Parallel Sessions A (11.00 - 11.50 am) - Written Blurbs

Main Stage 1 (Triple Room)

Numeracy skills training powered by technology: diagnostic, remedy and mastery by Ovidiu Bagdasar, Graham Orpwood and Kieran Bailey

Do maths problems make you anxious? Are you less “numerate” than you feel you should be? If the answer to either of these questions is “Yes”, then you are not alone!   Research has shown that numeracy among British children and adults is getting worse, just as daily activities depend more on maths, science and technology. The University of Derby has recently signed a long-term partnership with Vretta, a Canadian company whose award-winning software makes learning maths easier and more fun. This session will demonstrate the software and support the participants to enroll on our free Basic Numeracy Skills training course.

Theatre Stage 1 (G04)

Critical Thinking Treasure Hunt by Dean Fido, Katia Vione and Boban Simonovic

Do you consider yourself a problem solver and a critical thinker? This treasure hunt around the Festival will involve a sequence of problem solving activities. After solving each problem, you will receive a clue for the next one. It gets easier if you think critically. However, you can still get to the end even if you struggle with some of the questions. Don’t worry, we all do. By getting to the end of the treasure hunt, you will not only have a sense of achievement, there is an actual treasure!!! Good luck and see you at the finish line! 

Platform Stage 1 (DO/110)

Carl Gombrich - Head of Teaching and Learning (The London Interdisciplinary School)

Carl Gombrich joined the new London Interdisciplinary School as Head of Teaching and Learning in April 2018. For the previous 16 years, Carl worked at UCL, the great university in London, where he led the set-up of, and then directed, the Arts and Sciences (BASc). He was a Professorial Teaching Fellow in Interdisciplinary Education at UCL and is a Principal Fellow of the Higher Education Academy. Carl will be part of the exciting challenge of building a new sort of interdisciplinary university from scratch, with the ambition of creating the best learning experience in the world for their pioneering students.

Carl's workshop will focus on interdisciplinarity in higher education.

Think Stage 1 (DO/116d)

Negotiating and co-creating assignments with students: The SIM by Andrew Ramsey, Chris Ribchester and Graham Rowe

Working in partnership with students is central to the ethos of the University of Derby and embedded across its learning and teaching strategies. Within this context, this workshop will explore the design and delivery of the Student Initiated Module (SIM) which is taught in CLANS, a module that requires students to negotiate a learning contract with tutors, offering significant flexibility about the topic of study and mode of assessment. This model is transferable to other disciplines and the workshop will encourage colleagues to reflect on its applicability to their own practice and context.

Launch of CQA and the Bigger Picture by Andrea Robertson-Begg, Christian Gerstner, David Beresford and Elaine Owen

Dream Stage 1 (DO/111a)

Celebrating “Difference” and “The Other”: Students achieving their potential by Richard Self

We are unique individuals with unique experiences and history. This requires an understanding of individuality and differences and the elimination of the bias of stereotypes (sameness). Understanding our students’ individuality in  any and all ways  can be used to guide and coach them to achieve the limits of their potential and to use their own unique, experiential insights and challenges to focus their studies for good. Too often we are too scared to explore their uniqueness with our students from fear of accusations of discrimination on grounds of race, gender, disability etc. when in reality, such a discussion can result in exceptional achievement.

Inspire Stage 1 (DO/111b)

"It was like you were in the room with me" - Using podcasting to extend your voice beyond the classroom by Rob Higson and Matt Gilooly

Audio podcasts have seen a growth in use in recent years, particularly amongst young adults. For lecturers and students they provide many benefits such as being simple to create and easy to listen to. This session will provide attendees with examples of how podcasts can be designed to act as learning materials. We will discuss the value of podcasts for students and lecturers and the different types of content that can be created such as assignment guidance, reflection on current events, and guest interviews. Alongside a pedagogical perspective, attendees will gain practical tips on presentation, recording and sharing. 

Play Stage 1 (DO/113c)

CourseResources - What students think by Melanie Powell and Eugene Michaels

This session presents results from our pilot questionnaire and interviews with UoD 2nd year business students looking at their perceptions of digital resources for study. We focus on what students think about the value of our VLE, CourseResources, and how they think they use it. We have a ‘snapshot’ of the student view of what determines the way our students use CourseResources, what they like and don’t like about digital interfaces, what they value or don’t value about it, and their perceptions about when, where and why they use it and the links to other digital resources embedded within it.

Not in my classroom! - Do personal values, beliefs and life experiences influence how the lecturer perceives and manages the classroom in HE? by Nigel Down and Laura Fox-Lee

Current literature doesn’t currently address behaviour management with adult learners.  However, lecturers are still challenged by certain behaviours in the classroom.  During this session we are looking to flip the approach of traditional behaviour management and, instead of discussing what we can do to change the student’s behaviour, look at WHY we as practitioner find it challenging. 

