Events

Reflections on Learning and Teaching Fest 2017 – John Pearson – Lecturer in Technical Theatre, Performing Arts

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John Pearson profile photoThis is the second time I’ve presented at the event; in 2015 I presented jointly with colleagues from LiSS and the BIC on an enterprise day we ran for my Technical Theatre students. This time, my presentation was rooted in research undertaken for the PG Cert in Learning and Teaching in HE, which I completed last year. 

I find the Festival to be a good place to pick up (mostly practical) techniques which colleagues are using with their students, or methods by which colleagues are using the systems and tools at our disposal in interesting ways; Tina Harvey’s presentation on Peer Feedback at level four was interesting to me for this reason, as I seek to find more effective and efficient ways to help students develop and become reflective and self-critical. 

One of the highlights of most years I have attended are the Lecturer of the Year/ Most Creative Teaching Keynotes, and Grace Hurford & Nicola Kitchen’s was no different; however, I suspect it might take quite a lot for me to contemplate dressing up as someone in a scene from Alien in order to engage my students.  

My presentation this year focussed on the delivery of feedback to students as audio recording; and the possible benefits that can bring. The presentation was focussed primarily as a guide to the benefits, practicalities and pitfalls of pursuing such methods for other staff, and I hope some attendees found it helpful in that way. I certainly was grateful to have some interesting follow-up questions and observations from attendees; albeit slightly tangential in places! You can read more about the basic premise of my talk in my previously published iLEAD post here [link to post]. 

Regrettably, the modules upon which I had primarily implemented audio feedback have been discontinued. As my teaching subsequently alters focus towards students on other modules, I am in a position to reflect upon how those modules could be delivered and supported, and I intend to implement lessons learnt from this work and the sessions I attend at LTFest within their delivery. 

John Pearson

John.Pearson@cumbria.ac.uk

 

Academic Professional Workshops May 2017

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Staff Development Week

15th– 19th May AQD and Information Services will be delivering a series of staff development sessions.  In light of the changes to the Disabled Students Allowance we have developed a session for colleagues which highlights best practice in inclusive learning, teaching and curriculum design and will support staff in developing and adapting their learning and teaching practice in light of funding changes for disabled students.  These sessions will be run on each of our northern campuses.  Personal tutoring is vital to the success of our students and we are therefore running two sessions on effective Personal Tutoring Practice in Lancaster & Carlisle.  Colleagues from Information Services are offering a refresher session on Cite them Right which will take place in Lancaster and Fusehill Street.

This summer we will be upgrading our Learning Technologies and as a result there will be some changes to how some of our systems look and behave, we are running a number of sessions on our northern campuses to introduce these changes to colleagues in advance of the new academic year.

To view the Timetable in PDF format, please click here
Session Descriptions:

Inclusive Learning & Teaching: How do the changes in funding for disabled students affect inclusive learning, teaching and assessment? What are you expected to do in your role? This workshop covers: Practical ideas and activities towards creating an equal learning experience for all students; An understanding of ‘reasonable adjustments’ and the impact on your teaching; Curriculum design and delivery considerations relating to inclusive practice; An opportunity to share/update what inclusive practice means in your learning environment and context

Cite Them Right Refresher:Refresh your knowledge of referencing using the 10th edition of Cite Them Right (Pears and Shields, 2016) and find out how to support your students with their referencing skills. Topics include: * Following the rules of in-text and end-text referencing * Understanding the changes in the 10th edition of Cite Them Right Staff new to the University or those who want to brush up their referencing skills. * Accessing Cite them Right online * Supporting students in developing their referencing skills * Bring any queries which you are happy to share with colleagues.

Effective Personal Tutoring: Personal Tutoring is a pro-active academic role designed to raise achievement and maximise student potential. This workshop aims to introduce you to PT policy and practice and demonstrate how you and your teams can make the most out of this activity through discussion and showcasing existing excellent practice.

