Session A1 – K203 (Kirtley Building)
Embedding Compassionate Communications skills within the Curriculum
Dr Caroline Harvey and Professor Frances Maratos. College of Health Psychology and Social Care.
This workshop provides an introduction to the pedagogic approach developed by Dr Caroline Harvey and Prof Frances Maratos to embed Compassionate Communication Skills in HE. We will discuss the impact this approach can have on students in terms of enhancing inclusivity and performance in group-based settings such as seminars and group assessments. The techniques and activities we have developed through our work in this area will be shared and we will introduce you to a range of video resources co-created with our students to exemplify compassionate communication in action.
Session A2 – K102 (Kirtley Building)
Supporting international students with the pedagogy to promote academic success
Helen Boulton, Alex Hudson, Michael Croker and Sarah Kimberley. College of Arts, Humanities and Education.
International students are being welcomed to the University of Derby in increasingly higher numbers and they provide a valuable contribution to the success of the University in meeting its future focussed, bold and impactful strategic aims. Ensuring that international students are well integrated into our teaching and learning environments is the cornerstone of that success. But, how do we expect students to know the language of the UK HE classroom? Through professional dialogue, this workshop will build on 6 well-established pedagogical approaches and explore potentially simple changes to classroom practice that could make a big difference to student outcomes.
Session A3 – K103 (Kirtley Building)
Three presentations in a 1-hour session
Digital Media Producers partnership with staff.
Charlotte Gregory-Ellis and Matt Gilooly. Digital Learning - Digital Solutions and Services.
Student Digital Media Producers (DMP), are employed by Digital Learning to co-create with academics, developing digital content for teaching and learning purposes. This role is extremely important for increasing an authentic working environment for the DMPs, allowing them to get ‘real-world’ learning they require for their future. As well as providing academics with professional digital content for their students' learning.
Come along to see how this staff-student partnership works and how you could get involved to begin creating digital learning content for your modules.
Postdigital Learners: A participatory action research project of the digital capabilities of international students on a one-year Master's course in Education.
Dr Jennifer Marshall and Dr Stuart Connor with student co-presenters. College of Arts, Humanities and Education.
A range of literature has sought to document and support the experiences of international students and the associated challenges of a transition to postgraduate study. While recognising the value of such ‘challenge centric’ work, there is also a tendency to reinforce unhelpful dichotomies, deny the agency of international students; reflect and realise a deficit model of thinking and neglect system-wide perspectives. In response, this paper explores participatory approaches to research and system improvement and the value of the postdigital, as a concept and practice, for making sense of the rich, diverse and complex entanglements that constitute learning in contemporary higher education.
New approaches through the practise of drawing: Developing agency through online delivery.
Kay Bolderson and Camilla Clayfield. College of Arts, Humanities and Education.
At the University of Derby all drawing sessions between September 2020 and June 2021 for BA Textile Design students took place online in order to prioritise campus time for studio use. These sessions were delivered synchronously and this change, whilst a challenge for staff and students alike, proved more successful than anticipated and affected student practice in some interesting ways. This paper seeks to set out these changes, bring together some initial discussion of the impact they have had, and look at how this might affect how drawing is taught within Design courses at university level in the future.
Session A4 – K104 (Kirtley Building)
Three presentations in a 1-hour session
Using Novel Pedagogies for Encouraging Police Engagement With Academic Research.
Jenny Richards and Dr Laura Hammond. College of Business, Law and Social Sciences.
Evidence suggests that police officers find academic research hard to engage with and difficult to make sense of. As the police qualification framework matures, and new recruits enter the service with more academic knowledge, methods to enable police officers to access, engage with, and utilise academic knowledge are key to the professional development of the service. This presentation will summarise novel approaches taken in one UK police force, the feedback received from staff and a reflection on the potential future opportunities for developing further engagement activities, ensuring effective co-operation between police and academics to maximize uptake and use of research.
The application of critical reflection to bridge the theory-practice divide and develop professional agency: a comparative multidisciplinary study in education and nursing.
Dr Michael Marshall, Helen Phipps and Grace Hoskins. College of Arts, Humanities and Education.
In line with the vision of the Public Services research theme, this multidisciplinary project aims to improve the professional education of pre-service teachers and nurses by raising the skill level, status, and agency of professionals as they embark on their careers. The University of Derby’s commitment to the Academic Professional Apprenticeship and the community of practice (Wenger, 1998), enabled this novel multidisciplinary approach to bring professionals together to share, compare and evaluate effective pedagogy in public service professional education.
Pedagogy in academic and researcher development.
Dr Jacqueline Cordell. Research and Innovation.
Academic development of researchers and research practitioners operates as a form of teaching and learning adjacent to, but distinct from, taught student provision. In this talk, the University’s Researcher Development lead (Dr. Cordell) discusses the pedagogy of researcher development at Derby as provided through the Researcher Development Programme. The discussion will focus on the modelling of the programme and its drivers, practices of delivering training on research skills and the research & knowledge exchange landscape, and will invite dialogue on the pedagogy of the programme in its future iterations.
Session A5 – K202 (Kirtley Building)
Three presentations in a 1-hour session
A comparative sentiment analysis of human-generated and machine-generated educational content and their differential impact on students’ experience and learning.
Dean Fido (College of Health, Psychology and Social Care), Gary Fisher (Digital Solutions and Services) and Paula Shaw (Provost Learning Teaching).
AI writing tools such as ‘ChatGPT’ have occasioned great controversy within Higher Education. This project offers a rigorously-measured evaluation of the possibilities – and limitations – of machine-generated text. This project prompted ChatGPT to generate a version of the human-written teaching materials that the University of Derby has produced to deliver to online students. Using a mixed-methods approach, we have subjected two iterations of the same content (one human-generated, the other machine-generated) to sentiment analysis, and evaluate student perceptions thereof. This comparative analysis identifies the key differences between the two and explores the ‘gap’ between human-generated and machine-generated academic content.
A toolkit for student co-creation.
Charlotte Wisson, Cheryl Stephens and Russell Lewis. Student Engagement and Enhancement - Provost Learning Teaching.
Student partnership and co-creation challenges the traditional approach to teaching and learning. Students are no longer passive consumers but active participants in their own learning. When students become engaged members of their university and learning, positive interaction leads to student belonging and student satisfaction (Humphrey and Lowe, 2017). This presentation will showcase best practices where colleagues in both academic and professional service teams at the University of Derby are already engaging in student partnerships. It will also launch a toolkit for student co-creation work to support colleagues in collaborating with students as equal partners.
Connecting the dots: Using community-based research methods to teach students how to reason systemically about health inequalities.
Brenda Caldwell Phillips and David Sheffield. College of Health, Psychology and Social Care.
Community-Based Participatory Research (CBPR) pairs education with co-learning and action to democratize the knowledge acquisition process (Krishnan et al., 2020). In this presentation, we discuss the development of a pedagogic approach designed to teach undergraduate psychology students about health inequalities. Students will engage in social justice and CBPR methodology workshops, co-created with postgraduate interns. We aim to teach students how to reason systemically and use research methodologies that directly benefit Women of the Global Majority. This project is being developed in partnership with local organizations, with the goal of meeting the psychosocial needs of cancer patients in Derbyshire.