Spring 2017 ISSN 2050-9995 (Online)
LGBT+ STAFF NETWORK staff.napier.ac.uk/lgbt In November 2016 as part of the Universityâ€™s refreshed inclusive strategy a staff LGBT+ network was created. This is one of six networks being developed in academic year 16/17 and at its heart aims to lead and promote an informed and inclusive community in relation to LGBT+ issues within the University. This network is aimed at LGBT+ staff and any member of staff who is interested in learning more about inclusivity and promoting equality in this area â€“ LGBT+ advocates are warmly welcomed. The network facilitates an opportunity to come together to share information, learn together, socialise and support each other. By signalling an LGBT+ presence on campus, we can ensure we maintain a comfortable and fully inclusive environment in which everyone can each reach their full potential without fear of discrimination. If you wish to know more about the network, or if you just want a friendly ear to talk to in confidence, please feel free to contact us using the confidential email address firstname.lastname@example.org. Or you can contact Professor Brian Webster-Henderson, Dean of Learning & Teaching and the LGBT+ Network Chair on x3366 or email B.Websteremail@example.com. For more information and to learn about future events see our intranet page: http://staff.napier.ac.uk/lgbt.
Contents 3 Editorial 4 Specialisation or Total Excellence: A Mini Study of the UK and Continental Europe Marking Scales 5 Volunteering in Pathein Friendship Family Programme 6 How to Get the Most Out of Attending a Conference 7 The Enterprise Challenge – The Value of Short-term Mobility Experience 8 Haphazard Pathways 9 Work Experience Joint Study Attack of the Killer MOGS!!!!!! Residential Writing Retreat 10 ENroute – Updates on Collaborative Projects 11 Should I Stay or Should I Go? 12 Conference Reports 16 Teaching Fellow Grant Awards – 2016/17 School Updates 17 10 Questions 18 Diary Dates 20 Book Review 21 Student Focus – Do Staff and Students Agree About the Point of Assessment?
tfj Spring 2017 Editorial Jackie Brodie Welcome everyone to this Spring edition of the Teaching Fellows Journal! I am very pleased to be involved in this edition that places a spotlight on our good practice in an area that I am passionate about – Global Learning Communities. As School Academic Lead for Online in the Business School I often spend my time reflecting with colleagues on the challenges and opportunities this presents, such as effectively supporting the student journey. In this edition it is inspiring to read about the engagement of other Teaching Fellows with a variety of different global community groups – whether that is stepping away from the day job to support adult learners in Myanmar (Kate Durkacz ), engaging in International conferences with academic peers on the other side of the word (Rachel Younger) or in Europe (Patricia Perry) or even virtually (Stephen Robertson), or working with overseas collaborators to provide short mobility opportunities for our students (Renata Osowska). Aside from the articles that touch on global learning communities, this issue also gives us a brief overview of our latest successful Teaching Fellows Conference that took place in February 2017. Hazel Hall shares with us once again her reflective insights into supporting Inclusivity in the classroom, and how we can prepare our students to enter the workplace with a critical understanding of equality and diversity issues. Laura Ennis also outlines her thoughts into how we are moving towards one global learning community with electronic library resources that are now as easily accessible to students who study with us overseas as they are to our UK based students. You will find alongside our more serious articles, such as Piotr Jaworski’s comparison of UK and Continental Europe’s HE marking scales, the sensationally titled ‘Attack of the Killer MOGS!!!!!’ by Mark Huxham who seeks to remind us all that we are not alone. As Teaching Fellows who are part of a community of practice we need to be supporting each other and contributing to teaching, learning and scholarship if we are to remain in ‘good standing’. I hope that the range of thought-provoking articles found in this edition motivates us all to continue to do just that.
22 Around the TF Conference 23 TF Contacts
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Global Learning Communities Specialisation or Total Excellence: A Mini Study of the UK and Continental Europe Marking Scales Piotr Marek Jaworski If you are a student or a lecturer coming from Continental Europe to the UK it is difficult not to notice that the marking scales are different. Even the lecturers, who never had any contact with the Continental Europe marking system, but teach Erasmus students, are bombarded with questions as to why such good work was marked at only 75%. This is rational behaviour as in Europe the distinction starts from 90% and the pass mark is equal to 60%. The model presented here attempts to analyse how the systems deal with partial internalisation of knowledge not sufficient for a pass in some areas of assessment while in others the pass is achieved. Let us assume an undergraduate module with two exclusive learning outcomes, LO1 and LO2, representing two areas of knowledge, which are to be internalised. The assessment of the module uses one component with two elements representing the two learning outcomes. As an example an exam with two questions each worth 50% of the final mark. In both systems a full assimilation of knowledge is represented by 100% while no assimilation by 0%. However, in the European system the pass mark is set at 60% while in the UK one, it is only 40%. At this stage we do not define the amount of knowledge, which must be obtained to pass in both systems. By the definition of components and elements the mark (M) being a function of amount of knowledge assimilated (LO1) or (LO2) to pass the assessment must be over the pass-mark. However, the individual marks M(LO1) and M(LO2) for elements does not. Let us then identify a situation in which the whole assessment is passed but the mark of one learning outcome is a fail. We can represent such situation by a set of conditions: A. a maximum mark is 100 (I) B. the mark for an element must be higher than pass mark (II)
C. one of the marks of the learning outcomes is below pass mark
Therefore equations representing the UK would be: A. M(LO1)≤ 100 (1a) and M(LO2)≤ 100 (2a) and M(LO1)+M(LO2)
≥ 40 (3a)
C. M(LO1) < 40 (4a) or M(LO2) < 40 (5a). While for Continental Europe: A. M(LO1) ≤ 100 (1b) and M(LO2) ≤ 100 (2b) and M(LO1)+M(LO2)
≥ 60 (3b)
C. M(LO1) < 60 (4b) or M(LO2) < 60 (5b). The graphical representation is depicted on Figure 1. On the graphs a sum of areas A and B represents the situation defined above. We can easily see that while in the UK this sum constitutes 32% of all possible results, in Continental Europe it is only 16%.1 This clearly suggests that a possibility of compensation lack of knowledge in one learning outcome by other learning outcome is higher in the UK than in Continental Europe and as a result the UK system promotes specialisation. In an extreme case in the UK system a merit is possible even if one of the elements is not passed.2 The above conclusion is only valid if the amount of knowledge required to pass both learning outcomes (LO2) and (LO1) is the same in both systems no matter what the exact pass mark is. This requires further primary research, which according to Prof. Tomasz Mickiewicz of Aston Business School is of critical importance for us to understand how the systems differ, including assessment methods since UK academia heavily relies on students from Europe.
