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 Geoff Layer, DVC (Academic)
LTA Conference 2009
| We apologise for the inconvenience. A full version of the video will be available shortly. |
A number of delegates recorded their responses to Prof Layer. You will be prompted for your email username and password. If you have difficulties accessing the files, please email pebblepad@bradford.ac.uk
PresentationThis session will introduce the Escalate strand by providing an outline of the Escalate Programme and exploring employer needs and perspectives from the Stepping Higher CBI report. It will include:
How does this relate to the new LTA strategy?
The Escalate Programme directly supports the University vision to be outward facing, and collaborating strategically with a range of external partners particularly though engagement with employers and employer organisations and intermediaries. Escalate is about changing traditionally held views about what higher education is and who it is for by facilitating new curriculum models and delivery methods for people already in work, that will provide them with professional development and career opportunities, and will bring real benefits to business and the public and voluntary sectors.
Facilitated by John Warner, co-author of the CBI/Universities UK report, Stepping Higher, this workshop explores what employers are looking for in relation to workforce development and what the University can do to respond.
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The aim of this presentation is to share lessons from innovative models of employer engagement practice. The session will give an overview of the academic school Escalate projects. It will give illustrative examples from the schools, such as new course provision, new delivery approaches or new learner participation.
The presentation will draw out common themes and distinctive approaches. These themes will relate to issues such as cross-school collaboration, institutional barriers, and education and staff development opportunities.
The session will provide opportunity to discuss lessons learnt, transferability of activities and how to share and engage with the benefits of employer engagement.
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This paper will be an opportunity for the Inclusive Campus Project to share some of the research techniques being used as an integral part of the project. In particular, we are developing ways of integrating reflective practice into our work and as an integral part of professional development for both identifying and sharing good practice. As part of an institutional change project it is essential for us find appropriate ways of recording and evaluating change not just from the perspective of the institution as a whole but from the experiences of individual members of staff, at ground level, so to speak. This is where reflective practice and dialogue comes in. This paper, therefore, will provide an evaluation of tools for effectively recording dialogue for reflective practice
How does this relate to the new LTA Strategy?
The paper is based on interviews with students and members of staff in the University of Bradford as well as experts in the field of Inclusive Practice with respect to disability and Learning and Teaching all of whom have been asked to "reflect" on their experiences either as a Professional who is accountable for aspects of Inclusive LTA or as a student who are the "customers", in so to speak.
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Nationally the lower attainment of Black and Ethnic Minority students when compared with their white counterparts has recently been highlighted nationally. Analysis of the situation at Bradford suggests that we follow the national picture but with some noticeable local differences. These data have been reviewed by The Student Success Committee. The University is currently participating in a Summit Programme on BME attainment to develop policy to improve performance in this area. This presentation will focus on the issue as it impacts on Bradford students and the suggested policies to improve attainment.
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In this presentation we will provide a brief overview of the Mobile Enabled Disabled Students (MEDS) project, which was undertaken between October 2007 and November 2008, funded by the ALSP CETL. This will be followed by wider discussion of the outcomes and implications for learning generally, and disabled students specifically.
It is generally understood that dyslexia accounts for between 60 – 70+ % of Disabled students at HEI’s and dyslexia is by far the largest group of impairments within the population of disabled students within this University. The MEDS study identified the many ways in which mobile devices could enhance the learning experience for these students.
How does this relate to the new LTA strategy?
This workshop relates to the vision for the new LTA Strategy by:
This session will outline a number of ways in which teaching can be made more accessible to diverse student groups. The session will focus on the student learning experience as a whole and will cover topics including assessment and feedback, internationalization, disability, gender, and cultural diversity. It will be argued that adopting good practice for teaching diverse student groups leads to better teaching per se and that reflecting on how diverse student groups perform can provide insights into our teaching practices more generally.
How does this relate to the new LTA strategy?
