Teaching Quality Enhancement Group
A department of the Academic Development Unit, Corporate Services
A department of the Academic Development Unit, Corporate Services
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Prof Cliff Allan,
University of Teesside
Presentation (pdf)
Quicktime video
The Dearing Report proposed fundamental changes to UK HE. This presentation will reflect on the impact of those changes and consider what we still need to do to ensure that UK HE will enhance its status and reputation in the face of increasing international competition.
Prof Lee Harvey
Director of Research and Evaluation at the Higher Education Academy
Michael Hellawell,
Jane Priestley,
School of Health Studies
The virtual community of ‘Bradton', has been developed by the University of Bradford with the COMENSUS project at the University of Central Lancashire and Advocacy in Action , in collaboration with service users and carers, c reating an inter-professional learning and teaching resource that promotes insight into personal histories. Individual narratives relating to health and social care experiences were digitally recorded to inform scripts for character depiction by simulated patients, and to produce podcasts for media rich case scenarios sited in a virtual community ‘Bradton'. Student learning has been enhanced and the process of collaboration has provided a meaningful, tangible means of community engagement.
Dr Peter Morgan
School of Management
Presentation (pdf)
The session is intended to be a presentation session, based around the work of an FDTL5 project – “Engaging Students With Assessment Feedback – what Works?”. The project has formally come to a close and findings from a variety of case studies indicate that 3 main issues can assist with this: 1) preparing students to receive feedback; 2) supplement written feedback through other means; and 3) providing timely feedback. The session will identify proposals for good practice as identified from a number of case studies carried out within the project as well as issues of implementation.
Patrick Allen
School of Informatics
Introduction to the Project: vision and reality
The research reported is based on an HEA-supported project called “Changing Together – Enhancing Learning, Teaching and Assessment Strategies and Practices for Disabled Students” and is part of a network of institution-wide projects working on disability, inclusion and Widening Participation all supported by the HEA “Developing and Embedding Inclusive Policies and Practices in Higher Education Programme”.
On a strategic level a central part of our work is to develop an institution-wide Learning, Teaching and Assessment Strategy that is inclusive and one that ultimately transforms the learning experience for all students. Our vision as a project is very ambitious and is ultimately to establish a paradigm shift across the University of Bradford in attitudes towards disability and to transform the student experience by moving away from a culture of reaction to one of anticipation and transparency with regard to educational provision for both disabled and non-disabled students.
On a practical level means a shift in the design of curricula, for example, in the way that Learning Outcomes are articulated at the level of an entire course or programme, at modular level, and at the level of an individual assessment component. It also means a shift in attitudes to inclusiveness at all stages of course design and delivery. This paper, therefore, explores the potential impact of such a strategic approach policy and practice on the realities of course design. It also examines ways in which intended transformations in the learning experience might be measured and how the implementation of inclusive approaches to learning, teaching and assessment can be translated into scholarship and pedagogic research.
The Project is currently analysing the following key areas:
Each of these dimensions afford the potential for change at the same time as provide opportunities to conduct research into the nature of cultural change in a university and especially in relation to Inclusiveness, Disability and the Diversity agenda in more general terms. Our vision is clearly very ambitious and if successful is likely to have a significant impact on the student experience, having said this, we are conducting our work in the spirit of what we as a team believe is possible given appropriate institutional support.
This paper we will explain the strategic developments achieved by the project so far and identify the practical implications of the development of an inclusive Learning, Teaching and Assessment Strategy at the level of implementation.
Implementation and Evaluation: a case study
The following research questions are guiding our work:
On the basis of the kinds of research question indicated above the paper will present a case study based on the first year of activity of the Project and will examine the approaches taken, first in the development and design of new courses and in more general terms as we begin to modify existing policies across the University. The following instruments can be used to generate research data for the evaluation of the potential impact of policy on the student learning experience.
There are key policies and practices surrounding the development of new programmes as well as the review of existing ones and given that Higher Education works to a Learning Outcomes model of curriculum design and as a consequence we are beginning to investigating the extent to which it is possible to design an inclusive learning outcome. This includes the consideration of what level inclusiveness should be considered and how it should be articulated in the description of educational experiences.
The session will be of interest to Educational Developers and those developing policy in relation to Learning, Teaching and Assessment and in particular those with responsibilities in the areas of disability, inclusion and diversity. The session will be presented as a formal paper but given the tentative and provisional nature of some of the work presented participation from those attending the session will be sought and debate will be encouraged.
