Session Abstracts C - Learning & Teaching Conference 2017 - University of Derby

Session Abstracts

Sessions will take place in 3 time slots as below.  The Session Matrix 2017 lists all sessions at a glance.  You are also welcome to choose the 'no session' option (designed for networking).

All sessions are split into themes:

  • Student Experience (all session references beginning with SE)
  • Employability & progression (all session references beginning with EP)
  • Digital Practice (all session references beginning with DP)
  • Inclusive Learning & Teaching (all session references beginning with ILT)
  • Radical Pedagogies and/or research active curricula  (all session references beginning with RPR)

Parallel Sessions A

Parallel Sessions B

Parallel Sessions C

 

(SE3) Use of the Full Mark Range in Assessment

Ivana Ebel and David Cunningham

Theme - Student Experience

Marking is recognised as a challenge for many academic staff. Often assignments do not have a set number of marks to be gained (or lost) and judgements are qualitative. Academic staff are encouraged to use the full range of marks. This presentation aims to discuss the challenges in awarding very high or very low marks in assessing student work.  Internationally, marking systems vary: Brazil (0 - 10), Portugal (0 - 20), Germany (5 - 1) and in the UK (0 - 100). For that reason, this session also questions some of the implications of variations in approaches to determining marks for individual assessments and at the programme level.

 

(EP3) Developing an Enterprising Mindset: embedding the University 'work-related learning' requirements into the curriculum

Vic Curtis and Rob Moon with student contribution

Theme - Employability & Progression

The ability to ‘be enterprising’ to help drive employability is a key aspect of both the UoD’s Learning and Teaching Strategy and Graduate Attribute Framework.  Both emphasise an embedded ‘learning by doing’ approach, corroborated by the QAA’s Guidelines for Enterprise and Entrepreneurship Education (2012).  This session describes a new 1st year core business module, ‘Developing an Enterprising Mindset’, wherein students apply academic theory in practice with local businesses.  Before and after the module, the General Enterprising Tendency test (Caird, 1990; 1991) was administered to students to determine if enterprising characteristics had changed.  We’ll look at lessons learnt, planned improvements and participants will hear from current business students about their experience of ‘being enterprising’.  We’ll also share how participants could incorporate some of the approaches to enhance the impact of their own ‘Work-Related Learning’.

 

(EP5) Evaluation of a Patient Complaints Simulation

Naomi Shiner

Theme - Employability & Progression

Radiography requires excellent people skills to manage a safe working environment (Booth 2006). Simulation is a recognised method of learning particularly for areas difficult to teach in a classroom or clinical environment (Nehring and Lashley 2010).  A simulation was developed for 3rd year students, prior to clinical placement, to manage a conflict situation effectively whilst undertaking a mobile x-ray.  The aim was adopting appropriate communication to reduce confrontation.  Students completed a pre and post evaluation of their learning experience adapted from Halkett (2011). This used a 5 point Likert scale and open ended questions to gain qualitative feedback. This session will evaluate the simulation and discuss how it enabled students to experience a real conflict situation that occurs in clinical practice and explore their communication skills in a safe environment. 

 

(DP3) The Case of the Infinite Pen: using touchscreen tablets, MS OneNote and Lecture Capture to create and capture a more advanced digital smart board

Sam O'Neill

Theme - Digital Practice

Technology is crucial to providing a more immersive student experience at a time when students are demanding more.  Video has been at the heart of the technological teaching revolution, providing students with the capacity to revisit lectures and explore content time and again.  Lecture Capture is well established at the University and available to all academic staff; however in a subject like Mathematics, where board-work and annotations are essential to the learning experience, using Lecture Capture has proved more difficult. Using a combination of technology, a new type of digital smart-board is providing academics with the ability to handwrite and annotate as easily as on a whiteboard, whilst simultaneously capturing this visually along with the narrative. The results are akin to the quality of video that is produced by the world-renowned Khan academy.  This session will show how this technology can be used to great effect. 

 

(DP6) ADR Records: developing an online music portal

John Crossley with student contribution

Theme - Digital Practice

This is an on-line portal to act as a place for students to exhibit and showcase their work; this will be predominantly music but will include visual elements too. It will offer an opportunity for ‘real world’ business experience and provide networking both between students on other programmes and with the outside world.  In this presentation, John Crossley from the University music team and Diana Stone, Student Digital Champion and first year BSc Music Technology Production student will discuss how the project came about, the key role that the Digital Champion initiative has played and talk about the project and its aims.

 

(ILT3) Can You Hear Me at the Back?

Simon Lewis and Mark Dring

Theme - Inclusive Learning & Teaching

Clear communication between lecturer and students is an essential factor in the pursuit of effective teaching and learning.  As lecturers we are conscious of the use of imagery, colours and content within our visual resources; but how aware are we of the clarity of our verbal exchanges in and beyond the classroom?  Advancements in technology enable us to capture lecture content for those who may wish to revisit it, have hearing impairments or those for whom English is not their first language.  The voice is only the beginning of a complex system of varying stages and from experience we know that any of these transmission stages can damage audio quality and therefore the success of information delivery.  This session gives information on a practical approach to effective audio capture with demonstration and covers the impact of adopting an effective approach for those with hearing difficulties.

 

(ILT4) Closing Student Attainment Gaps: using tools available through the Student Attainment Project 2

Helen Hathaway, Chris Gascoyne and Ian Whitehead

Theme - Inclusive Learning & Teaching

Through the Student Attainment Project 2 (SAP2) we are working to support academic colleagues in closing attainment gaps for different groups of students. This session will focus on the HEFCE Catalyst Fund: Addressing barriers to student success – SAP2, being led by the University of Derby in partnership with Southampton Solent University and the University of West London, and how you can access tools through the SAP2 to support your approach to inclusive teaching.  You will have the opportunity to: use our spiky modules tool to explore your module data and identify whether there are attainment gaps for different groups of students; consider how you could apply some of the inclusive interventions from our Practical Recipes for Student Success (PReSS) in your teaching; and contribute your experience of inclusive teaching practice as we develop our approach through the SAP2.

 

(RPR3) Inter-Professional Learning: a case study of delivery and practice

Peter Tunnicliffe, Liz Eate and Toni-Marie Benaton

Theme - Radical Pedagogies and/or Research Active Curricula

The Centre for the Advancement of Inter-professional Education, (CAIPE) (1997) defines inter-professional learning (IPL) as “occasions when two or more professionals learn with, from and about each other to improve collaboration and the quality of care".  This session will illustrate how modelling this behaviour in the classroom could lead students to experience very positive and enabling messages about this style of cooperative working, in the formative stages of their health and social care careers. We will not only explore the ideas and principles currently being used in a Health and Social Care setting within the University but also will consider the potential development of opportunities within other subject areas by:

  • highlighting positive educational advantages to be gained from such activities and modes of working
  • considering potential barriers to developing this pedagogical approach, and how these might be overcome
  • building networks which enable efficient collaborative inter-professional learning

This pedagogical strategy demands educational or learning approaches which enables the development of working together with a common purpose, commitment and mutual respect – all skills and qualities which students will benefit from both personally and professionally.

 

 

 

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Programme Performance Checks

Staff development sessions to help programme teams prepare for the new Programme Performance Checks are available on request through your College Lead in Quality Enhancement - Further guidance materials are being provided on Sharepoint.