Learning Technology Coming Soon:  Prior to the start of academic year 2017/18 there will be some changes to the core learning technology systems at the university, namely: * PebblePad is moving to version 5 * Turnitin GradeMark is moving to Turnitin Feedback Studio * Blackboard is being upgraded, which includes a theme change * The streaming server, Medial, is moving to version 5 These updates were highlighted in an earlier iLead post (https://ilead.cumbria.ac.uk/2017/02/16/learning-technology-coming-soon/) , and this session provides an opportunity for you to see and hear more about the changes.

Skype for Business for Learning & Teaching; Do you need to make contact with your students individually or in groups when they’re not coming to campus?  Webinar technology has come a long way in the last few years.  Did you know that Skype for Business can be used as a webinar tool and is perfect for individual and group sessions?  In this session we will highlight how to make effective use of this technology for webinars and other teaching and learning activities.

Please book by following this link: http://tiny.cc/aqd-workshops

PIP Workshop Feedback: Student exemplars, Sandie Donnelly

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Pedagogy in Practice (PIP) workshop, 28.3.17
Sandie Donnelly, LiSS
Student Examplars

Sandie Donnelly reports on the latest PIP Seminar held at Brampton Road

The staff who attended were great.  Engaged, positive, thoughtful and challenging contributions;  myself and my colleague, Claire Stewart, certainly got a lot out of it and I hope it was useful for the academic staff too.

Key discussion points included:

Consensus that using exemplars is good practice and surprise that malpractice concerns might make some staff reluctant to share exemplars.  The lack of exemplars doesn’t prevent plagiarism.  In fact, another advantage of using exemplars is the opportunity presented to talk about and promote academic integrity.  Also, interesting that the area with the most malpractice cases has not been put off using exemplars and continues to do so.

Should exemplars only be used in workshops as hard copies and as part of a discussion with an adviser and/or tutor, rather than made available electronically; might that help to mitigate against potential plagiarism?   But again, isn’t it more a case of exploring academic integrity with students and trusting the majority.  Is there more to be lost in not being able to use exemplars to help majority of students, because of a minority of cases who misuse exemplars?

Interesting discussion around “originality” in the arts.  How to help students explore their specific discipline to understand it, be inspired by it, be informed by it, understand how their art has developed, evolved and continues to be shaped and influenced, without students misappropriating materials as their own.  Reality that there is so much quick and easy access to materials now, via the web etc, that just denying students access to materials like exemplars in the classroom for fear of lack of originality, won’t stop them finding sources of information elsewhere.  Isn’t it better to have the exemplars in the workshops, seminars, studios, etc and then for those to be explored in constructive debates and discussions with academics and advisers to help students understand the balance between appreciation, knowledge and understanding that “educates” and inspires students, and malpractice.

There was discussion around hard copies of dissertations being available for students to access in the library.  Digital-only policies for assessment in some areas have meant that whereas students could previously access a number of examples of dissertations across all campus libraries, the bank of dissertations is dwindling in some areas.

Consensus that exemplars are good practice, agreement to work with adviser at Brampton Rd to build up bank of exemplars.  Seminar provided evidence of positive collaboration between academic staff and adviser at Brampton Road and desire of all to best support students to succeed.

Links

Student-exemplar-context-and-anonymisation Opens a PDF
Use-of-Exemplar-Consent-Form-UoC-Jan16 Opens a PDF
PIP Student Exemplars

 

PIP workshop: Feedback, Alan Marsh

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Pedagogy in Practice (PIP) workshop, 14.2.17
Feedback

This session was led by Alan Marsh, the Programme Lead and Senior Lecturer for Radiation Protection in the Department of Science, Natural Resources and Outdoor Studies.

This session looked at the NSS questions on feedback and it was clear students on the Radiation Protection programme felt the feedback they received was insufficient, and lacking detailed comments. The programme team couldn’t understand this as they devote a lot of time to providing feedback so it appeared students were not recognising it as feedback. These students tend to be mature students, returning to learning after some time so the idea of feedback and how to use it to feed-forward can require a change in approach.

