Session Abstracts - Learning & Teaching Conference 2015 - University of Derby

Session Abstracts

You need to select three choices for each session time, in order of preference.  This can include the 'no session' option (designed for networking).

Sessions will take place in 3 time slots as below.  Please click the times below to see the sessions taking place in any particular slot.  The Session Matrix lists all sessions at a glance.

All sessions are split into themes:

  • Innovative learning & teaching approaches (all session references beginning with ILTA)
  • Employability and enterprise through partnerships (all session references beginning with EETP)
  • Partnerships to enhance curriculum design and delivery (all session references beginning with PECDD)
  • Enhancing student learning through a partnership approach (all session references beginning with ESLPA)
11.40 - 12.40 11.40 - 12.40

(ILTA1) Working in partnership with students to embed digital literacy within the curriculum

Facilitated by Laura Hollinshead and Chris Bell

Theme - Innovative learning and teaching approaches

Educational organisations play a key role in helping to develop students to be able to thrive in a digital age. As a result of the increased importance of responding to this need a survey was carried out at the University exploring the attitudes, preferences and tools used by both staff and students. This presentation will provide you with an overview of some of the key findings including a chance to discuss the recommendations for the Digital Derby project, which help to drive forward the importance of working in partnership with our students to embed digital literacy across their learning experience.

(EETP1) The Infographics Era: linking student assessment with "hit the ground running" employability skills

Facilitated by Nick Turner and Annmarie Hanlon

Theme - Employability and enterprise through partnerships

The choice of an infographic as a mode of assessment was designed to fulfil several requirements:

- An enjoyable and creative student experience

- Apart from developing their academic subject knowledge, the assessment also allows the student to develop their creative and communication skills in a digital environment – essential in today’s ultra-competitive job market.

- Infographics provide a format that utilises engaging visuals that not only appeal to an audience hungry for information, but also aid in the comprehension of that material.” (Lankow, Ritchie and Crooks, 2012, p12).

(EETP4) The Futures Award - supporting student employability, a collaborative approach

Facilitated by Katie Seymour-Smith, Sharon Woodward-Baker, Eugene Michaels and Melanie Powell

Theme - Employability and enterprise through partnerships

The Futures Award enables students to differentiate themselves from others and build experience directly applicable to their individual career journeys. It supports employability, provides substantive evidence and is formally recognized. The award framework has been developed so that it can reflect wider extra curricular employability activity. The College of Education and the College of Business have developed strands, both have had very different journeys, different start points with very different awards being produced.

The aim of the workshop is to share experience, good practice and to generate ideas for potential ongoing development of the award for the benefit of all.

(PECDD1) Welcome to your discipline. Now what would you like to learn? – Considering the partnership dynamic between learner and discipline in the creative arts

Facilitated by Chris Wilson and Michael Brown

Theme - Partnerships to enhance curriculum design and delivery

Considering the dynamics of partnership evident in the relationship between learner and subject discipline, and learner and learning environment, this research presents analysis of the domain-idiolect dynamic in creative arts disciplines and discussion of the practical implications for pedagogic practice of potential significance to other subject disciplines. The session presents a series of conceptual models and illustrations to outline considerations of following questions:

- How do we support the relationship between a student and their subject discipline so that this can prosper effectively?

- How do we approach the assessment of personalised expression and individual creativity?

(PECDD4) The Students' Union, Reps and You

Facilitated by Anna Woolley, Daisy Giuliano, Chris Batten and Chrissie Lewis

Theme - Partnerships to enhance curriculum design and delivery

The sessions will be an informal but informative and interactive session which aims to:

- Give an overview of the Students’ Union as a whole and in particular how it works with its students as partners.

- Give an insight in to the benefits of College & Student Reps to both peers and the actual programme.

- Allow participants to gain understanding on the current Rep structure and the process that is undertaken to elect Reps.