Figure 1 UK and Continental Europe Marking Scales distribution 1 The areas A and B in the European case are equal to 2*(40*40)/2 = 1600 while the area of the trapezoids A and B in the UK case is equal to 2* 40(60+20)/2=3200. By relating these to total area of 100 by 100 we get the percentages above. 2 If one element is marked 100 and the other 30 then the final is 65.
Global Learning Communities Volunteering in Pathein Kate Durkacz In March 2016 a friend asked me whether I would be prepared to come out to Pathein in Myanmar for two weeks in January 2017, to help young adults with their English. My instinct was to say no, because I am a mathematician and I have no experience in teaching English. However, a couple of weeks before this I had given a talk to a group of visiting women who were taking a STEM taster course at West Lothian College, and I had advised them to take any opportunities that came their way. It occurred to me that the trip to Pathein was one of my opportunities, and so I said yes.
Kate and her group on the final day
Material was being provided for the daytime sessions, and the topics covered included art appreciation, colour, astrology (Western and Burmese), the planets and we also made short films. I was asked to produce some material for two one-hour maths clubs to run in each of the weeks. I readily agreed to this, and then realised that preparing interesting material that would develop problem-solving skills was difficult when I had no idea about the high school syllabus in Myanmar. I decided on logic and shape-number puzzles, trigonometry, combinations and arrangements, and sudokus.
evening clubs, which included a book club and a maths club, were very well attended and again motivation was high. The feedback from the students at the end of the fortnight was great, and all participants said that they would come next year if they were able to. The maths club got mentioned by many of the students as being one of the things that they most enjoyed, and the sudokus were extremely successful. The students were polite, well-motivated, very friendly and also very thoughtful both towards the staff and towards each other. Sadly, in 20 years of lecturing in higher education in the UK, I have never taught an entire class of highly motivated students, and it was a brilliant experience.
I was still feeling very apprehensive and out of my comfort zone when I arrived in Pathein, not least because all the others had English teaching experience. After the first day I realised that my experience of teaching young adults was very valuable, that I didn’t need to have in-depth explanations of English grammar at my fingertips, and that I just needed to be confident about spoken and written English. The students were absolutely great. Every single one of them knew the value of education, which is still the route out of poverty in Myanmar, and they all worked extremely hard. The optional
I have been asked to go out to Pathein in January 2018, and I am hoping that I will be able to take some of my engineering peer tutors, students who currently help me in maths tutorials, with me. The peer tutors have appropriate experience, and will be able to engage differently with the Pathein students, as they are a similar age. This will be a very rewarding experience for all of us, developing our international outlook, and the peer tutors will gain developmental experience and increase their employment prospects.
Friendship Family Programme Sidonie Ecochard and Kirsteen Wright
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Through feedback from the participants of this year we hope that we can improve and enhance the Programme to firmly ground it within the offering for international students at Edinburgh Napier University.
The Programme was grounded in research findings which indicated that social support and friendship with host nationals reduces the acculturative stress and supports the transition of international students. Indeed, international students do not have a full-scale support system in the United Kingdom (UK) and tend to experience loneliness and homesickness during their stay. Internationalisation includes mutual cultural awareness and respect.
University is about D SH experiencing R G IP F A M ILY P R O something different and challenging your thoughts, your perceptions of yourself, it is about lifting one’s sight and looking into the horizon. And that’s not just for students, we should all do that... You can only gain by opening your heart and your home to someone from a different culture. Staff participant FR
The Friendship Family Programme was piloted this year, a cultural exchange initiative giving international students a chance to have first-hand experience of the local culture and way of life, in addition to life on campus. Students were paired with volunteer staff families, who also got the chance to better understand international transitions and learn about the students’ home countries and cultures by spending time together outside the University.
I have to create a family for myself here, with all the different people I have met. That is the best part of education and that is what the Friendship Family Programme has given me. Student participant
Global Learning Communities How to Get the Most Out of Attending a Conference Rachel Younger and Stijn Postema Anyone attending an international conference on the other side of the globe knows what to expect. Some high-end keynote talks, a diverse range of lesserknown yet qualified speakers, an endless selection of workshops, sessions and panel discussions, good food, some local culture and plenty of opportunities to network with colleagues from all world regions. Yet, how does one maximise one’s time to make the most of such an opportunity?
submitting our paper to this one. So, how did we make the most of our involvement? Well, first of all we practised what we preach: This paper was an international collaboration between one colleague based in the Netherlands and one based in Scotland. Early in the process, Stijn got in touch with organisers and acted as one of the reviewers of initial abstracts submitted to the conference. This gave us a fair overview of what we could expect from other colleagues.
This summer, we – Stijn Postema and Rachel Younger – presented a paper at the 4th World Journalism Education Congress in Auckland on ‘empowering the community aspect of peer-to-peer learning in global online classrooms and newsrooms’. We expanded on how we’ve observed genuine internationalisation when students aren’t just consumers of knowledge export, but co-creators of knowledge and cross-platform journalism content, with each student sharing perspectives on journalism relevant to their world region. We also shared with global colleagues some technology-enhanced distance learning tools that promote effective crosscultural interaction amongst learners.
We also got involved in syndicates that took place during the conference. Stijn chaired a panel on transmedia storytelling and how tutors can inspire future journalists to effectively experiment with telling stories across multiple platforms. Rachel contributed to a syndicate exploring strategies to de-Westernise journalism education. Diverse views on both of these topics expressed by a wide range of international colleagues enabled us to collect data on our areas of expertise, but also to see how colleagues around the world are tackling the same issues we grapple with. It was a rewarding moment when we saw some of the recommendations we had made shared with the conference plenary on the final day.
Our case study analyses findings, gained from five cohorts of MA International Journalism for Media Professionals students, so far based in 40+ countries on six continents. Peer-to-peer exchange amongst distance learners, we have found, is a key tool in promoting a genuinely culturally diverse approach to learning. As it turns out, colleagues attending our talk felt we are spearheading a direction they wish to take inspiration from. Neither of us had attended a WJEC conference before
One of the syndicates on the day.
Of course, if one really wants to maximise one’s time at a conference, the social aspect is key. Spending time with international colleagues, debating their papers both during conference sessions, but also later over dinner, encouraged us, inspired us, and provided us with fabulous openings for future international collaborations. Add to that some unforgettable cross-cultural experiences, like the spiritually moving Maori Haka. We met some truly inspiring people at this conference – it was a highlight of our academic year.