This session will contribute to the vision for the new strategy by: encouraging the use of best andragogic practice for a diverse student cohort; promoting better overall teaching practice through a focus on inclusion and diversity; and stimulating further thought and discussion about how to improve the student learning experience.
PresentationThis presentation overviews some of the research activity associated with Ecoversity StuDent in which students are the researchers and well as the researched. It proposes that greater sustainability can be achieved by engaging with students as active agents of enquiry as this approach provides illuminating and valuable learning experiences for all involved.
It reviews Ecoversity-related research projects within both formal and informal curriculum settings -- plus the spaces in between – with the intention of sharing good practice and making apparent the implications for the formal teaching of research methodology within our curricular, as well as implications for staff research interests.
A workshop/swapshop for any staff/student to identify good practice/ideas around ESD within our existing TLA. A number of examples from the Ecoversity ESD project will be presented to kick start discussion but the focus is on simple, quick and discipline relevant ways that ESD can be included and incorporated into teaching, learning and assessment.
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Interest in ‘inquiry based learning’ [IBL] is increasing because it potentially provides a way of bridging the gap between teaching and research. However, promoting communities of inquiry which are inclusive, democratic and learner centred is challenging within the hierarchical context of the University. This challenge is similar to those experienced in the action research strand for Ecoversity StuDent, which shares fundamental principles with IBL. Based on understanding gained from conducting action research for Ecoversity this workshop aims to develop new understanding by exploring how to initiate co-operative inquiry through group-directed interactive activities.
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Using the experiences of the Student Engagement strand of Ecoversity StuDent, this workshop provides a space for staff to hear the ‘student voice’ in a collaborative and supportive workshop. If you are interested in hearing student perspectives to enhance your teaching developments, improve your NSS results, inform links between the informal and formal curricula or increase retention there will be an opportunity to explore different perspectives. Find out what students really think about university life, staff and their teaching experiences.
PresentationHow can large modules with several hundred students be assessed in a valid, efficient, secure and scalable way? Paper-based examinations can be labour-intensive and time-consuming, and e-assessment has been proposed as one solution. The JISC-funded Institutional Exemplar project 2007-9, “Integrating thin client systems and smart card technology to provide integrated, flexible, accessible and secure E-assessment” (ITS4SEA), has used cutting-edge thin client technology to create a new 100-seater e-assessment cluster. The project has also looked into streamlining and automating administrative procedures, integrating the student record, exam scheduling and e-assessment systems. This builds on work carried out during the university’s Pathfinder project “Embedding support processes for e-assessment”.
This session addresses one of the major themes of the University’s LTA strategy 2009-14, namely assessment. The strategy states that further work needs to be taken forward in this area, and specifies the importance of the expansion of computer-assisted assessment, both for formative and summative assessment.
PresentationSecond year pre-registration, undergraduate degree, Intellectual Disability, Mental Health and General Nursing students at an Irish University are examined in Biology, using both MCQ and written format questions.
Objectives
Methodology
Findings
PresentationThis presentation will show how on-line peer assessment was effectively introduced in a module for 360 students using the software: QuestionMark Perception. Strengths and weaknesses of the assessment strategy and its validity will be discussed.
The use of peer assessment as an assessment tool can be effectively used to address issues of student learning and engagement, yet has frequently been discarded for large student groups as it is considered to be time consuming and resource heavy. However, with the enhancement of technology and development of e-learning initiatives, this no longer need be the case.
How does this relate to the new LTA strategy?
Students should be supported to be able to play an active part in their learning. Equally they should be encouraged to participate in the assessment process: both of self and others. As such, the value of both peer and self assessments are recognised. This presentation will show how they can be used effectively for large student groups.