- Introduce participants to aspects of training that Reps undertake to equip them to fulfil the role

(PECDD6) Writing for publication: A Shared Group Activity

Facilitated by David Sheffield, Kayleigh Belton and Frances Massey

Theme - Partnerships to enhance curriculum design and delivery

The process of developing, conducting and reporting on the research has been taught through didactic sessions. As part of our MSc Helath Psychology we have sessions on: developing a proposal through reviewing; consideration of materials; ethics; analysis of questionnaires and other data; and dissemination using posters, oral presentations, and through academic articles. We are making these a more participatory process and have developed two pilot sessions focusing on writing a research study and a review as peer reviewed articles.

The presentation discusses how this pilot was implemented and our perceptions of the process, along with those of our students

(ESLPA1) Students helping students to help themselves: Developing Study Skills

Facilitated by Catherine Shipley, Elle Ferguson and Elliot Ralph

Theme - Enhancing student learning through a partnership approach

The Study Skills Service operates within Learning Enhancement to provide peer to peer support to HE level students across all colleges and sites. The service uses students as partners in the creation and delivering of study and IT skills materials in person and remotely both in group and one-to-one situations. With the help of current Study Advisors this interactive workshop will showcase materials and resources in a small group activities including the use of course resources to collate and disseminate materials, using online referencing guidance to avoid plagiarism, and thinking about how the service can enhance your course curriculum.

13.30 - 14.40 13.30 - 14.40

(ILTA2) University of Derby MOOCs development

Facilitated by Syed Munib Hadi

Theme - Innovative learning and teaching approaches

MOOCs (Massive Open Online Courses) often attract thousands of students in their first week.  This requires a different relationship between students and staff compared to traditional courses; often with an emphasis on social learning and peer assessment.  This session will give an insight into the development of our University of Derby MOOCs – the first two being on Digital Literacy and Dementia.  If you are keen to find out more about the exciting new innovative academic practices, technologies and strategies the Academic Innovation Hub team is working on as part of the project, then you need to come to our session.

(ILTA4) Innovative assessment practice and constructive alignment to support student’s professional development

Facilitated by Becky Manton and Maria Dent

Theme - Innovative learning and teaching approaches

This workshop presents the design, implementation and evaluation of an innovative assessment practice, developed for a module in Teacher Education. ‘Students as Partners’ underpins the philosophy of this assessment with consideration given to constructive allignment throughout the process.  Concluding formal assessment was the use of Pecha Kucha presentations. This approach supports students in developing professional qualities needed for interviews, Viva Voce examinations and beyond to support school enterprise. Pecha Kucha was chosen as it focuses on using images to communicate ideas, concepts and understanding. Images were used to illustrate knowledge and understanding of chosen areas thereby demonstrating secure pedagogical knowledge.

(EETP2) Leveraging industry partnerships in Culinary and Hospitality Management: the story of the Chartwells 11 point plan

Facilitated by Tony Clodd, Peter Rayner and Peter Dewhurst

Theme - Employability and enterprise through partnerships

During academic year 2013-14 tenders were sought from contract caterers to manage the food service operations at the university’s Derby sites. As part of the tender process, companies submitting proposals had to state how they would fulfil the “11 point plan”, a set of criteria regarding how companies would support the curriculum. The aim of this presentation is to tell the story of the “11 point plan” and our evaluation of its success so far, as well as future developments. We hope that participants will give us feedback regarding our approach, and that our presentation will stimulate the exchange of ideas and experiences relating to leveraging relationships with industry partners.

(EETP5) Are you ready to claim the title University of Derby's most enterprising lecturer?

Facilitated by Sarah Rawlinson, Sue Morrison and Sara Hawtin

Theme - Employability and enterprise through partnerships

This interactive workshop will consist of two groups; participants and an audience. Participants will be asked to identify and present initiatives that best promote an entrepreneurial mind-set amongst their students to an audience of peers. Preparation will be key. Participants will have 5 minutes to pitch their case to claim the title University of Derby’s most enterprising curriculum or activity. The audience will be asked to engage with the participants and ask questions about the challenges and rewards of delivering entrepreneurship amongst their students (limited to three questions). The audience will be asked to vote and award the prize for the best presentation

If you are interested in participating in this highly interactive workshop please send your pitch, in less than 250 words, to Sara Hawtin by 5pm on the 26th June.

