routledge.
Foster, M. (ed), 2011a. SEDA Special 28: Cultural Diversity in UK Higher Education. London: SEDA.
Foster, M., 2011b. Engaging students in enhanced academic transitions – a case of online study skills resource SPICE. Journal of Learning Development in Higher Education. Issue 3: March 2011.
Dr Monika Foster is a Senior Lecturer and Senior Teaching Fellow at Edinburgh Napier University and has researched the international student experience and cultural diversity in the UK and overseas for a number of years. Her current research interests lie in developing effective and culturally appropriate support to assist international students in transitions to the UK HE. She has led innovative and collaborative projects in China and India, the results of which have been published internationally. She has developed an online, interactive, pre-arrival induction resource for international students, SPICE International. Monika is a Visiting Professor at Shandong University of Finance, China, and a Fellow of Higher Education Academy.
Visitors & Residents: What do students really get up to online and why should we care? led by Dr David White on Tuesday 9 April 2013, 1.30 – 4.30
The seminar: It is essential that we understand the ‘digital literacies’ that our students are developing online around information seeking and collaboration if we are to be able to successfully support their learning in the context of the web. Based on the ongoing work of the Digital Visitors & Residents project this interactive session will explore the various ‘modes of engagement’ students operate in online for their learning and their perceptions of credibility in the digital environment.
More about the project from the project team http://www.oclc.org/research/activities/vandr.html and David’s blog http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/
The Speaker: David works in the overlapping space between education, academia and technology. He currently co-manages Technology-Assisted Lifelong Learning (TALL), an award winning online-learning research and development group at the University of Oxford. He researches how students and staff engage with the web for their learning and the ways in which they develop their identities online. David has led national studies on Online Learning and OER and is currently Co-PI on the international Digital Visitors and Residents project.
More about David at http://www.conted.ox.ac.uk/staff/academicstaff/profile.php?a=alpha&id=8
Keynote at Hands on the Future 2013 – Dr Fancois Desjardins, University of Ontario
“Heads in the Clouds – Learners at the Helm. Synchronous technology and social media as tools to finally give the control of learning to the learner: a pardigm shift.”
This interactive one-hour session was delivered online via Adobe Connect.
To find out more about the keynote, download the summary, below, or view a recording of the event (via Adobe Connect):
Threading ethics into the curriculum led by Professor Chris Megone was held on Monday 11 March 2013, 12.30 – 1.30
The seminar: Chris Megone discussed the introduction of the ethics thread into the curriculum at Leeds. In light of his experience as IDEA CETL Director he will discuss: • the aims of such a thread • common, possible hurdles to successful development, and some possible solutions • intersections between this thread and the other two threads – global society, and employability.
The Speaker: Chris Megone is Professor of Interdisciplinary Applied Ethics at the University of Leeds. He has been the Director of Inter-Disciplinary Ethics Applied, a national Centre for Excellence, since its inception in 2005. The Centre’s mission has been to work with disciplines across the University to integrate ethics into the undergraduate curriculum for all Leeds’ students. The aim is to help them identify, analyse, and respond effectively to ethical issues in their discipline/profession and in their personal lives. The Centre also runs an Online MA in Applied and Professional Ethics (unique world-wide, as far as we know), as well as an MA in Health Care Ethics; it also conducts research with the range of current projects including well-being/happiness, ethics and leadership, ethics and consent, responsibility and climate change, exploitation, and museum ethics. Find out more about the Centre at www.idea.leeds.ac.uk Chris was awarded a National Teaching Fellowship in 2006.
Programme-Focussed Assessment: enhancing student learning through programme-level assessment strategies
Every HE programme confronts the issue of designing an effective, efficient, inclusive and sustainable assessment strategy which can both deliver key programme outcomes and minimise problems relating to academic integrity and plagiarism. However, broad strategic perspectives can easily be neglected in programme planning given the increasing pressures on academic staff and programme teams in HE. As a result, assessment strategies in programme documents are often weak or limited; the student experience suffers as a direct consequence. To improve student learning, programmes need more substantial and evidence-based assessment strategies. One way forward is to focus on programme-level rather than module level assessment.