PresentationThe Sun Ray Cluster Room (F42) is a new thin client facility available for running computer assisted assessments via Question Mark Perception using a secure server. In Clinical Sciences, we recently piloted and evaluated this form of assessment to investigate its suitability for some of our relevant summative year 1 examinations. This session, which should be of interest to anyone considering use of computer assisted assessment in the future, will describe the outcomes of the evaluation of our pilot in terms of student performance and perceptions, in addition to detailing our experience of implementing computer assisted formative and summative assessments.
How does this relate to the new LTA strategy?
The use of e-Assessment for formative and summative assessments aligns closely with the vision for the new LTA strategy. This presentation will describe and analyse the implementation and delivery of formative and summative e-Assessment in Clinical and Biomedical Sciences from the point of view of module leaders, examination tutors and students.
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The presentation aims to present software tools that can be use to share and reuse teaching resources using populated repositories for the School of Informatics and also the School of Engineering to promote the concept of Inter-Professional Education (IPE). The term resources include Powerpoint, Word, Excel and video files and also question banks but emphasises the creation of high quality assessments that can be use formatively to ensure that students in robotics across both schools can attain a certain level of understanding of the subject, which require both software and hardware skills. Several different software tools were investigated in the framework of this project and the results will be presented here.
PresentationThis paper aims to share one teacher’s experience of providing rapid formative feedback to post graduate students. Using email and face to face interactions feedback was provided for students undertaking a number of written activities that were designed to prepare them for subsequent summative assessment.
Having embraced current pedagogic theory which emphasises the value of feedback for learning rather than feedback of learning and the importance of providing timely feedback, it became apparent there was an apparent gulf between theory and practice.
Davis and Smith (2008) highlighted that a recent national survey of HE students showed that the feedback they received was perceived as neither prompt nor helpful. Implicit within Davis and Smith’s article was the fact that the quality and effectiveness of feedback was falling.
A concerted effort was therefore made to invest more focus on providing feedback and in particular ensuring that it was delivered very rapidly, with the hope of encouraging student engagement and allowing them to use the feedback for subsequent summative assessment.
At the end of teaching a module a qualitative review of the process was undertaken along with an assessment of the quality of students’ work and personal reflection from the teacher involved. This paper shares the findings of the process and offers an insight into the effectiveness of rapid feedback and its impact upon those involved.
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Research undertaken at the University of Glasgow into student attitudes and approach to learning has uncovered the usefulness of considering work by Dweck (1999). It is proposed that students could potentially have one of two approaches to learning:
Fixed mindset : intelligence is fixed what you have at birth is what you’ve got – can’t do anything to improve intelligence or Growth mindset: what I do will have an impact on how I do next time – I do have control over my own destiny in terms of ability to learn – I have belief in my own ability.
The supposition therefore is that feedback invariably has different effects on students with different mindsets. Those students with the fixed mindset will not look at the information in the feedback, instead they concentrate on the mark or grade (this perhaps explains why some students seem surprised when you ask if they have read the feedback that they were given). For students with a growth mindset feedback may well act as an endorsement to try harder.
This paper presents ideas from the study at the University of Glasgow and demonstrates how these ideas will be integrated into a Post Graduate module at the School of Health Studies. Interventions will take 3 forms – presentation on mindsets, assigned reading, writing and feedback, and changes to the feedback sheet. Whilst the evidence is mainly directed at students and their ability to learn, there is also evidence to suggest that the tutor/lecturer could also display a fixed mindset and that such attitude toward learning could itself have an impact on students’ ability to learn.
How does this relate to the new LTA Strategy 2009-2014?
Assessment and assessment feedback continues to play a prominent position in the institutions LTA Strategy for the next 5 years. Assessment and assessment feedback are integral to student development and student success.
PresentationThis presentation will introduce the concept of Learner Development and its relevance in the modern Higher Education landscape. It will aim to provide an overview of the research and rationale that led to the genesis of the Learnhigher Centre for Excellence in Teaching and Learning. After reflecting on how the project has influenced both institutional strategy and personal practice here at the University of Bradford, it will consider how Learnhigher resources might support colleagues in their own teaching, given increasing student diversity and changing student development needs.