The Maori Haka.
Global Learning Communities The Enterprise Challenge – The Value of Short-term Mobility Experience Renata Osowska
International mobility slowly emerged in the 1980s as an activity in which mainly bright and/or adventurous students were engaged on an individual basis (cf. Wächter, 2003). Since then, the benefits of international mobility for students have been taken for granted. However, over time the quality of international mobility has taken centre stage of the debate (Stronkhorst, 2005). Generally speaking, good international mobility programmes provide a rich experience for the learner with a combination of ‘experiential and immersive learning moments’ (Carter & Carter, 2016). The Enterprise Challenge (TEC) is Edinburgh Napier University’s two-week entrepreneurial exchange programme organised by the staff from the Entrepreneurship Group (now MSE) and is open to all Edinburgh Napier University students from any academic discipline. Week one is spent in Germany where Napier students work with students from a German University (either Technische Hochschule Mittelhessen [THM] in Giessen, or Hamburg University of Applied Sciences [HAW] in Hamburg) on business idea development. Week two is spent in Edinburgh where they work with real entrepreneurs on business growth strategies. Academic credit is also available for undergraduate students. This exchange facilitates student mobility and internationalisation of student experience to those who might be unable to stay longer abroad due to work or family commitments. We believe that to meet our University Strategy 2020, all students should be able to experience some form of entrepreneurial behaviour leading to entrepreneurial skills development. We also focus on international group work experience, providing more contextualised approach to student mobility and peer support. During the exchange, students have the opportunity to understand another culture, familiarise themselves with international business context and develop useful networks, which also meets future employers’ expectations. Here is feedback from one of our student: The Challenge really was everything I had hoped for, and more! The teaching was a crash course in a broad range of enterprise topics, including ones I otherwise might not have had a chance to study. We then had the chance to apply this practically in our assignments through the week to really gain a good understanding
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of the subjects covered. The Challenge also included experiences outside of teaching, such as visits to local businesses and a talk from a Hamburg-based entrepreneur, which were all fascinating. More than anything else though, the best part of the Enterprise Challenge has definitely been the people I have met along the way. It was great to share our cities with each other and to have the “local experience” from breakfasts to nightclubs! I know I have made some firm friends from both the Napier and HAW students, and already I am planning to return to Germany to visit them again in the summer. It was a fascinating opportunity to get to know people from a multitude of different nationalities, and I have learned so much about myself and my culture by learning about them. Unfortunately, we can only take about 15 students per exchange to experience TEC. It does not seem much but considering that we have been running the exchanges for the last 14 years, this programme has covered well over 300 Edinburgh Napier students! Furthermore, the same applies to German students, some of whom decide to study their Master’s Degree at our University. ENU has, for a number of years provided a measure of financial support to the exchange, thus evidencing its ongoing commitment to equal opportunities for students and internationalisation of entrepreneurial education. However, with current financial constraints coming into play, we have found it necessary to cease to offer the HAW Hamburg Programme for the immediate future. This programme ‘ticks all the boxes’ in regard to enriching students experience and we can only but hope this is just a short term hiccup in provision.
Carter, C. P., & Carter, M. (2016). Short-term international mobility experiences for Australian animation students. EDULEARN16 Proceedings. Stronkhorst, R. (2005). Learning outcomes of international mobility at two Dutch institutions of higher education. Journal of Studies in International Education, 9(4), 292-315. Wächter, B. (2003). An introduction: Internationalisation at home in context. Journal of Studies in International Education, 7(1), 5-11.
TF Funded Project Haphazard Pathways Bryden Stillie and Zack Moir As educators in the area of popular music we are keen to understand the challenges faced by young people preparing to study music in higher education (HE). In each audition cycle we recognise that many of our applicants have considerable gaps in their musical skills and knowledge â€“ many of which should have been addressed through the study of their secondary school music course. This article explores a Teaching Fellows funded research project conducted by Dr Zack Moir and I that explored the role curricular and extracurricular learning experiences played in preparing music students for HE. We interviewed Year 1 students studying on classical or popular music degree programmes from three HE institutions (one in Scotland, two in England), who had studied either A-Level Music or SQA Higher Music. Three key themes have emerged relating to: secondary school courses as preparation for HE, the requirement to engage in extracurricular activities, and desired changes to school courses. Almost all of the students stated that their formal school qualifications did not provide the experience or knowledge to be successful in accessing HE. All stated that they felt as if they were effectively forced to participate in extracurricular activities (e.g. bands/ensembles, music exams [ABRSM/Trinity/Guildhall], additional lessons) which had contributed significantly to their musical development and their application to HE courses. Many suggested that extra credit for attempting more challenging material in their performance exam would improve school courses, as students are often advised to play the minimum required standard to ensure that they achieve an A despite being capable of performing material of a higher level. Additionally, many believed that music theory should be a core part of the qualification and should be relevant to the specific pathway (i.e. pop or classical) that students wish to follow.
The findings of this study were disseminated in July 2016 in Glasgow at the International Society of Music Educators Conference, the largest and most prestigious conference for music educators. Our audience comprised of colleagues from the UK, the Americas, Europe and Australia. Breaking with tradition, we posed questions to the audience to gather feedback on whether the issues raised from our findings were recognised in an international context. This Q&A led to healthy debate around school level courses, qualifications, authentic learning experiences and the role universities play in supporting transition into HE. As a result of this presentation we were asked to join a lobbying group with partners from FE and HE institutions, the Musicians Union and the Heads of Instrumental Tuition Scotland. This group will be working to affect change in the Scottish Higher Music course requirements to make it a more realistic preparation for further study. Also, we have been invited by the Executive Director of the Association of Popular Music Educators conference (who attended our presentation) to chair a panel discussion on transitions from secondary level music into Higher Education in Denver in June 2017. We will each be presenting two further papers on our own current practice and research, allowing us to: disseminate our work to an international audience; to raise our international profile and esteem as experts in this new and developing field; raise the profile of Edinburgh Napier University as a place where high quality music education occurs; and to develop new networks for international collaboration. Additionally, we have submitted a collaborative grant application to The Carnegie Trust to build on the pilot-project, discussed above. We will interview music students at all Scottish HE institutions, secondary school music teachers, school pupils who aspire to access HE music courses, the Scottish Qualifications Authority, and Education Scotland.
