Links to Dr Doug Belshaw’s keynote

To follow up from the IoE TEL SDD, here are the links to the keynote and free book offer.

 

Marie Stowell also circulated these links that you might like to explore:

Making Student Engagement a Reality: Turning Theory into Practice

http://www.guildhe.ac.uk/blog/making-student-engagement-a-reality-turning-theory-into-practice/

Learning design has greatest impact on student satisfaction

http://www.qaa.ac.uk/newsroom/learning-design-has-greatest-impact-on-student-satisfaction#.VlRNAVRFDcs

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Inclusive Pedagogy: Principles, Policy, and Practice

Message sent on behalf of Sean Bracken

SHARE AND INSPIRE-Sean Bracken-14-12-2015 (doc1) (003)

 Dear colleagues,

 Given the diversity of our student profiles and mindful of the current focus on widening participation and internationalisation in HE, the need to develop inclusive pedagogical practices has never been greater.  

 Please find attached the flyer for our forthcoming Share & Inspire Seminar entitled Inclusive Pedagogy: Principles, Policy, and Practice which takes place on 14th of December from 11:30-14:00, in EE2009. The seminar will provide key information about the diverse teaching and learning context at Worcester, it will provide insights into current great practice across the university and it will enable space to inform future policy through a hands-on seminar.

The IoE will be well represented so please do support your colleagues and sign up for this seminar here (https://ext-webapp-01.worc.ac.uk/cgi-bin/university/booking_v2.pl)

Regards,

Sean and Karen.

 

‘So what do we tell the students to use for their referencing?’

This was the question put to me several times during the staff development day on 16 November 2015, while I manned a ‘stall’ in the morning (with Linzi McKerr) and facilitated a workshop in the afternoon (with Anthony Barnett, and Darren Cooper from ISES), both covering bibliographic management software. A simple question with a not-so-straightforward answer!

Students are often on the lookout for a simple tool that will do the mechanical task of referencing for them, putting dots and commas in the right place, and displaying all the elements of a reference for any given source with ease. We often come under pressure to ‘teach’ referencing, and recommend the tool which will solve all their problems.

When considering a response to such requests, an internal conflict flares up:

‘But referencing is an academic skill, it is part of your writing, you can’t expect a tool to do the work for you…. Then again, I can see that if you are new to academic writing, or find that referencing is problematic for other reasons (e.g. dyslexia), a tool might help…. There is no good time to ‘teach’ referencing, if it can be taught, you need to have a go and practice, and get feedback to develop this skill… Just follow the Harvard guide, you can’t go wrong!’

However, after some constructive and interesting discussions with colleagues on Monday, I’m starting to think about whether we should be making students more aware of their options. If they want to use a tool, can we recommend one (or more)? How do we manage their expectations of what these tools can do? When is the ‘best’ time to introduce the concept of reference management? (Indeed, when is the ‘best’ time to ‘teach’ Harvard referencing, and how??) Will they understand it all early on, or is it yet another ‘thing’ they have to learn?

I’m not sure I have the answers to all the questions posed above just yet, but perhaps there are discussions to be had which could take those questions forward. Leaving aside the wider issues of referencing policy, and the integration of academic skills teaching throughout university curricula,  I thought it would be useful to add a blog post on #thelearningconversation which points towards some of the available bibliographic management tools which might help.

Al the tools I’ve played with investigated so far are covered on a short document available here. My prezi from the workshop is here. At the risk of seeming a little biased, here are two tools I particularly like:

Mendeley: If you want to know more about what this can do, Darren Cooper is your man! He presented a great introduction to the tool during the afternoon workshop, demonstrating how he uses it for his research to manage his papers and references, and how he uses it with colleagues and students in a collaborative way. With Mendeley, you can save references, add PDFs, manage your references into folders, export bibliographies and cite while you write in Word. UW Harvard style is available in Mendeley. More information here. Zotero offers similar functionality; Anthony Barnett offered his insights during the workshop, showing how the tool can be easily used online to collect and store references.