PresentationAs part of the Fourth Cohort of the Inter/National Coalition for Research into Electronic Portfolios (HE Academy, 2007-2010) we are investigating the potential for e-portfolios to develop learner autonomy.
During 2008-9 students from 5 modules across the university have participated in pre and post questionnaires, interviews and have given access to their e-portfolios for analysis.
We will outline the aims and method of the research, within the context of the overall activities of the multi-institutional research coalition, and offer our initial analysis based upon the interim data.
We will also consider emerging implications for the use e-portfolios with our students.
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In June 2007/08 the University of Bradford Teaching Quality Enhancement Group provided the presenters with funding to undertake a six month project to develop action-based learning sets for final year psychology students. This project aimed to design, develop and implement materials, which could be used to support and enhance undergraduate professional skills in relation to ‘assessment practice’. Within psychology assessment is a key skill for psychologists as they need to assess an individual’s condition so that care can be planned and implemented. However, undergraduate psychology students do not have the opportunity to engage in the psychological assessment of individuals in the clinical setting. This project was incorporated into a new Year Three, Forensic Psychology module and students were supported in understanding the primary importance of assessment as it related to ‘offenders’. The project was action-based and participatory and students learned from and with each other through the use of ‘action learning sets’. These new assessment sets consisted of case studies, which students had to utilise and analyse in order to formulate a treatment modality. Results indicated that the students had a very positive experience during the action based learning sessions and that this technique is an extremely useful learning and teaching tool.
PresentationThe Outduction Project is a collaboration between Kingston University and the University of Bradford, funded by the HE Academy’s National Teaching Fellowship Project Strand (2008-2011).
This workshop, largely facilitated by student interns, will ask participants to address the following questions:
How does this relate to the new LTA strategy?
The vision for the new strategy highlights the values of Enterprise, Entrepreneurship and Employability and the need to grow our postgraduate taught provision. The session provides you with the opportunity to reflect on and share aspects of your final year provision that may influence these areas.
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Colin Neville from the LearnHigher CETL network will present and discuss with delegates the findings of his 2009 research: 'Student Perceptions of Referencing'. A total number of 278 students across 14 UK/HE institutions, drawn from a wide range of disciplines, were involved. The difficulties they encountered were compounded by a number of avoidable institutional factors, and the workshop will consider how institutions can best help students learn to reference, select and manage evidence, and develop their 'own voices' in assignments. A copy of the research report will be available to all delegates at this workshop.
PresentationThe presentation will highlight a number of domains of knowledge identified as essential for effective teaching (Grossman, 1995; Shulman, 1986; Wilson et al., 1987). In addition, the discussion will focus on how teachers need to: be aware of what is guiding their current view of teaching and thus their practice; be exposed to alternative conceptions of teaching and learning in order to promote reflection on their own and others’ experience; be aware of their assumptions and make their implicit beliefs explicit; build on their disciplinary orientation and on beliefs that stem from the discipline (Hativa & Goodyear, 2002, p.353).
PresentationThis presentation will discuss how a social networking site (Ning) and instant messaging software (Skype) were used to facilitate the involvement of an expert by experience living with dementia, as a module tutor. Formal evaluation was undertaken through student focus groups, telephone interviews and questionnaires, researcher reflective diaries and analysis of on-line discussions. Results show the involvement of the expert by experience enriched student learning, helped bridge the theory/practice gap, impacted on student practice and increased engagement. Points of learning included the emotional labour of this type of involvement and practical issues for maximising utilisation of the expert’s expertise.
How does this session relate to the new LTA strategy?
The sessions meets the LTA strategy by:
PresentationAs a mode of assessment for group work, presentations have become de rigueur. In an attempt to address student concerns, reduce presentation overload, stagger workload and provide some evidence that can be sent to external examiners, we have investigated using simple cheap video cameras to produce video presentations for assessment. The results; good, bad and ugly, laid bare in glorious technicolour. Attendees will also get the chance to use the video hardware to be a video reporter at the conference (if permission is granted from the conference team), and edit some video.