TF News Work Experience Joint Study Sally Smith While getting involved in work experience, such as placements, internships and work-based learning, can improve employment outcomes for graduates, there is some concern that work experience is not equally accessible to all students, even within one subject area. This is of particular concern given the evidence that UK students from disadvantaged backgrounds, or black and minority ethnic backgrounds, and disabled students, have less successful outcomes in terms of university and graduate employment than their more privileged peers. The School of Computing study, funded from the Teaching Fellows Fund, aims to identify barriers to participation in work experience perceived by computing students in two UK universities: Edinburgh Napier University
and the University of Greenwich. Edinburgh Napier and Greenwich are similar in size and run similar courses. Over the past two months, 50 computing students from each university have been surveyed face-to-face and asked about their attitudes towards work experience, plus their social class and ethnic background. Initial findings suggest that access to work placements is primarily influenced by the students’ subject within computing and the promotion of opportunities by academics and placement teams. A lack of access to role models and networks has also been observed at both universities. We hope to advise employer groups and the government on expansion of relevant work experience in UK universities.
Attack of the Killer MOGS!!!!!! Mark Huxham According to a semi-literate twitter message recently sent by a prominent critic of civilisation and apple pie, the Teaching Fellow community faces ‘carnage’ at the hands of marauding killer MOGS. These MOGS are believed to be aliens threatening to bind innocent Teaching Fellows with layers of ‘red tape’ before squeezing ‘the pure breath of freedom’ from their lungs.
in which current Teaching Fellows who wish to remain part of the community will be asked to evidence contribution to the TF community, and either contribution to teaching, learning and scholarship or support for colleagues. This will be required every three years and should consist of no more than 2 sides of A4. Most current TFs will be asked for this at the end of this calendar year.
The convenor of the Teaching Fellows Steering Group was asked for a comment but declined. However a source close to the convenor said:
The splenetic Twitterer responded with anger, denouncing the statement as ‘fake news’ and threatening to exclude TF Steering Group members from the café in LRC1.
MOGS actually stands for Maintenance of Good Standing, and has nothing to do with killer aliens. The Steering Group has agreed on a simple process
Forms will be out in December. More details to follow in the next issue.
Residential Writing Retreat Do you have a journal article, book chapter or conference proceeding that you need to focus on but can’t find uninterrupted time to concentrate on writing? If so, our writing retreat might be the answer. Our residential retreat will be held at Queen Margaret University from noon on Monday 26 June with three nights stay before departing on the afternoon of Thursday 29 June.
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The aim of the retreat is to provide focused time for writing, with feedback and collegial support throughout. The retreat will be facilitated by Dr. Gráinne Barkess, who will be on hand to provide support and direction. Contact Ruth Doak (R.Doak@napier.ac.uk) for more information. This retreat is jointly funded by the Teaching Fellows and the Research and Innovation Office.
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Updates on our collaborative projects exploring Fellowship of the Higher Education Academy (HEA) Laurie Anne Campbell and Fiona Smart
Dialogue vs Documentary Edinburgh Napier University in collaboration with York St. John University is conducting a comparative study of the Higher Education Academy fellowship process which is offered across both universities. The study, led by Edinburgh Napier University aims to learn from the expectations and experiences of participants (applicants, mentors, reviewers and administrators) in the fellowship process. The key objective is to develop a deeper understanding of the differences in expectation/experience between applicants opting for the dialogue review or documentary options to obtain fellowship. For part of this study, participants were asked to complete a survey questionnaire which allowed for comparisons to be made between both universities in terms of how participants experienced their choice of fellowship route. To date, 39 responses in total have been received from both institutions. The preliminary analysis shows that the dialogue route (73%) is the most popular choice regardless of institution. At Edinburgh Napier, almost all participants (n=16) stated that they felt more comfortable talking about their practice than writing about it, or that they felt that writing (documentary option) would be very time-consuming. It was felt that having the opportunity to talk about practice was beneficial given that so much time is invested in teaching and support. Generally, participants found it to be an enjoyable and refreshing experience. For York St. John participants, reasons for choosing dialogue varied but still were mostly positive. The consensus being that it was a more interactive option and easier to talk about practice. Have you completed your Fellowship through the experiential route or been a mentor to someone? We are also looking to explore some of the topics that arise from the survey in focus groups. We would love it if you could share your views. Contact Laurie Anne Campbell (L.Campbell2@napier.ac.uk) for further details.
Beyond Fellowship: The Impact of Professional Recognition on Practice Edinburgh Napier University, in collaboration with five other institutions across the globe, is leading a project that aims to explore the impact of achieving Fellowship of the Higher Education Academy. A survey was distributed across the six institutions involved in the study to explore perceptions of impact and examine factors such as individualsâ€™ motivations, conceptions of teaching, perceived impact on students and the wider institution. A preliminary analysis of ENUâ€™s (n=47) responses revealed some key themes. When asked how they felt the process influenced their own learning and teaching, 85% of respondents agreed it had enabled them to reflect on their practice. Benefits were identified, including an increase in the use of pedagogic principles, resulting in, for example, adapting learning approaches to provide students with a more supportive learning environment. Some individuals reported an embedding of the UKPSF in their practice. Perhaps the most striking theme in relation to the individual was on confidence levels; participants reported increased confidence in the classroom after gaining fellowship. The initial exploration of motivations revealed that individuals found the process helped them to develop a better understanding of teaching tools (97%). Other motivations included building confidence (80%) and also being driven by institutional requirements (49%). In terms of career prospects, responses were mixed. Some participants felt fellowship led to new opportunities (53%) such as networking or dissemination, whereas others felt its purpose was to support career progression (61%). Most respondents (86%) reported they would recommend fellowship because of the reflective aspect of the process. These findings are preliminary and will be explored further in the wider study.