RefMe: this strikes me as a little more basic compared to Mendeley, but this might be a bonus for new students and undergraduates. It is web-based, so saved references are stored and managed online, in a RefMe account. The UW Harvard style is available so bibliographies can be created and copied/pasted or inserted into Word. It works best with Chrome browser. You can add an extension (browser button) called a web clipper, which can save references you find to your RefMe library. There’s even an app which scans barcodes of books and pulls the reference into your library. More information here.

As with any tool though, it won’t always get it right 100% of the time. Students must be prepared to proof-read and tweak the output before submitting any assignment!

Sarah Purcell

s.purcell@worc.ac.uk

SAP Projects 2015-2016 Developing Student Digital Literacy sub-group

We were successful in being awarded 3 Student as Academic Partners TEL projects this year- summaries below

Interdisciplinary SAP project 1 2015-2016
Developing Digital Literacy and Employability
Nominated Project Lead(s):

Moira Savage, Senior Lecturer (IoE)

Dr Anthony Barnett, Senior Lecturer (IoE)

Kira Butcher (student- Chair of Enterprise team)
We would really like more colleagues and students to join us- please email m.savage@worc.ac.uk and/or come along to the next meeting:

Developing Student Digital Literacy sub group on Tuesday 24th November at 2.45- 4.45 in BY1147

Proposed by the University of Worcester Developing Student Digital Literacy sub-group in response to the Technology Enhanced Learning Strategy 2015-2019 in relation to development priority C. Developing the digital skills and capabilities of students. Projects are intentionally interdisciplinary and focus upon elements of the student digital experience whilst studying at the University of Worcester.
Ongoing support for the project is available from the group:

Chair: Moira Savage, University of Worcester Learning & Teaching Fellow & Senior Fellow of the Higher Education Academy

Students Union: Lewis Arnold (Vice President Education) & David Tomkins (Communications Coordinator)

Student Services: Ellen Williams (Student Achievement Officer), Adela Cragg (Careers- The Worcester Award) & Patrick Clark (Specialist Learning Support Service Manager,

Disability and Dyslexia Service)

Information and Learning Services: Dr Sarah Pittaway

Learning, Teaching and Technology Unit: Libby Symonds

Academics: David Hunt & Gareth Hunt (IoE)

The importance of equipping our students with the appropriate 21st Century digital capabilities, for the transition into the world of graduate employment, is reflected in the current QAA Higher Education Review themes of Student Employability and Digital Literacy. Leeds Metropolitan University and Oxford Brookes University are two examples where the digital literacy component has been formalised within graduate attributes and/or curriculum design frameworks.
We would like to collaborate with students to explore and identify where opportunities currently exist, or could exist in the future, to support employability related to generic digital literacy skills. If appropriate, we could explore how digital Open Badges could be attained and added to your LinkedIn profile related to your studies.
Interdisciplinary SAP project  2 2015-2016
Mapping the digital experiences of students at the University of Worcester.
Nominated Project Lead(s):

Dr Paul Golz, Senior Lecturer (ISES)  

Moira Savage, Senior Lecturer (IoE)

Francesca Ellis (Student WBS)

Debbie Doyle (Student)
We would really like more colleagues and students to join us- please email m.savage@worc.ac.uk and/or come along to the next meeting:

Developing Student Digital Literacy sub group on Tuesday 24th November at 2.45- 4.45 in BY1147

Proposed by the University of Worcester Developing Student Digital Literacy sub-group in response to the Technology Enhanced Learning Strategy 2015-2019 in relation to development priority C. Developing the digital skills and capabilities of students. Projects are intentionally interdisciplinary and focus upon elements of the student digital experience whilst studying at the University of Worcester.
Ongoing support for the project is available from the group:

Chair: Moira Savage, University of Worcester Learning & Teaching Fellow & Senior Fellow of the Higher Education Academy

Students Union: Lewis Arnold (Vice President Education) & David Tomkins (Communications Coordinator)