The participants discussed this and their own experiences of students mis-understanding the purpose of feedback, along with what feedback is.

PIP feedback session
What is feedback?

The Oxford English Dictionary  defines feedback as (one of three, others to do with process and electrical signals):

Information about reactions to a product, a person’s performance of a task, etc. which is used as a basis for improvement.

It was agreed the main point for feedback is to provide a basis for improvement. Other suggestions for what feedback is included: to indicate to students if they are on target to pass; formative;  timely; formal and informal.

Participants shared the various ways they provide feedback, including written and recorded. Alan discussed his experiences of using these different approaches and the importance of preparing students to be able to use the feedback provided.

Strategies for how to ensure students understand feedback should be used to feed-forward were explored, with a suggestion of including an area for improvement each time to focus the student to this area of development.

Alan also discussed some recent literature on this topic, which is summarised along with notes from the session.

Kolb, 1982; Brockbank, 1998; Ramsden, 2003; Irons, 2007; Norton, 2007 (to name but a few) recognize that feedback on assignments can contribute to improving the quality of the student learning experience. Ramsden, 2003, in particular for example (page 187) highlights that “It is impossible to overstate the role of effective comments on students’ progress in any discussion of effective teaching and assessment”.

Carless, 2015 talks about the three interrelated processes of :-

  • Learning oriented assessment tasks for students;
  •  Students development of self-evaluative capacities;
  • Student engagement with feedback.

Hattie, 2009 claims that learning becomes visible when teachers are also learners  and helping students to become their own teachers. Providing adequate feedback is an important aspect.

Boud & Molloy (2013b) developed and analysed two models of feedback:-

  •  The first positions teachers as the drivers of feedback (derived from the original concept of feedback from the applied sciences – unilateral approach);
  •  The second draws on the idea of sustainable assessment, in which learners have a key role in driving learning and so generating their own feedback – bilateral or multilateral approach which positions students as active learners.

Parker & Winstone (2016) presented students with 10 possible feedback interventions, which seemed to indicate that students believe (or they perceive) they lack the skills required to engage with interventions; they make some recommendations as to how to frame such interventions to promote stronger student engagement.

If you have some examples of how you are helping students understand feedback and how you are linking feedback to feed-forward, do get in touch to share your practice, AQD@cumbria.ac.uk.

References / further reading

Boud, D. & Molloy, E. (2013a) Feedback in Higher and Professional Education: Understanding it and doing it well. London: Routledge

Boud, D. & Molloy, E. (2013b) ‘Rethinking models of feedback for learning: the challenge of design’  J. of Assessment & Evaluation in HE, 38(6), pp. 689-71

Carless, D (2015) ‘Exploring learning-oriented assessment process’, Higher Education: The International Journal of Higher Education Research,  69(6), pp. 963-976

Parker, M. & Winstone, N.E. (2016) ‘Students perceptions of interventions for supporting their engagement with feedback’, Practictioner Research in Higher Education, 10(1) pp. 53-64

Ramsden, P. (2003) Learning to Teach in Higher Education. 2nd edn. London: Routledge Falmer

Learning and Teaching FEST 2017: Call for contributions

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Student Success: Adding Value through ‘Learning Gain’

This year’s Learning and Teaching Fest will be held on Tuesday 20th June 2017 on our Fusehill Street campus. The theme of this year’s Fest is “Student Success” Adding Value through ‘Learning Gain’ a topic which covers a broad spectrum of practice and will allow us to showcase some of the best and most original practice at UoC and our partner institutions.

Adding Value through ‘Learning Gain’ is becoming an increasing focus as a way of measuring success in higher education and is one of the aspects the TEF (Teaching Excellence Framework) assessment framework considers as teaching excellence (Jan 2017, TEF, Higher Education Funding Council For England).

Learning Gain can be defined and understood in a number of ways. Broadly it is an attempt to measure the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education (Feb 2016, Learning gain, Higher Education Funding Council for England).