Building on the extensive experience within partner institutions (including 2 assessment-focused CETLs (ASKE and AfL) and four HEIs of different types and sizes – Bradford, Leeds Metropolitan, Exeter and Plymouth), the PASS project set out to identify essential principles of programme-focussed assessment (PFA) and use these to implement and test the effectiveness of programme assessment strategies. [Website http://www.pass.brad.ac.uk]
This workshop reviewed the main principles of PFA, introduce different approaches which have been adopted, and discuss both the advantages of and potential barriers to successful implementation. Participants will have the opportunity to consider and contribute their views on the benefits and implications of PFA to their own programmes and context.
Peter Hartley is Professor of Education Development at the University of Bradford and Visiting Professor at Edge Hill University. He has been involved in several national initiatives to enhance student learning, including the LearnHigher CETL, and has run development projects for JISC and the Higher Education Academy, including work on assessment feedback and computer-aided assessment. He led the NTFS Group Project on Programme-Focussed Assessment (PASS) and is currently working on further development of interactive software to improve student skills (Interviewer and Interviewer Viva).
Making use of the concepts of student engagement to enhance learning and teaching
The notion of student engagement is currently very popular. However the term is used in all sorts of ambiguous ways. We shall attempt to shed some clarity on the concepts on which student engagement is based. This will draw on research from around the world and particularly on studies which have focussed on how students actually engage. Making sense of this complex construct may then offer some constructive ways of enhancing practice, and we shall explore some attempts to do that in a variety of settings. Key to this is working in partnership with the students – a very engaging practice in its own right. This is the central tenet of the RAISE Network and this will be discussed too. We shall conclude by sharing reflections and evaluation of current initiatives to adopt a holistic student engagement strategy at Newcastle. We challenge you to consider ‘letting go’ and the benefits that offers.
The Speaker and his students:
Colin Bryson’s present post is Director of the Combined honours Centre at Newcastle University. He has been researching on student engagement for many years. He is the co-founder and Chair of RAISE, and was awarded a National Teaching Fellowship in 2009. He is fortunate enough to have rather superb students on the degree he manages who need no prompting at all to become super-engaged and who made Colin realise that it is better to ‘let go’.
For some background papers: http://newcastle.academia.edu/ColinBryson
Student Engagement: Bridging the gap in expectations between staff and students
Student engagement is linked to positive learning outcomes such as retention, satisfaction, achievement and academic success. This seminar will demonstrate how results from the qualitative and quantitative measurement of student engagement amongst earth and environmental science staff and undergraduate students over the past two years have been used to:
Help identify, target, promote and evaluate the effectiveness of interventions (student and staff led) to build academic community and enhance engagement;
Identify gaps between student engagement and staff expectations and thereby provided a forum to engage staff in discussions about student engagement;
Develop a school strategic framework for enhancing student engagement produced through staff and students working together.
Participants will have the opportunity to reflect on the opportunities that the approach presented may provide within their own school / department.
Andrea Jackson is a senior lecturer within the School of Earth and Environment. She is an atmospheric scientist by background but has pedagogic research interests in the challenges presented by the transition of students from school to University and in how to strengthen academic community between staff and students.
Student Engagement – sources of information
Names working in this are: Graham Gibbs, George Kuh, Sally Kift, Karen Nelson, Kerri lee Krause, Keith Trigwell.
North American Survey of Student Engagement (NSSE) http://nsse.iub.edu/
Some fundamental references that I’ve used in my work but there are many more out there:
ACER (2010) Doing more for learning: Enhancing engagement and outcomes. 2009 Australasian Student Engagement Report. Victoria: Australian Council for Educational Research Ltd.
Astin A W (1985). Achieving educational excellence. San Francisco: Jossey-Bass.
Bransford, J D et al. (Eds). (1999) How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Chickering A W & Gamson Z F (1987) Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 39 (7) pp 3-7.
Hammond L D, Austin K, Orcutt S & Rosso J (2001) Chapter 1. How People Learn: Introduction to Learning Theories from The Learning Classroom: Theory into Practice. A Telecourse for Teacher Education and Professional Development. Stanford University School of Education.
Kift S (2009) Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education. Final Report for the Australian Learning and Teaching Council Senior Fellowship Program.
Krause K (2005) Understanding and promoting student engagement in university learning Communities. Sharing Scholarship in Learning and Teaching: Engaging Students, James Cook University, Queensland, 21-22 September 2005.