Student Services: Ellen Williams (Student Achievement Officer), Adela Cragg (Careers- The Worcester Award) & Patrick Clark (Specialist Learning Support Service Manager,

Disability and Dyslexia Service)

Information and Learning Services: Dr Sarah Pittaway

Learning, Teaching and Technology Unit: Libby Symonds

Academics: David Hunt & Gareth Hunt (IoE)

Students have a diverse array of digital platforms and service available to them during their study at UW. Many of these are bespoke solutions created independently by individual stakeholders, such as academics, administrators, Registry, IT, LTTU, ILS, Student Services and the Students Union. With such a wide range of platforms students report issues around locating the particular service they require and how to use the service once it is found. Bespoke solutions typically engender a higher learning curve in both understanding purpose and accessing content anyway and this may be exasperated by the sandboxed nature of the services.

The main aim of this project would be to produce a dynamic map for existing and new students to signpost who does what and how to access and understand those services. Where existing guides exist these can be linked into the map. As well as being useful to existing students we would aim to create a guide available for use in induction next year to assist new students. The master guide would be deployed to each institute and could be tailored appropriately.

Interdisciplinary SAP project  3 2015-2016
Inbox Overload? Understanding the scale and scope of automated and en masse communication from the university to students.
Nominated Project Lead(s):

Moira Savage, Senior Lecturer (IoE)

Dr Paul Golz, Senior Lecturer (ISES)

Francesca Ellis (Student WBS)

Debbie Doyle (Student)
We would really like more colleagues and students to join us- please email m.savage@worc.ac.uk and/or come along to the next meeting:

Developing Student Digital Literacy sub group on Tuesday 24th November at 2.45- 4.45 in BY1147

Proposed by the University of Worcester Developing Student Digital Literacy sub-group in response to the Technology Enhanced Learning Strategy 2015-2019 in relation to development priority C. Developing the digital skills and capabilities of students. Projects are intentionally interdisciplinary and focus upon elements of the student digital experience whilst studying at the University of Worcester.
Ongoing support for the project is available from the group:

Chair: Moira Savage, University of Worcester Learning & Teaching Fellow & Senior Fellow of the Higher Education Academy

Students Union: Lewis Arnold (Vice President Education) & David Tomkins (Communications Coordinator)

Student Services: Ellen Williams (Student Achievement Officer), Adela Cragg (Careers- The Worcester Award) & Patrick Clark (Specialist Learning Support Service Manager,

Disability and Dyslexia Service)

Information and Learning Services: Dr Sarah Pittaway

Learning, Teaching and Technology Unit: Libby Symonds

Academics: David Hunt & Gareth Hunt (IoE)

Email communication is used extensively by UW, both automated system communications (e.g. Blackboard), en masse emails as well as personal communications from tutors. The project seeks to understand the typical scale and scope of communication from the university to students.
Communication is an essential part of the relationship between the University and the students and often features in the analysis of NSS scores. It is important to research the attitudinal understanding the students have towards these various types of email communication in order to define best practices for use of this medium.
This project has two goals: to understand the volume and nature of email communications from UW, and to improve (where possible) our mailing strategy. An action research approach will be taken to investigate what options are available within systems and associated apps (e.g. Blackboard Learn Mobile) to manage the flow of communication in line with personal preferences.

IoE Technology Enhanced Learning Group

Technology Enhanced Learning

September 2015 sees the launch of our newly formed IoE TEL Team! The goal is to create a working group where academics, ASU colleagues, students and service representative collaborate to enrich the digital experiences our of community. We have a diverse range of exciting projects across the IoE and we will develop these pages to keep you all up to date and invite you to join us in embracing the UW TEL Strategy 2015-2019.