Conference Report Should I Stay or Should I Go? 9th Annual International Conference of Education, Research and Innovation (ICERI2016), Seville, Spain, November 2016 Stephen Robertson The 9th Annual International Conference of Education, Research and Innovation (ICERI2016), titled ‘Transforming Education, Transforming Lives’, was held in Seville, Spain in November 2016. The event is the biggest annual conference to discuss the latest research and innovations in learning and teaching which attracted over 700 delegates from 80 countries. A colleague had recommended it to me as a good ‘home’ for my research so Sarah Sholl and I submitted a paper, ‘Changing Lecture Consumption For The “Netflix Generation”: How Lecture Podcasts Are Used And Valued By Students’, as a follow-up study to ‘The Accidental Podcaster’ included in Innovations in Learning and Teaching published in 2016. Once the paper was submitted and accepted we had a tricky choice to make: does one of us go to the conference to present or do we use the remote delivery option? The decision to submit to ICERI2016 was partly based on the availability of this option. We decided to submit the abstract, and then the full paper, before making the final choice on attendance. The obvious benefits of physical attendance, enhanced by the thought of a trip to southern Spain in November, were strong reasons for one of us to go but the impact on teaching of attending a three-day conference, plus a day either side for travel, meant that we both decided that the other should go. We successfully argued that we could both enrol remotely for less than one attending so we both had access to the conference papers and online sessions. I’d like to tell you that I set time aside to watch the keynote speakers online but, despite best intentions, the pressures of the day job meant that I didn’t get the benefit of attendance although I do have access to all of the videos so time will be set aside to review the papers and follow up on some of the other papers presented that look relevant to our areas of research. Ironically, one of
the most relevant-looking papers was presented by some colleagues from the University of Edinburgh so at least we should be able to meet up more easily. Ben Nelson’s keynote session ‘Rethinking Higher Education’ was a powerful reflection on the challenges facing the sector. Coming just a few days after the US election there was an immediacy to Nelson’s session during which he accepted, on our behalf, some of the blame for the challenges that the world now faces. He suggested that although most universities claim to teach critical thinking, he wondered how many of us do that explicitly. Reading back through the notes I made whilst watching this session one jumps out: “You have to practice what you want to teach”. That’s a challenge that has me thinking: “How do I do that? How do I know if I’m doing it effectively? Hang on – do I practice that?” The video is freely available and I would recommend investing some time to watch this (https://iated.org/talks/Nelson_ Rethinking_HE). One major advantage of presenting remotely is that we created a video of the paper to submit to the conference rather than just PowerPoint slides from the paper. As the topic of the paper related to on-demand video, it seemed only right that we created an example of a lecture capture. The video was recorded ‘live’ in front of a small audience of colleagues, and sound, image and slide content was edited together into a 10-minute presentation (available online at https://vimeo. com/187469270/16381f34e1). On reflection, physical conference attendance would have offered the opportunity to meet with other academics who research the use of technology within the context of lectures. How well do we maintain the professional connections we make at these events? The opportunity to re-watch the keynote has been beneficial and I will return to this over the summer as I reflect more on the challenges made. In retrospect, the decision to attend remotely meant that the paper was written and published. Without the option of submitting remotely the idea probably would have ended up on my procrastination pile. The remote option meant that the video of our paper has been created so we are able to share that with you.
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Conference Report 5th Annual Gearing Up Conference John MacIntyre Conference Centre, Edinburgh, 9 March 2017 Samantha Campbell Casey and Janis MacCallum This event was designed to enable academic and support staff to share knowledge and practice related to induction and the Quality Enhancement Theme of ‘Student Transitions’ and to reflect on the student transitions work that they have been engaged with over the past few years. We presented a poster titled ‘“How am I doing?” A record of skills development at Edinburgh Napier University’. With a good range of sessions to choose from it was difficult as ever to pick, but one session titled ‘The Transitional Perspective: The University, the Student Experience and Me’ was a revelation. The presenters held an International student workshop around ‘5 elements for successful Student Experience’, where student expectations for the University and learning environment, their approach to their studies, studying and learning behaviour were all questioned. This allowed students from all sorts of backgrounds to think about their previous learning experiences and learn more about the university approach to LTA, what is going to be expected of them and allowing them to see where they might need additional focused support (with links provided to information about support services). This gave food for thought regarding the approach to induction of MSc students to our
programmes, and Janis was lucky enough to get hold of some of their resources (if anyone is interested). Another inspiring session led by two vet students explained the VETPAL scheme which is designed to support first year students around academic issues (note taking in lectures, preparing for lab books) and is led by students from later years of the programme. This is part of a larger PAL scheme that runs across Edinburgh University. The students clearly articulated the benefits of the scheme to the younger students and also to themselves in terms of their skills development and preparation for the future workplace. They explained how this has made them question the ongoing support that will be available as they transition into the world of work. We plan to try out a ‘BioBuddy’ scheme with our Biological Sciences programme in 2017/18 as we believe this will benefit our new first year students, provide them with valuable peer support, and allow more experienced students to develop and articulate some key employability skills. This could be used in other areas of the university too. In the plenary we heard ‘My Story: a student’s perspective’ from a student panel, who spoke movingly and honestly about their respective experiences as an International student; a lone parent student; and a student with mental health issues. The key message from this included the need for establishing a community to support their specific needs at university. This was followed by overall key conclusions from the day; a need to keep talking about Transitions; Induction as a continuous practice; and the importance of establishing a sense of community for students.
Moodle for Academics Newsletter The Moodle for Academics Newsletter is now available to read online or download. These newsletters are produced to keep all colleagues updated regarding transformational changes to the way in which the VLE is used to provide an enhanced and consistent approach to engaging with our student community. Please get in touch with Kathryn James (K.James@napier.ac.uk) or Stephen Bruce (S.Bruce@napier.ac.uk) if you have any comments or want to be involved in any of the current work.
Conference Reports U!REKA Kick-Off Conference – A New Consortium Amsterdam University of Applied Sciences, 28-29 November 2016 Patricia Perry In November, I was delighted to be part of a team attending an event in Amsterdam that formalised a collaborative relationship between six European institutes of higher education and launched a consortium, the Urban Research and Education Knowledge Alliance (U!REKA). The consortium consists of Amsterdam University of Applied Sciences, Edinburgh Napier University, Frankfurt University of Applied Sciences, Metropolia University of Applied Sciences (Helsinki), Oslo and Akershus University College of Applied Sciences and University College Ghent. The mission of the consortium is to enhance the quality of our education, our research and the contribution we make to regional and urban entrepreneurship and innovation in a European context. It recognises the need and benefits to further internationalise research and education at all partner institutions, to help develop 21st century skills for students and staff and to share solutions in promoting inclusion and diversity in a rapidly changing global environment.
also professional education, curriculum issues and educating the educators. The official signing of the U!REKA agreement was then undertaken by the university leadership of the partner universities and Professor Alistair Sambell was signatory for Edinburgh Napier University. Social events followed enabling informal networking. The second day of attendance was a conference where participants could showcase the research and learning, teaching and assessment of their home institutions. As might be expected most of the presenters were from Amsterdam University of Applied Sciences. However, all the partner universities were represented with 200 delegates and the quality and variety of presentations was excellent. Themes explored included: smart cities; entrepreneurship; innovation in education; sustainability (education and research); quality of life: urban vitality; quality of life; ageing; healthcare and nursing. Edinburgh Napier University staff contributed to a number of theme presentations and a member of the Edinburgh Napier Ageing Research Network, Dr Angela Kydd, presented on the network’s collaborative pan-university approach. In the context of an educational workshop using poster presentations as prompts, internationalising higher education and staff mobility were recurrent themes and the proposal for joint educational programmes between the U!REKA partners was received with enthusiasm. The possibility of a shared online mobility hub (for students and staff) was also proposed and had support from the participants.