Dr Julie Prowse,
Andrea Cassidy,
Lynda Gatecliffe
Division of Health Care Studies – School of Health Studies
There has been little work undertaken to establish the views of health and social service managers about the types, if any, of mentorship and support provided to undertake their work. Moreover, it is unclear where managers obtain support or advice if no formal mechanisms operate within the organisation. This paper presents the findings of a pilot study and will discuss a proposed research study, taking the opportunity to explore with health and social care managers support and mentoring in their organisation contributing to the debate about the structures and support that need to be in place to assist this process.
Stuart Walker
Disabilities Service
AJAX personalized home pages have been around since at least 2005. Current leaders appear to include iGoogle, and Netvibes. These generally allow users to organize user-defined modules / gadgets into tabs. The modules include notebooks, RSS / Atom feed readers, weather forecasts, calendars, to-do lists, support for email etc. and the list continues to grow. This presentation looks at some of the ways these technologies could assist students, in particular Disabled Students and examines Google notebook as a tool / gadget. It examines the potential barriers such technologies may pose for disabled people and asks are they facing yet another digital divide?
Fiona MacVane,
Elizabeth Whitney,
Melissa Owens,
Jamie Beck,
Sheila Furness
School of Health Studies
Presentation (pdf)
Background:
This presentation describes a project that took place in the inner city district of Manningham in Bradford (UK). Women from this multi-ethnic community joined female pre-registration health, social work and housing students for a series of one-day workshops. Delivered in a local community centre, participants explored women's health issues through the medium of art. A variety of art and drama activities culminated in the creation of banners depicting women's health in the inner city. The project was evaluated from an ethnographic perspective through: pre-workshop focus group interviews; participant observation of the workshops; and ‘creative' evaluations.
Aims:
The aims of the project were: to explore the effectiveness of art as an interprofessional learning tool; facilitate an understanding of women's health issues in a multi-cultural community and; help students to understand the roles of different health and social professionals within that community.
Materials and Methods :
Four art workshops were delivered to students and local women from a multi-cultural community. Evaluations took place through:
Results:
Results of the study demonstrated that art is a powerful learning tool. Perceived value included:
Nevertheless, a number of issues warrant consideration to ensure value beyond that of an enjoyable day. These include ensuring students understand the aims of the workshop and will maximise opportunities for engagement with the local women and students from other disciplines. In addition, adequate time must be allocated to recruit local women.
Conclusions:
Art is a valuable interprofessional learning tool if used with care to ensure project goals are achieved.
Peter Greasley,
Andrea Cassidy
Division of Health Care Studies, School of Health Studies
What do lecturers look for when marking essays? What impresses them and what frustrates them? In this talk we present the results of an email survey which asked lecturers to list the problems they found most frustrating when marking essays and the factors which most impressed them. Thirty-two lecturers responded with over 300 comments. These were then coded into themes by the authors and ranked in order of importance by sixteen lecturers from the original sample. The results highlight a range of issues that may be useful for lecturers when discussing assignments, and instructive for students when writing their assignments.
P Hopkinson, Ecoversity/AGES,
P Hughes, TQEG
S Miles,
L Comerford Boyes,
C Sefton
Ecoversity
This paper will describe activities undertaken as part of the 1 st year of the 3 year SDF funded Ecoversity StuDent project and draw together evidence on progress to date and impact on the student learning experience at Bradford. The project will outline both the work of the academic ESD pioneers and the longitudinal and action research strands of the project; discuss the methodological approach and explain the future data capture and feedback mechanisms. The paper will illustrate examples from the 3 curricula model for ESD set out in StuDent and highlight lessons learnt, barriers to progress and next steps.
David Spicer
School of Management
Presentation (pdf)
In September 2006 the School of Management commenced a trial of non-numeric assessment for postgraduate programmes. This involved divorcing the marking of all assessment from numeric (percentage) marks and their replacement of these with Grades (A to E) indicative of differential levels of performance. Drawing on a recent review of this trial and feedback from staff and students in respect of its efficacy, the session will cover the implementation of the system and consider the impact, implications problems and pitfalls of this alternative approach. It will be of particular interest to anyone considering similar practices themselves.
Ruth Whitfield
Becka Currant
Learner Support Services
Presentation (pdf)
This paper outlines the work of the First Year Experience strand of the University's HE Academy Pathfinder project and demonstrates examples of Develop Me! online materials, Develop Me! mobile and SaPRA in PebblePad.