Little B, Locke W, Scesa A & Williams R (2009) Report to HEFCE on student engagement. The Open University.
Understanding what influences our assessment of student work: key outcomes from the MARK project
The seminar outlined the key outcomes from the ADF funded MARK project which, across seven school from four faculties, explored the triangulation between marks, feedback, marking criteria and what features of students’ work actually inform assessors’ marks. By using a ‘think aloud’ protocol, we have captured typically hidden aspects of the assessment process that allow us to explore issues such as calibration, drivers for feedback and the role that inferences about students play in our judgement of the quality of their work. The project has also captured students’ immediate behaviour and reactions on receipt of feedback, allowing us to examine the transparency of the assessment process from their perspective. This is large-scale, original primary research, with some illuminating findings about some of the fundamental practice involved in assessment and feedback.
Dr Siobhan Hugh-Jones is a Lecturer in Psychology at the Institute of Psychological Sciences. A developmental psychologist by training, her interest in scholarship lies in the use of psychological methods to explore assumed or hidden aspects of assessment practice.
Dr Mitch Waterman is Pro-Dean for Student Education in the Faculty of Medicine and Health, whose research interests focus on forensic psychological issues. His interests in educational practice include assessment and feedback and differential attainment.
Sharing content openly: an Oxford Education by Melissa Highton
Oxford University’s open educational resources (OER) projects have publicly released hundreds of hours of lecture content. Academic colleagues have been supported in changing practice by becoming ‘open content literate’ to make informed choices regarding the materials they release and choose to reuse. In this discussion workshop you will have an opportunity to explore what motivates academic colleagues to become involved in activities like this and consider ways in which this kind of activity fits with research-led, academic practice.
This workshop focused on delivering OER as a service through strategic, institutional learning and encouraging cultural change. Approaches to support researchers and students across the institution were be explored. The OpenSpires project has provided the opportunity to explore with academic colleagues their perceptions of IPR and their position of comfort in relation to new media platforms.
The key to learning technology success has always been in matching the technology to the task and the activity to the institution. In linking the learning technology (podcasting) to activity widespread in Oxford (inspirational lecturing and dissemination of research) a rich stream of content has been published for learners worldwide. By focusing on ‘born-digital’ materials the challenges that copyright clearing third party materials caused in other institutions was avoided for the most part. By aligning support to ideals of internationalisation, outreach, public understanding, impact and giving, colleagues whose own academic ethos and identity that fitted with the values of OER were attracted to the projects.
This workshop drew upon the research findings from several JISC-funded projects at Oxford University including: OpenSpires; Listening for Impact; RunCoCo; Triton; Ripple; OER Impact Study; Great Writers: Learning from the Past; as well as an Open University SCORE-funded fellowship project entitled Authorship and use of OER as academic practice for research. By sharing experiences with similar institutions it is hoped that the volume of materials appropriate for reuse in our teaching will increase, and that the lessons learned at Oxford can be of use more widely.
Melissa Highton is Head of the Learning Technologies Group at University of Oxford. She is the senior manager responsible for institution-wide OER projects and services at Oxford University, including Oxford podcasts and the VLE. Before working at Oxford she was a senior staff development officer in SDDU at University of Leeds. She blogs at: http://blogs.oucs.ox.ac.uk/melissa/
Making Academic OER Easy: Reflections on Technologyand Openness at Oxford University – Melissa Highton, Oxford University; Jill Fresen, Oxford University; Joanna Wild, Oxford University
Using technology to enhance the quality of the student experience, Dr Neil Morris.
Technology is taking an increasingly important role in higher education and can enhance student learning opportunities dramatically. However, it also provides many challenges for institutions, teachers and students, particularly in the areas of IT competence, rapid pace of change, pedagogic advantage and time investment. In this seminar, Neil explored some technologies which are proven to enhance students’ learning opportunities and which are easy to deploy and scale up to an institutional level, providing evidence of their effectiveness. Neil also asked which current and future technologies are likely to offer long-term, realistic and sustainable improvements in student learning.