The venue for the event was the Agnietenkapel. This was originally a 15th century Gothic chapel, a Chapel of the Convent of Saint Agnes, and the birthplace of the University of Amsterdam. It is now one of the conference and symposium buildings, with a modern and bright interior and just a few steps from one of the many city centre canals! Unfortunately, as we arrived the day of the launch and left on the conference evening, we did not have time to explore the history further on this occasion.
The conference provided an excellent venue for networking, establishing contacts in similar disciplines, for me in relation to nursing and care of older people and internationalising higher education, and for consideration of future projects. It was also an opportunity to invite attendance to the Edinburgh Napier University International week, hosted by the School of Health and Social Care, commencing on 15 May 2017. A number of attendees will be from our new partners.
Following a warm welcome by Huib de Jong, Rector of the Hogeschool van Amsterdam, brief presentations were given by representatives of each of the partner universities, providing key information and a ‘sense’ of each organisation. This was followed by the opportunity to network through a ‘match making’ activity enabling participants to share information informally around selected topics. I attended the event as a member of the team from the School of Health and Social Care and participated in discussion concerning quality of life and ageing and
Since the launch of the consortium collaborative activities have been explored and staff participated in Norway’s annual national conference ‘Internationalisation of Education – Borderless Education’ hosted by Oslo and Akershus University College of Applied Sciences in March 2017.
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To learn more about the consortium and potential educational partnerships and research please see the U!REKA website that is in development and is available at: http://www.ureka.eu/ Or contact P.Perry@napier.ac.uk
Conference Reports Highlights from the Teaching Fellows Conference 2017 The Edinburgh Napier Teaching Fellows Conference, led by Joan McLatchie for the final time, took place at Craiglockhart on Wednesday 1 February to much success and discussion. Here are a few condensed highlights. KEYNOTE – Inclusivity in the delivery of teaching: from agendas to action Hazel Hall It was an honour to be invited to deliver the keynote speech at the Teaching Fellows Conference. I was initially approached to deliver the keynote on the basis of my recent University roles related to equality, and in particular the work that I have completed with Equate Scotland (formerly the Scottish Resource Centre for Women in Science, Engineering and Technology), my support of the Connect network for female students of Computing and Engineering subjects at Edinburgh Napier since 2012, and my leadership of Athena SWAN activities across the University between 2013-16. As well as my rare combination of red hair and blue eyes shared by just 1% of the world population. I discussed three key themes: (1) inclusion, referring to valuing, respecting and supporting people; (2) diversity, the mix of people included; and (3) equality, which we hope to achieve in our communities through paying attention to (1) and (2). For the inclusivity agenda at Edinburgh Napier we monitor inclusion through the collection of data on their personal characteristics (for example, age, ethnicity, gender) and report the data from the monitoring exercises, both internally and externally. We support inclusion at institutional level through participation in national schemes (for example, Athena SWAN for gender equality), sponsoring external activities (such as GirlGeek Scotland), and sharing good practice (for example, 2017 Teaching Fellows Conference and Inclusivity Week 2016). So how do we make it possible for our students to learn in inclusive environments; consider issues related to inclusion as part of the curriculum; and enter the workforce with knowledge of equality and diversity issues and the skills required to address these. Creating the right mix in the classroom contributes to inclusive participation. When sorting students into tutorial groups at the start of each academic year, a programme leader in the School of Applied Sciences checks individual profiles on the student record system to ensure that the allocations are balanced in terms of gender, age, and nationality. In my own teaching at module level I use a coloured card system to ensure that the teams for group exercises in the tutorials are mixed differently every week. We have a duty to ensure that we provide an
infrastructure that allows for all our students to participate in teaching and learning activities. A lecturer who teaches modules in biology drew my attention to how three protected characteristics (disability, pregnancy and religion) are accommodated in lab work. Practical classes which might be physically challenging (for disabled students) or risky (for example, due to exposure to chemicals during pregnancy) or unacceptable (for example due to the use of pig organs in dissection) are adapted for individual students or redesigned. The same module also runs a buddy system in the lab to help students if required. A new initiative called Confident Diversity, has been piloted in the School of Engineering and the Built Environment with Equate Scotland, in which module content designed to enhance the students’ knowledge of equality and diversity issues is combined with workshop activities and discussions. The ultimate goal of this work is to strengthen the knowledge of equality and diversity issues in the labour market, and to ensure that our graduates have the skills required to address them. Inclusion refers to valuing, respecting and supporting those around us. This photograph of a clay model was created by one of my PhD students at an external training event last year where students were asked to depict their relationship with their supervisor. I like to think that this depiction shows that I (the larger figure) support my student (the smaller one) in a relationship that values and respects her, and I hope that we all do the same in our relationships with students at all levels of our teaching delivery at Edinburgh Napier University.
TECHNICAL – From a blog perspective… David Jarman Having an online presence for the 2017 Teaching Fellows’ Conference was very important to us, building on groundwork put in place for the previous year’s event. We added to and adapted the Teaching Fellows blog for the purpose: a Wordpress site, centrally hosted and supported by Edinburgh Napier. You can see the site at blogs.napier. ac.uk/teachingfellows. The blog is available for continued use by the TF community, all year round, if projects or events would benefit from having an online space. Of particular note for the TF Conference were the online
Conference Reports submission form for posters and presentation abstracts, the posting of parallel sessions information (including abstracts), and the archiving of social media contributions from attendees. All of this can be found under the ‘2017 Conference’ tab. Thank you to everyone who contributed to the site!