David Clancy, Bradford Dementia Group
Presentation (pdf)
A discussion of personal epistemology (beliefs about knowledge and knowing) in the context of modules (11), drawn from a variety of undergraduate degree courses. Points of reference will be the teacher and student perceptions of the teaching and learning environment and the approaches to teaching and learning adopted within particular contexts. The premise being personal epistemologies influence such processes whereby the context and its particular demands encourage access and utilisation of different epistemological resources (Hammer & Elby, 2002). Conclusions will be put forward with recommendations for further research. The opportunity to discuss the issues raised will be most welcome.
Efthymis Zagorianakos, Geography & Environmental Sciences,
Ian Fouweather, The Graduate School
Presentation (pdf)
This paper seeks to explore a dilemma for teachers in the HE arena, highlighted by a recent case study. Despite a significant body of literature supporting the use of Formative Assessment a recent case study suggested that its adoption may not always have all the positive impacts expected. Despite engaging and motivating students, it appears that the acquisition of theory and factual knowledge did not develop in line with expectations. The authors will use the lessons learned from the case study to highlight how Formative Assessment can be introduced effectively into the LTA environment.
John Dermo,
TQEG, Learner Support Services
Presentation (pdf)
This presentation will look at how the University of Bradford is working towards reliable and secure large-scale implementation of online formative and summative assessment using Questionmark Perception. It will describe how Perception has been implemented at the institution, focusing in particular on recent developments using Perception (v.4.3) as part of the University's e-Learning Pathfinder project in 2007-8. The session covers technical challenges and solutions as well as user and organisational issues related to embedding support processes for online assessment.
Jackie Haigh
Fiona Meddings
School of Health
Presentation (pdf)
This presentation reports on using an assessed e-portfolio of personal development in a midwifery undergraduate programme. We discuss our experience of using Pebblepad Personal Learning System which has provided a flexible framework to support personal development planning and collaborative learning as well as enabling students to produce clearly structured e-portfolios for assessment purposes.
An assessed portfolio of personal development creates constructive alignment between the assessment process and the curriculum aim of developing life-long learners. We discuss the extent to which the students are motivated to value and articulate learning to learn rather than to focus purely on content of learning.
Dr Peter Morgan, School of Management
Presentation (pdf)
The session is intended to be a workshop session, centered around the development of a framework for supporting the academic and social integration of international students. Three approaches can be taken to the integration of international students - assimilation, accommodation and education (Biggs, 2002), yet little work has been undertaken to establish a useful framework for supporting policy and action.
The session will identify actions currently being taken in various UK HEI's and will analyse a framework for discussion, based around focus (social/academic and resources (high/low).
Dr Simon Ball, JISC TechDis Service
Presentation (pdf)
This workshop session will demonstrate a range of technologies that are free and easy to use that can make your teaching more varied and therefore more inclusive. A range of different technologies will be covered including simple podcasting and creation of audio feedback (halve your marking time!), through screen capture and instant text-to-speech conversion, to creating simple accessible learning objects. This workshop expects no particular technical ability other than everyday familiarity with a PC, but does presume you're willing to give things a try! Warning: you may be asked to have a go at using some of the software!
Shahid Rasul, School of Management
Jason Maher, LSS (Career Development Services)
During this session participants will identify what makes people enterprising, how developing these qualities can be integrated into the student experience using PDP and what impact this is likely to have on the student and their employability. This is an interactive workshop where we will explore a range of enterprise and entrepreneurial activities in relation to learning, research, career planning and employment prospects.
John Fairhall
Zeeshan Miran
Learner Support Services
A demonstration of the mobile IT solution for the Assessment and Learning in Practice Settings CETL. There will be a short introduction to the ALPS project and its objectives, followed by a brief summary of the IT solution. We will demonstrate how lecturers participating in the ALPS project will be able to create mobile learning objects and remotely ‘push' them on to the mobile device for student to use. On a separate screen we will show the students view from their mobile and how the learning objects are used.
We will discuss the potential impact on teaching pedagogies and how this technology might be used across the University.
We will then break up into small groups, each of which will have a device with learning objects on for members to use. The groups will be asked to use the learning objects and then feedback on their thoughts for the technology and its usefulness for teaching and learning.
If time at the end of the session we will demonstrate the support facilities for students.
Carol Higgison
Becka Currant
Presentation (pdf)
Satu Nieminen
J B Priestley Library
Poster (pdf)
The Bradford Team
Poster (pdf)
Neil Currant
Ruth Whitfield
TQEG
Poster (pdf)
Ruth Whitfield
Becka Currant
Learner Support Services
Poster (pdf)
Ruth Whitfield
Becka Currant
Learner Support Services
Poster (pdf)