The conference is looking to share learning and teaching practice from across the UoC and our partner institutions which adds value through learning gain to enhance student success. We are looking for contributions in the following key areas identified in the Learning, Teaching and Assessment Strategy review:

  • The learner
  • The learning environment
  • Curriculum design
  • The Academic role
  • Partnership working

Presenters will be scheduled within 30 minutes’ slots (maximum 20 minutes presenting, with time for Q&A/discussion).

Presenters are asked to explore the evidence of the impact and or effectiveness of their practice on adding value to the student experience. They will also be encouraged to frame the work within the new Learning, Teaching and Assessment Strategy.

Presentations may be single or joint with colleagues or students. We highly encourage co-presentations with students.

To offer a contribution, please submit a 200 word abstract via BOS survey by Friday 7th April 2017.

Abstracts should address the following:

  • What were you trying to enhance?
  • How did you enhance your practice to address this?
  • What is the evidence of the value added to the student experience?
  • How is this underpinned by current thinking in the literature?

Successful participants will be notified by email by Thursday 27th April 2017.

Should you wish to discuss your ideas before submitting a proposal please contact:
Dr Amanda Chapman (amanda.chapman@cumbria.ac.uk) ext: 2739
or Dr Ruth Mewis (ruth.mewis@cumbria.ac.uk) ext: 2616

Pedagogy in Practice Seminars (PIPs) commencing January 2017

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Following the success of earlier PIPs, a new series of PIP seminars for staff to meet and share practice on teaching and learning themes face-to-face will commence in January 2017. They will take the form of a short presentation by the lead, followed by an opportunity for discussion. All staff are welcome whether you teach or support student learning, and you are encouraged to share examples of successful practice as well as challenges to which you have found solutions, or that are yet to be solved!  Bring your lunch. These will be drop in sessions with no pre-booking required.

The idea is that they will run on the same week of each month at the main northern campuses. It is hoped that the London India Docks campus will be facilitated in the future. Do you want to be a PIP leader? We are still looking for leaders from 21 February 2017 for the following dates 21 &  28 Feb, 7,21,28 Mar  & 2,23 May 2017 if you are interested please contact Heather Prince or AQD.

The seminars for 2017 will commence with:

Raye Ng (BLPSS) Internationalisation of Curriculum Lancaster Tuesday 10 Jan 2017
12:10pm – 1pm
TB11 (Temp Building) Capacity 35
Grace Hurford (BLPSS) Working with International Students Ambleside Tuesday 17 Jan 2017
12.10pm – 1pm
LD0.04 (Langdale) Capacity 15
Roddy Hunter (IoA) Assessment for Learning Brampton Road Tuesday 24 Jan 2017
12:10pm – 1pm
HO10 (Homeacres) Capacity 18
Grace Hurford (BLPSS) Working with International Students Fusehill St Tuesday 7 Feb 2017
12:10pm – 1pm
SKG37 (Skiddaw) Capacity 20
Alan Marsh (SNROS) NSS Q9 issue re Student’s perception of Feedback Lancaster Tuesday 14 Feb 2017
12:10pm – 1pm
HB011 (HB2) (Humanities) Capacity 20

To download a copy of the above Timetable, please click here.

Links

Pedagogy in Practice Seminar​ – Reluctant readers​ – Tracy Hayes, Lecturer, HPSS​

Student led teaching – Charlotte Hardcastle

Academic Professional Workshops January 2017

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aqd_development_week_dec_2016

Academic Development Sessions

In the week of January 16th – 20th AQD, in collaboration with LiSS, are running a number of academic professional development workshops.  These sessions have been designed and developed to cover a range of activities and meet the needs of colleagues who teach and support learning.

We will be running sessions on our 4 main campuses.  Each session will last for one or two hours; 10:00 – 12:00 or 14:00 – 16:00.  Additionally, we will have half hour or one-hour lunchtime webinars focusing on our learning technologies.