PARALLEL SESSION – The Digital Library Laura Ennis The meteoric rise of the internet has meant that we have access to more information than ever. Our informational lives, and those of our students are complex – fraught with issues of access, immediacy, discoverability and quality. Increasingly, to be considered global a service must first become digital. Information Services has been quietly working behind the scenes to build a library that is adapted to the digital age with infrastructure that is fit for purpose, as well as services and resources that are flexible enough to meet the needs of a diverse staff and student community. Creating our digital library has necessitated great change in traditional systems. Our catalogue is now mobile-friendly, the majority of our requests and transactions now take place online, and we provide staff and students with access to 44,000 ebooks, and 52,000 ejournals. The Library has also been making strides in personalising the digital student experience. We have streamlined our online induction process for both domestic and transnational students, put the purchasing of online Library materials into the hands of our students through ePurchasing, and provided flexible digital learning materials through a revolutionary Reading List Management System – the first of its kind to be used in Scotland. I’m happy to say that our shift towards becoming a digital library has been a successful one. Students no longer feel limited to physical collections. This means, for example, that a student here at Sighthill and a student at HKU Space can access and use exactly the same learning materials. With mobile-friendly services and resources they can bring the library – and their learning – with them wherever they go.
PARALLEL SESSION –‘Sharing good practice’: The beginning of a process Lindsey Robb The School of Health and Social Care delivers a flexibly managed MSc in Advanced Practice programme which was recently reviewed, giving staff across the programme the opportunity to come together. Evidence from The Postgraduate Taught Experience Study (PTES) and Keys’ (2015) small scale study concluded that whilst confident and experienced in their area of practice, some find the prospect of returning to study in an online environment and
making the transition to Master’s Level quite daunting. Indeed, Tobbell, O’Donnell and Zammit (2010) highlight that the majority of postgraduate students are those returning to study as mature students, but they contend we cannot assume that they have the skills required to adapt to the shift in LTA approach at postgraduate level where students are expected to take a more active role in their learning and embark on more independent study. A small group created an online resource ‘Preparation for study at Master’s Level’ which students have access to as part of the induction process. The resource includes an introduction to the MSc programme and to Moodle, and students are encouraged to interact with others and introduce themselves on a discussion board. Specific academic skills include literature reviewing; an introduction to academic conduct and plagiarism quiz; preparation for study book with self-assessment activities, suggestions for further reading and links to broader University academic services. The final section has video contributions from previous students offering their perspectives of what studying at Master’s level entailed and the benefits they gained. Student evaluations of the resource, via the Moodle feedback facility on the site, were all very positive, reflecting how this has helped alleviate anxiety, made them feel more prepared as well as valuing contact with other students. Along with Subject Librarian for the School, Sheena Moffat, the presentation was summarised as follows: • Collaborative project involving staff across the School • Developed in response to the needs of students making the transition to postgraduate level study • Project was programme-focused • Feedback from students was very positive Presenting to colleagues is always a bit daunting but the response from the audience was very positive with many asking if they could have access to something similar for their own students! Our intention had always been to formally evaluate the resource, from the student’s perspective, which could identify areas for further development. Sharing this work at conference and receiving such positive feedback from colleagues across the University has galvanised us to consider further development and collaboration so watch this space! If interested please get in touch.
Keys, M. (2015). Evaluating the impact of practice of online child protection education at Master’s level, Social Work Education, 1-13. doi: 10.1080/02615479.2015.1117065 Tobbell, J., O’Donnell, V., & Zammit, M. (2010). Exploring transition to postgraduate study: shifting identities in interaction with communities, practice and participation, British Educational Research Journal, 36(2), 262-278.
Go to page 22 for photos and tweets from the conference
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Around the Schools Teaching Fellow Grant Awards – 2016/17 Teaching Fellow
Widening access: Developing a community e-learning resource for health professionals caring for children and young people with cancer (Phase 2)
Training volunteers to use technology in the control of invasive species in a Scottish river catchment.
Embedding employability in higher education: Exploring professional identity construction in under-represented student groups
Expectations, experiences and outcomes of ENroute’s dialogue and documentary review options: A comparative analysis
An evaluation of an integrative approach to facilitating CPD in student coaches
Widening access; developing a community E-learning resource for health professionals caring for children and young people with cancer
Assessing self-efficacy and Curriculum for Excellence attributes of entrants to Computing degrees
Interdisciplinary approach to enhancing student learning through “Internationalisation at Home” (Phase 2)
HEA STEM conference attendance to support pedagogy PhD studentship supervision and dissemination
Work on the move – new LTA methodology
Margaret Conlon & Diane Willis
Examining the effectiveness of ‘Scenario Based Learning’ in an online environment/evaluation of compassionate care, Storyworld learning resources
Visit to Buenos Aires
Association of Popular Music Educators Conference, Denver, June 2017
Linda Gunn, Mel Kinchant
Pilot project: Peer assisted study sessions in academic skills
Employability & Opportunities
Interdisciplinary approach to enhancing student learning through “Internationalisation at Home”
Update from the School of Applied Sciences Janis MacCallum and Samantha Campbell Casey attended the 5th Annual Gearing Up Conference held at the John MacIntyre Conference Centre in Edinburgh on the 9 March 2017. This event was designed to enable academic and support staff to share knowledge and practice related to induction and the Quality Enhancement Theme of ‘Student Transitions’ and to reflect on the student transitions work that they have been engaged with over the past few years. We presented a poster titled ‘“How am I doing?” A record of skills development at Edinburgh Napier University’. Overall key conclusions from the day included: a need to keep talking about transitions, induction as a continuous practice; and the importance of
establishing a sense of community for students. See page 12 for the conference report. Work on the Skills Passport (‘Reflection on Skills Development’) was also presented at a one-day conference ‘Engaging students in Learning Teaching and Assessment in the School of Applied Sciences’ in April. This conference included some engaging presentations from a number of other universities, including some sharing of good practice around the themes of inclusivity and reflective learning. School contact: Charlotte Chalmers, C.Chalmers@napier.ac.uk
Around the Schools Update from the Business School Students and staff from Festival & Event Management, led by David Jarman, ran a one day conference on Friday 24 March, for Event Management students from across Scotland. Seven institutions were represented, as well as numerous industry partners. Themes were chosen to fit undergraduate and Masters curricula, including sustainability, business events and graduate employability. In early April, Jackie Brodie and Grant MacKerron were invited panel speakers at the Chartered ABS ‘Distance learning in Scottish Business schools’ workshop. This workshop sought to examine how Scottish business schools can address the challenges of delivering and growing successful distance learning programmes. Topics discussed included delivering an effective student experience online and institutional support for distance learners. School contact: Joan McLatchie, J.Mclatchie@napier.ac.uk
Paddy Perry, School of Health & Social Care, answers our 10 questions this issue
1. How long have you been a TF? Eight years I think. 2. What attracted you to become a TF? Networking with others across the University to improve the student learning experience, to gain recognition for teaching and learning, and to reflect on what I was doing and my future direction. 3. What activities have you been involved in as a TF? Conference participation, conference organisation committee, small educational grant applications, book review, Special Interest Group, mentoring and coaching of new lecturers.