Neil Morris is a senior lecturer in neuroscience at the University of Leeds. His research interests are in educational technology and he has conducted a number of research studies investigating the impact of technology on students’ learning experiences. Neil is the former director of the Undergraduate School in Biological Sciences, and has led implementations of the VLE, student voting handsets, lecture audio recordings and generic video feedback within the Faculty. He heads the University of Leeds Bioscience Education Research Group and is the Editor-in-Chief of Bioscience Horizons, the National Undergraduate Bioscience Research Journal. Neil has won a number of awards for teaching excellence, including the Otto Hutter Teaching award from The Physiological Society and the Most Innovative Teacher award at the Leeds University Union Student Choice Awards. Neil is a University Teaching Fellow and chairs the University of Leeds Blended Learning and Learning Technology Innovation Group. His forthcoming book, with Dr Stella Cottrell, is Study Skills Connected: Using technology to support your studies (Palgrave MacMillan).
Teaching as a design science: a sustainable approach to pedagogic innovation by Professor Diana Laurillard
Pedagogic innovation is increasingly important as we try to respond to an economic, social, cultural, and technological environment that changes almost too quickly for our education systems to keep pace. Teachers have to negotiate responsive curricula that will not date by the time their students have graduated, and have to teach in a way that enables more students to attain a higher level than historically has been necessary.
To achieve this professional miracle we will need to change the nature of our professional activity, and will need technology to assist us. First, we have to recognise that teaching is a ‘design science’, that uses what we know about teaching and learning, and takes an iterative approach to discovering how to make it optimally effective. Second, we have to exploit to the full the capabilities of digital technology if we are to achieve this difficult task of producing larger scale and higher quality learning.
In this presentation, the speaker illustrated the approach explored in the ESRC/EPSRC-funded project to produce the Learning Designer, a design support tool for teachers and lecturers. The aim is to support teachers as experimental designers of the learning process, who collaborate on discovering how best to exploit technology for learning. Participants were given details of the tools developed, for their own use after the session.
Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, leading externally-funded research projects on
- developing a learning design support environment for teachers, and
- developing software interventions for learners with low numeracy and dyscalculia.
This work relates closely to her roles as Assistant Director for Open Mode learning, and as a founder member of the Planning Board for the cross-institutional Centre for Educational Neuroscience (IOE, Birkbeck, UCL).
She is joint coordinator for the MSc in Learning Technologies with Birkbeck, and is also involved in consultancies for the Institute of Education Hong Kong, and Temasek Polytechnic Singapore.
Previous roles include:
- Head of the e-Learning Strategy Unit at the Department for Education and Skills, where she developed the first cross-sector e-learning strategy on ‘Harnessing Technology’;
- Pro-Vice-Chancellor for learning technologies and teaching at The Open University;
- the Visiting Committee on IT at Harvard University;
- Royal Society Working Group on Educational Neuroscience.
Her book Rethinking University Teaching: A conversational framework for the effective use of learning technologies (2002, RoutledgeFalmer), one of the most widely cited in the field, is now translated into Chinese (ECU Press, 2011). Her forthcoming book is Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology (Routledge).
How can we enhance feedback to students in times of constrained resources? Dai Hounsell (University of Edinburgh)
The speaker writes, ‘Across UK higher education there is abundant evidence of student discontent with the adequacy of feedback on their progress and performance. But since it is equally evident that academic staff are already hard-pressed and resources limited or shrinking, a commitment to give more or better feedback that depends on greatly increased time and effort is not tenable.
It’s against that backdrop that Dai explored how we might enhance the quality and effectiveness of feedback to students. How could feedback be boosted in ways that needn’t over-burden lecturers and tutors? And how could courses be reconfigured to yield feedback that has greater impact? Addressing those two questions calls for a rethink of what counts as ‘feedback’, and what purposes it can best serve.’
Dai Hounsell is Vice Principal for Academic Enhancement at the University of Edinburgh, where he is also Professor of Higher Education. He has published widely on student and staff experiences of learning, teaching and assessment in higher education, has led various multi-university research and development projects in these fields, and has been an adviser to universities and higher education organisations in Sweden, Norway, Australia and South Africa as well as in the UK. In 2007 he was awarded a Fellowship of the Society for Research into Higher Education. Since 2008 he has been Honorary Visiting Professor at Glasgow Caledonian University. His current teaching responsibilities include a master’s course in online assessment and supervising doctoral students. He also co-edits the website Enhancing Feedback, which links over thirty strategies for improving feedback with more than 200 case-examples from across the subject range.