PresentationThis workshop explores three ways in which audio can be used to engage learners and bring about changes in practice that will have a significant positive impact on curriculum design, assessment and student learning.
Participants will take part in one of the following activities:
How does this relate to the new LTA strategy?
This workshop relates to the vision for the new LTA Strategy by:
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Naismith et al (2004) reviewed the literature related to mobile technologies and learning and found a wide range of activities for which they were being used in education. They asserted that these technologies are fundamentally changing the nature of learning. Sullivan et al (2001) assert specifically that using this technology can enhance student learning in work based settings. The focus of this workshop will be to explore the many opportunities that mobile learning offers for learners and educators in any number of settings. It will be based on the three years of experience the authors have had working with the ALPS CETL (Assessment & Learning in Practice Settings; Centre for Excellence in Learning & Teaching).
How does this relate to the new LTA strategy?
This workshop relates to the vision for the new LTA Strategy by:
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The aim of the workshop is to introduce the new scheme of rewarding excellence in academia proposed by The Students’ Union. This particular scheme has not the traditional research based approach, but intends to acknowledge lecturers for their ability to inspire, motivate and engage students in the learning processes. The lecturers are put forward for the award by their students, not themselves or by colleagues. At its developing stage, the session would be used an opportunity to develop the idea further. The main questions to answer would be:
PresentationHow does this relate to the new LTA strategy?
LTA Strategy Consultations highlighted a need for an online space to support professional development and for a clearer progression and recognition framework. This session is your opportunity to see what we have done so far with ADEPT and then help us to shape it to your needs. We will also explore how this fits with the University’s new CPD framework.
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The Learning and Teaching Estate within the University of Bradford is a substantial block in the development of active and collaborative approach to learning and teaching, which essential to the delivery of modern curricula. Whilst we have some exemplar areas for teaching areas these are a small minority. The vision for a modern technology enabled teaching estate has been developed that will inform future development of the teaching estate and enable a step change in the University approach to Learning and Teaching. The University is participating in the Change Academy programme to develop a change management process to ensure the success of this process.
Interested in incorporating group and collaborative work in your teaching? Want to track your students’ progress and give feedback? Used Blackboard to upload your lecture notes? Come and see what else Blackboard can offer you.
In this session we will be demonstrating some of the features from the present version of Blackboard as well as previewing the new version to be released in July; which has been customised for staff and students.
We hope to give you practical tips that will make it easier for you to use Blackboard to support students’ learning.
The ALPS CETL (Assessment and learning in practice settings, Centre for excellence in teaching & learning) has developed, through working with representatives from sixteen health and social care professions, three comprehensive competency maps for Communication skills, Team working and Ethical practice. These are to be used in the preparation of all students for these professions from the universities of Bradford, Huddersfield, Leeds, Leeds Metropolitan and York St John. It is likely that these competency frameworks can be applied to other professional groups and/or inform the development of similar activities.
This is a presentation of reflections of the first ESCALATE inter-school collaboration between the Schools of Management and Pharmacy. It outlines the reflections on sharing expertise between Schools and the roles of the ESCALATE Champions foe Management and Pharmacy.
The findings have reflections for all inter-school collaboration beyond ESCALATE programs but also outline the developing relationships between inter school collaboration.
The Contributors are ESCALATE Champions and the first part of this presentation will explain the unique potential role of Champions for future collaboration between schools for future modules and Training bids.
How does this relate to the new LTA strategy?
LTA Strategy Consultations highlighted a need for an online space to support professional development and for a clearer progression and recognition framework. This session is your opportunity to see what we have done so far with ADEPT and then help us to shape it to your needs. We will also explore how this fits with the University’s new CPD framework.