Moira Savage is the IoE Strategic TEL Lead, continues to represent the Primary Centre and has convened the IoE TEL group to ensure broad representation. Moira also sits on the UW TEL Working group for IoE, is a member of the UW Developing Staff Digital Literacy sub-group and chairs the UW Developing Student Digital Literacy Group. To ensure TEL is considered in as many contexts as possible Moira attends IoE Course Leader Forums, LTSEC and IQC. When appropriate Moira reports to IMT and IoE Learning and Teaching Leads on behalf of the group. Moira has been awarded UW Research and Project Leave this academic year to explore and establish a university-wide Student Digital Ambassador scheme- updates to follow!

Please feel free to contact me via

email: m.savage@worc.ac.uk

Twitter: @moira_savage

Michelle Rogers continues to be the Joint Co TEL lead for IoE and lead for the Centre for Early Childhood.

David Hunt is the TEL lead for the Centre for Secondary and post-compulsory education.

Gareth Dart is the TEL lead for the Centre for Education Studies and Inclusion.

We are delighted to have 3 TEL leads within IoE ASU:

Helen Bayfield

Jenny Lewis

Carol West

Jennifer Dumbleton and Sarah Purcell are both key members of our group.

Dave Wager joins us from LTTU.

We are currently recruiting the most important members- students! Please get in touch if you are interested or know someone who might be.

Academic librarian update Jennifer Dumbleton

By Jennifer Dumbleton

Module reading lists are useful teaching tools, but as a librarian I have seen firsthand how confusing they can sometimes be for students. When are they supposed to find the time to read all these books? Are some better than others? How do they even know if the boks are relevant to them?

I don’t think the answer is to spoonfeed students all of their reading, but I think it is important to listen to the student perspective on reading lists and their ideas about how to improve them. This term University Librarian Judith Keene, Primary students Sarah Brewster and Ellie Newman, and I  completed a Students as Academic Partners project designed to do just that. The slideshow below shows the background of the project, how it was carried out, and where we hope the work will lead.

Using the new resource list system Aspire, Sarah and Ellie created their own version of the PITE2001 Professional Studies 2 reading list. I have to say I think it’s a good one; it has a lot of breadth, which is appropriate for the subject, and is current. At the same time, though, it reflects their interest in making sure reading lists are assignment relevant, rather than just providing wider reading around the topic of the module. Next year, the student-generated list will run alongside tutor Joy Carroll’s list, and the library will try to compare usage and feedback for the two lists.

I may be biased, but I hope this is the beginning of a renewed interest in reading lists, how they are used and how they influence reading habits. Both Ellie and Sarah seemed to believe the new, easier-to-find lists created in Aspire wouldn’t put them off investigating further, off-list reading. I look forward to seeing what happens next year.

Slide1 Slide2 Slide3 Slide4 Slide5 Slide6 Slide7 Slide8 Slide9 Slide10Slide12 Slide11  Slide13

“Asking the right questions: A study to explore the means by which professional dialogue between learners and teachers can inform new course design” (Area 7)

Karen Blackmore and Michelle Rogers (IoE)

In an environment of rapidly evolving and competitive Higher Education, it is vital for institutions to be flexible in their provision (Alexandra, 2014). This project aims to support the creation of new programs by raising awareness of existing best practice, and augment this with a “learner centred” perspective. The researchers endeavour to discern the key elements of successful program design using a dialogic approach. Our thinking has been influenced from several theoretical perspectives including self-determinism theory (Ryan and Deci, 2006), which describes how adult learners require a degree of autonomy and opportunities to demonstrate competence, through to grounded theory of high quality leadership programs (Eich, 2008). By analysing empirical research data from interested parties (in the form of semi-structured interviews and questionnaires), we aim to design a suite of questions which can be used to prompt discourse surrounding new course design. The study draws on the work of Dolenceon, 2014 who created a structure to guide dialog and enquiry about curriculum. He identified seven key elements of program design and highlighted questioning approaches that could be used to interrogate these components, e.g. “What objectives do the learners seek?” helps to identify the motivations and learning experiences required by learners. “Who are the learners?” attempts to identify to what extent reciprocity exists between these two delineated roles. It is anticipated to use the findings from this study to inform successful future course design.