All sessions are bookable through the staff development booking system:
http://tiny.cc/aqd-workshops
please follow this link.

Workshop Schedule

Below, you will find the timetable for the week. The full session descriptions are available here and on the online booking system. If you have any queries please email AQD@cumbria.ac.uk .

Webinars

During the Lunchtime of this week we will be running a series of lunchtime (12:30-13:30) webinars using Skype for Business. These webinars will provide quick introductions to key learning technologies, digital activities and their use within your professional practice. Sessions include:

Monday:
Bristol Online Survey
Using Video in Blackboard

Tuesday:
Introduction to Camtasia Relay
How are your students using Blackboard?

Wednesday:
Blackboard Tests and Quizzes
Introduction to Pebblepad

Thursday:
Turnitin Originality Reports
Adaptive Release in Blackboard

Friday:
Coming soon in our Learning technologies
Copyright & Scanning

Development Week Schedule:

Lancaster

Ambleside

Fusehill Street

Brampton Rd.

Monday

10:00 – 12:00

Turnitin Essential

Turnitin Rubrics

 

Best Practice Assessment & Feedback

Blackboard Essentials

Pebblepad Essentials

Pebblepad Assessments

14:00 – 16:00

Gathering Evidence for your UKPSF Application

Leading Academic Teams and Programmes

Turnitin
Essentials

Turnitin Rubrics

Mobile
Learning

Copyright
and scanning Journals and E-resources for your subject area

Tuesday

 

10:00 – 12:00

Best Practice Assessment & Feedback

Delivering Engaging Teaching Sessions

Copyright
and scanning

Journals and E-resources for your subject
area

Gathering Evidence for your UKPSF Application

14:00 – 16:00

Leading Academic Teams and Programmes

Designing Teaching for Learning

Pebblepad Essentials

Pebblepad Assessments

Social Media for Academic Purposes

Wednesday

10:00 – 12:00

Delivering Engaging Teaching Sessions

Quality Assurance – headlines and priorities

Social Media for Academic Purposes

Turnitin Essentials

Turnitin Rubrics

14:00 – 16:00

Designing Teaching for Learning

Copyright
and scanning

Journals
and E resources for your subject area

Leading Academic Teams and Programmes

Blackboard Essentials

Blackboard Assessment Tools

Thursday

 

10:00 – 12:00

Social Media for Academic Purposes

Mobile Learning

Gathering Evidence for your UKPSF Application

Delivering Engaging Teaching Sessions

14:00 – 16:00

Blackboard
Essentials

Blackboard Assessment Tools

Turnitin Essentials

Turnitin Rubrics

Best Practice Assessment & Feedback

Designing Teaching for Learning

Friday

10:00 – 12:00

Pebblepad Essentials

Pebblepad Assessments

     

14:00 – 16:00

Quality Assurance – headlines and priorities

Higher Education Academy (HEA) Fellows celebration event

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This event, held on Tuesday 25 October, hosted by the Vice Chancellor, Professor Julie Mennell, was an opportunity to celebrate colleagues involved in teaching and learning support who have been recognised as Fellows of the HEA.

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HEA Fellowship is recognition of a commitment to professionalism in teaching and learning in higher education and demonstrates that your practice is aligned with the UK Professional Standards Framework (UKPSF). To date over 75,000 individuals have become Fellows of the HEA. The HEA website provides more details.

Here at the University of Cumbria we have almost 65% of our eligible staff recognised as Fellow, Senior Fellow or Principal Fellow of the HEA. This is a great achievement when compared to the national average of around 40%. Of course we want all staff involved in learning and teaching to be recognised to show our commitment to a high quality student learning experience.

Stephanie MarshallIf you are interested in gaining recognition for your commitment to professionalism in learning and teaching we encourage you to engage with the CPD route to UKPSF recognition, which is open to all staff who teach or support student learning.

Professor Stephanie Marshall, CEO of the HEA, attended as a guest speaker and outlined the work of the HEA and how the University of Cumbria are able to access various streams of support.