The student voice: enhancing learning not just satisfaction – Gwen Van Der Velden (University of Bath)
This seminar sets out the approach taken at the University of Bath which aims to engage students in a role of academic citizenship, rather than just as consumers. Despite the media and politicians’ suggestions to the contrary, most of our students still engage with their studies as an experience rather than a product.
Bath is a university that was founded in the 1960s as part of a socio-economical effort to broaden access to the intellectual wealth of universities. Many of the principles of democracy are still present in our efforts to encourage academic citizenship for students and this realisation has transformed our quality management in recent years. Based on good preparation and full access to university information, students at Bath not only take part in setting teaching enhancement agendas, they also share with staff the responsibility for implementing change. In recent years the National Student Survey, Students’ Union’s surveys and other sources have shown us that our students are appreciative and very aware of this approach, whilst external indicators show us this may be a way of avoiding the consumerist attitudes that are promoted in current discussions about the student fee-cap.
The seminar will set out the underlying principles of student engagement at Bath, what this means in practice for quality and educational management, and provide an insight in the ways in which impact of this approach are measured.
Gwen van der Velden is Director of Learning and Teaching Enhancement at the University of Bath.
Her career started in the Netherlands and included student activist, teacher and educational innovator. At the Katholieke Universiteit Nijmegen (now Radboud University, NL), she supported individual staff in the Science Faculty developing advanced teaching practices. On her departure to Britain, she received an award for Excellence from the University of Nijmegen and was put forward for a national award for HE teaching innovation.
Having joined the University of Kent in 1995, Gwen worked with a number of Universities on institution-wide implementation of e-learning. Since the mid nineties, she has led teams of academic staff developers, student learning advisors, quality officers and teaching innovators and took on advisory roles for national HE organisations. Her current professional interests include the professionalisation of educational development, supporting governance change to empower the student voice and the re-alignment of quality assurance and enhancement.
The Post-Humboldtian Doctorate: implications for supervisory practice – Stan Taylor (University of Durham)
- AFAL Project: Optimising Audio Feedback to Maximise Student and Staff Experience – Dr. I-Chant Chiang (University of Aberystwyth) | Project details and video presentation
- ASEL Project: Audio Supported Enhanced Learning – Will Stewart (University of Bradford) | Project details and video presentation
- ASSET Project: Moving Forward Through Feedback – Prof. Julian Park (University of Reading) | Project details and video presentation
Evaluating feedback mechanisms – Rob Mortimer & Graham McLeod (University of Leeds)
- Evaluating feedback mechanisms in the School of Earth and Environment
- New staff feedback flyer (PDF)
- New staff feedback flyer (Adobe Illustrator)
- Assessment criteria (bad example)
- Assessment criteria (good example)
- Essay feedback (bad example)
- Essay feedback (good example)
- Model essay
Here are the poster files in both PDF (finished product) and Adobe Illustrator (AI – editable product) formats, as well as both A1 and A5 sizes. If you’d like them edited to reflect your School/Faculty, please contact Graham McLeod.
Student feedback handbook – A5 size (because of the A5 size, this handbook may look different when opened in MS Word)
Mobile technologies in the field
Gary presented a case study based around geography field exercises undertaken recently in the Lake District, focussing on student’s own assessment of the effectiveness of a range of mobile technologies for augmenting the experience of the real landscape. The session explored the broader adoption of mobile devices, digital data and positioning technologies in a teaching and learning context in HE with opportunity to share experiences.
The presenter: Gary Priestnall is an Associate Professor within the School of Geography at the University of Nottingham. His teaching and research activities combine interests in Geography, Art, and Computer Science. Interests in the use of digital geographic representations have led to fieldwork based exercises designed to encourage students to think more critically about such datasets by immersing them in the real environment. Most recently such exercises have been extended to include the use of geographic data via a range of mobile technologies, and have asked students to reflect upon the effectiveness of such techniques in the field
Teaching with Emotional Intelligence – Professor Alan Mortiboys
Atkinson, C., 2005. Beyond bullet points: using Microsoft PowerPoint to create presentations that inform, motivate and inspire. Redmond: Microsoft Press.
Reynolds, G., 2008. Presentation zen: simple ideas on presentation design and delivery. Berkeley, CA: New Riders
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