(PECDD2) Telling it Like It Is

Facilitated by Philip Plowden

Building on the similar sessions in previous years, this is an opportunity for you to come and talk to Philip Plowden, the Deputy Vice-Chancellor with responsibility for Academic Portfolio, in order to discuss what you feel are the key learning and teaching issues for the university and for your programme/subject area as we implement the Corporate Plan.

- What do you feel needs to happen in order for every programme to be part of an “outstanding teaching and learning environment?”

- What will it mean for delivery of our programmes that students will be able to move, flexibly, between modes of delivery?

- What changes do we need to make if we are to delivery deliver “a high quality, simple and effective end to end learner experience which makes applying, enrolling and studying at the University a first class experience?”

Theme - Partnerships to enhance curriculum design and delivery

(PECDD5) 'Students as Partners’ perspectives on partnership

Facilitated by Cheryl Stephens and Jean Mutton

Theme - Partnerships to enhance curriculum design and delivery

This interactive session aims to define the territory and consider what ‘students as partners’ means, or could be, here at Derby. Covering some key principles and aims of partnership from around the sector and how these have enabled sustainable student engagement and transformational learning and development. There will be an overview of the progression framework considering two key questions and asking participants to physically place themselves in the room on a sliding scale between ‘Students should be partners’ vs ‘Students shouldn’t be partners’ and ‘Low importance to students’ vs ‘High importance to students’ in relation various topics.

(ESLPA2) The Benefits of Engaging with Practitioner Inquiry

Facilitated by Fiona Shelton, Val Poultney, John Fordham and Helen Poultney

Theme - Enhancing student learning through a partnership approach

This presentation explains how the University of Derby has been supporting and encouraging partnership schools to establish a culture of teacher-led inquiry. Findings suggest that there are three key elements needed to change culture: first a knowledge of a range of inquiry methodologies and how they might operate in the school context, second the importance of teacher leaders having a strategic vision of how inquiry links with and contributes to whole school improvement and third, how to co-ordinate the support of HEI expertise to open up spaces for the co-creation of school improvement knowledge.

From a trainee perspective, whether located on the more traditional B Ed, PCGE or school-based routes, the outcomes of this work has allowed them to develop praxis, to be able to see how theory from research modules is evidenced in practice within the classroom.

(ESLPA4) Student-Generated Induction - Students as Partners in Retention

Facilitated by Nicholas Bowskill

Theme - Enhancing student learning through a partnership approach

This workshop aims to facilitate a conversation amongst participants about their current induction practices. At the same time, participants will also experience the student-generated approach as a way to understand this social and participatory alternative. Different measures of the student-generated approach will also be presented.

15.15 - 16.15 15.15 - 16.15

(ILTA3) The Very Big and Very Small: Can Microbes Shape Ice Sheets? (A case study of staff-student collaboration)

Facilitated by Joseph Cook

Theme - Innovative learning and teaching approaches

Despite seeming barren and lifeless, Earth's great ice sheets are home to diverse and abundant microbial life. Microscopic life-forms may seem benign, especially at the scale of ice sheets covering millions of square kilometers, but Dr Cook's research indicates otherwise. In fact, it seems that these microbes might be actively engineering ice sheets and shaping them to favour their own survival. This fascinating hypothesis forms the basis of Dr Cook's current research at the University of Derby and here we explore the diverse learning and teaching oppoutunities it has offered.

(ILTA5) Finding, using and creating open educational resources to enhance your teaching

Facilitated by David Robertshaw and Paula Shaw

Theme - Innovative learning and teaching approaches

Open Educational Resources (OERs) are teaching and learning materials that are in the public domain published under an open license permitting access, use, repurposing, reuse and redistribution with very limited restrictions. This workshop will consider how you can find, use and create OERs that are free, high quality and can be used by anyone under a Creative Commons license. In addition to showcasing some examples of OERs and OER repositories, our discussion will also explore how you can use students' knowledge of OERs to inform curriculum development and delivery, encouraging students to become co-creators of OERs themselves.