Parallel Sessions B (1.00 - 1.50 pm) - Written Blurbs

Theatre Stage 2 (GO4)

Think Stage 2 (DO/116d)

This interactive session will highlight the practical problems faced by the academics/students to teach, understand, and deter plagiarism. As an academic with experience in teaching/research in this field, the author would share some example student behaviour and how they are being influenced by other factors and argue a case for a holistic approach to enhance academic integrity. The session will highlight the attitudes and approaches of the academics/their influences on student plagiarism; the influence of students secondary education resulting in academic misconduct; and the external influences (university policies, growing number of paper mills, legislative support etc) on enhancing plagiarism deterrence.

Inspire Stage 2 (DO/111b)

This session will provide you with an opportunity to understand the importance of inclusive practice, explore some of the common problems people have with accessing content and how technology can be used to support them to overcome these barriers. Practical advice will be offered to explain how to use the accessibility features of our institutional learning technologies (including Blackboard Ally, Microsoft, Panopto and Box of Broadcasts) to create an inclusive classroom. The introduction of new legislation (PSB (Website and Mobile Applications) Accessibility Regulations 2018) means we have a responsibility in making the content we create and share accessible.

Escape Room 1 (DO/116b) 

by the Centre for Excellence in Learning and Teaching (CELT) TEL Team

This session will give you the opportunity to use your problem solving and digital skills. Working against the clock in collaborative teams, you will be faced with scenarios that require you to decipher clues and solve puzzles. The session is designed to enhance your digital capabilities and increase your knowledge and experience of the digital tools available at the University to support learning.


Parallel Sessions C (2.00 - 2.50 pm) - Written Blurbs

Platform Stage 3 (DO/110)

Michael is a Lecturer in Digital Education at the University of Edinburgh, and a member of the Centre for Research in Digital Education. His research interests include critical studies on digital education in development contexts, and the implications of such thinking for educational mobility.

Michael is a project research associate on the ‘Near Future Teaching project’ Addressing the themes emerging from the project, including the impact of Industry 4.0 and how it affects what we do in Higher Education, Michael talks about the value of diversity in widening participation efforts, and how that value is found throughout the project. Michael's session with focus on this theme.

Think Stage 3 (DO/116d)

Many students struggle with group-based assessments.  This pedagogic approach aims to equip students with compassionate micro skills of communication and improve their ability to work effectively within a group setting.  It was hypothesised this would bring about positive benefits including reductions in stress, anxiety and depression along with increases in compassion and positive group working. All staff teaching on this module received training in this approach.  To assess the efficacy of this approach a mixed methods research design has been employed, with quantitative data collected at 4 time points to provide a robust baseline and enable analysis of effects beyond the duration of the module.  Focus groups are being conducted with both staff and students on the module to provide in-depth feedback and inform future practice.  This session will explain more about the approach used and the impact this has had for students and staff on the module.

Dream Stage 3 (DO/111a)

This is an interactive workshop designed around the solving of a number puzzles that focus on the six best practice components that need to be in place for transformational work based learning.  Work based learning is learning in, through and for work. The face of higher education is changing and there is a real need to engage with local, national and international organisations around a deliberate and designed work based approach that delivers both a challenging learning process for the employee and measurable strategic impact for the business. This workshop is designed to start a conversation around best practice in work based learning by sharing, laughing and solving some puzzles.

Inspire Stage 3 (DO/111b)

This session will give ypu an overview of the Student Legal Advice Centre and it's three fold vision. Student presentations will focus on the positive impact of involvement with the Centre covering student ownership, student journey, communication skills, practical experience, team building skills and much more. An overview of how experiential learning can apply to different disciplines and the wider University will also be provided.

Play Stage 3 (DO/113c)

We will be taking you through our experiences of developing our “Clandestine Burial Search Game” in Forensic Science with its trials and tribulations, successes and failures using a simple framework for developing games that I have called “The Games of games”. This looks at three phases Creating the game, Student experience and product development and will cover what to look out for in game creation and involve you in thinking about what could go right or wrong and what did go right and wrong especially things that can affect the student experience.

Maths. The subject that causes panic, fear and sleepless nights for many students… but it doesn’t have to be this way! This session is an example of how maths can be taught in a fun and practical way whilst enabling students to see its value and relevance in the context of their vocation. This workshop was developed specifically to prepare Nursing students for their Nursing Calculations exam, so, you’ll be measuring up syringes, calculating BMI and even making cocktails!

Escape Room 2 (DO/116b) 

by the Centre for Excellence in Learning and Teaching (CELT) TEL Team

This session will give you the opportunity to use your problem solving and digital skills. Working against the clock in collaborative teams, you will be faced with scenarios that require you to decipher clues and solve puzzles. The session is designed to enhance your digital capabilities and increase your knowledge and experience of the digital tools available at the University to support learning.