(EETP3) New models for Employer Lead Postgraduate Education - A postgraduate apprenticeship?

Facilitated by Nicki Moore and John Robertson-Begg

Theme - Employability and enterprise through partnerships

This formal presentation will concentrate on the lessons learned from an evaluation of the employer lead, full-time programme, the MSc in Innovative Engineering Solutions funded as a pilot by HEFCE.  One of the key aims of the programme is that students develop the necessary employability skills required to make the transition from learning into permanent employment. This formal presentation will help other University of Derby academics to think through the issues linked to developing student employability and the role of work-based learning as a model for the delivery of post-graduate study.  This formal presentation will include an opportunity for participants to exchange views and to contribute to discussions which will underpin the development of future programmes of this sort.

(PECDD3) The Value of Student Self Assessment in Articulating Knowledge and Skills Development

Facilitated by Wendy Wesson, Lorraine Henshaw, Suzanne Le Blond and Trudy Gregory

Theme - Partnerships to enhance curriculum design and delivery

Student self assessment is well recognised within higher education as a means of gauging academic achievement (Boud & Falchikov, 1989, Taras, 2001, McMillan & Hearn, 2008) and to a lesser extent, competency in practice ( Lind et al, 2001). This study of students undertaking a professional programme of specialist study, aims to measure the value of student assessment in practice, both to gauge practice proficiency and as a means of opening up a conversation between mentor and student regarding different perceptions of the student's stage of progression; their level of knowledge, competence and capability within the role.  

(PECDD7) With apologies to Masterchef, a Feast of Formative Video Feedback Served Five Ways, on a Bed of Enterprise Education with a Side of Research and Drizzled with a Student Learning Jus 

Facilitated by Vic Curtis, Rob Moon and Rob Higson

Theme - Partnerships to enhance curriculum design and delivery

Our appetiser considers research literature around the benefits and problems of formative feedback to help students improve their learning, and our previous video feedback efforts.

The main course demonstrates five simple examples of how formative video feedback was introduced into various Enterprise modules.

Dessert is feedback on the feedback: what did students think and what impact did it have?

Finally, coffee: recommendations for how you can quickly and easily implement formative video feedback into your own teaching to create impact

(ESLPA3) Roadmap to Success: working with students to reduce the white/BME attainment gap

Facilitated by Ang Davey and Helen Wilson

Theme - Enhancing student learning through a partnership approach

The University of Derby shows that there is an attainment gap between white and BME students, a situation that mirrors the national picture.  The University knows that there is no magic wand that will narrow the attainment gap and consequently the Education and Childhood Studies subject area has formulated and trialled a range of strategies that will involve all students as co-producers of their own experiences with the ambition of a narrowing of the attainment gap between groups. One strategy is the Roadmap to Success – a “fit to submit” checklist for assignments or aide memoire.

The Roadmap to Success, a strategy for improving coursework grades, was piloted with a cohort of Stage 3 (Level 6) undergraduate students taking Understanding and Managing the Behaviour of Learners module as part of the BA (Hons) Education Studies degree.

(ESLPA5) MA Education: Students as Genuine Partners: Linking teaching, research and enterprise

Facilitated by Deborah Outhwaite and Jo Ward

Theme - Enhancing student learning through a partnership approach

The MA Education programme at the University has had a three year cohort of students at Bemrose School in the City of Derby.  This comes to an end this academic year, with our part-time course successfully achieved by a wide range of their school’s staff.  In this session Jo Ward, (the retiring Head teacher from Bemrose) and Deb Outhwaite (MA Pathway Lead) discuss the strengths of this form of making the most of our students as genuine partners.  Both Jo and Deb are interested in Leadership and Management in education, social justice, equality and equity.

What's Happening ...

Learning and Teaching Conference 2018 - Call for proposals

The Centre for Excellence in Learning and Teaching (CELT) is pleased to announce the call for proposals for the Learning & Teaching Conference 2018. All staff are invited to submit using the online form below for consideration by the conference review panel. Proposals need to be submitted no later than 12 noon on 22 May 2018.