6. What collaborations would you like to make in the future? Difficult question but working with the European Transcultural Nursing Association educational programme and collaboration with European colleagues in the U!REKA Consortium would be high on the list. 7. If you could be somewhere else, where in the world would you like to be now? Dancing in Cuba. 8. What is your favourite word? Serendipity.
4. What would your TF superpower be (if you don’t have one already)? Concise and persuasive writing!
9. Who would you invite to your dream dinner party? JF Kennedy, Lauren Bacall, Annie Lennox, Mary Beard, Grayson Perry and Tom Hardy.
5. What research are you involved in at the moment? Investigating students’ transition – International students’ attitudes towards support provision.
10. What do you consider your greatest achievement (in work or life)? I haven’t achieved it yet!
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Diary dates Higher Education Teaching and Learning (HETL) 2017
HEA Annual Conference 2017 Generation TEF: Teaching in the spotlight
Creating Inclusion and Diversity in Higher Education
28-30 June 2017, University of the West of Scotland, Paisley Higher education institutions around the world seek to move beyond widening access agendas and towards integrating inclusion into all aspects of the educational experience. This involves creating a more inclusive teaching and learning environment that better enables all students and faculty to more fully develop cognitively, socially, emotionally, and professionally, while respecting their individual and group identities. The conference will explore new developments in inclusion and diversity in higher education with colleagues from around the world. http://uwshetl2017.uws.ac.uk/
Standing Conference on the University Teaching and Research in the Education of Adults (SCUTREA) 2017
4-6 July 2017, University of Manchester The ethos towards students and teaching has changed dramatically in the last two decades in UK HE and the TEF can, and should, be used to further develop a culture where excellent learning environments and teaching standards are consistently and conscientiously pursued, developed and expected. The question of how this can be achieved is full of tensions and unpredictable sub-plots. What will happen in the next act certainly promises to be both fascinating and preoccupying for colleagues across the sector, regardless of their role. We invite you to join us in July 2017 to interrogate the meaning of â€˜Generation TEFâ€™ for your own practice, institution or research. https://www.heacademy.ac.uk/training-events/heaannual-conference-2017-generation-tef-teachingspotlight
NET2017 Conference Churchill College, University of Cambridge
Adult Education for Inclusion and Diversity
4-6 July 2017, University of Edinburgh SCUTREA was established in 1971 as a network of adult educators involved in researching and teaching adults. The conference explores the ways in which adult education systems and initiatives deal with the inclusion and diversity of different social and economic groups, in societies all over the world. http://www.scutrea.ac.uk/2016/09/scutreas-2017conference.html
5 September 2017 NET is firmly established as the leading annual conference for networking in healthcare education. NET2017 is a unique opportunity to share innovation and the latest ideas and experiences with a wide range of colleagues from the UK and overseas. It is for everyone interested in debating the latest developments and thinking in healthcare education: educators, practitioners, researchers and students from all disciplines of the healthcare professions. https://www.heacademy.ac.uk/training-events/net2017conference
International Society for the Scholarship of Teaching and Learning (ISSOTL) 2017
Eleventh International Conference on e-Learning and Innovative Pedagogies
Reaching New Heights
St John’s University, New York
11-14 October 2017, University of Calgary
2-3 March 2018
This year’s theme is inspired by the conference’s location in Calgary. ‘Reaching New Heights’ will push our thinking about the scholarship of teaching and learning. This theme urges presenters, practitioners, and participants to think about the future of SoTL and how we navigate the new routes for getting there. It asks us to take risks by venturing into the unknown, and to explore diverse landscapes as we gain wider views of teaching and learning. It invites discussions of both the peaks and the valleys of SoTL, and calls us to share our adventures in SoTL.
e-Learning and Innovative Pedagogies Research Network: a conference and journal, exploring the affordances for innovative and transformative forms of learning offered by the new information and communications technologies.
Theme 4: Social Transformations
22nd Annual SEDA Conference
Deadline for abstracts/proposals: 2nd December 2017
Developing Teaching Excellence: Supporting and Developing the Work of Groups and Teams
Theme 1: Pedagogies Theme 2: Institutions Theme 3: Technologies
16-17 November 2017, St David’s Hotel, Cardiff The conference provides an opportunity to describe, share, explore, critique and theorise the development of groups and teams. Themes include: • What factors affect the formation and functioning of effective programme teams and development groups? • How can developers support effective groups and teams? • How can and should we recognise effective groups and teams? • How can we evaluate group and team effectiveness? • What current and emergent theories and models are proving useful?
To submit to Diary Dates contact Kate Durkacz (K.Durkacz@napier.ac.uk) and Joan McLatchie (J.McLatchie@napier.ac.uk)
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Innovations in Learning and Teaching Edited by Christine Penman and Monika Foster Published in 2016 by Merchiston Publishing Charlotte Chalmers
This publication is the result of a collaboration between the Edinburgh Napier Teaching Fellows Community and staff and students on the MSc Publishing programme at the University. The book is a collection of chapters written by staff involved in teaching and research at the University, which has been expertly edited by Christine Penman and Monika Foster. The quality of the publication is testament to the editors and to all of the students and staff involved. The reader can learn more about the establishment of a university press in chapter 1.3. The book is divided into four sections: Importing new philosophies into course design; Developing a studentcentred programme of study; Digital technology and innovative practices in the classroom; and Developing a global outlook through pedagogical activities. Each section consists of 2-4 chapters, covering a wide range of topics, for example, curriculum design,
the use of podcasts in teaching, international volunteering. This is not a book about pedagogic research, nor is it a handbook on pedagogic theories, rather a collection of real life classroom experiences and innovations, written in an accessible way, taking the reader through the theoretical grounding (fully referenced), the methods employed, and the outcomes and reflections on the activities described. Whilst some of the figures are slightly on the small size (or maybe it’s my eyesight?), the standardised format of each chapter – abstract, conclusion, references, and the sensible use of sub-headings – means that anyone interested in learning and teaching, no matter what their specialist subject, can take something from this. If you have ever thought about trying something out in the classroom, or in the design of your course, but are unsure about how to approach this, you may well find inspiration in this book.
Interested in writing a book review for us? Did you know that we can get advance copies of books for you to review straight from publishers? Or have you read an interesting book recently and want to recommend to all your colleagues? We’re looking for interesting book reviews for upcoming issues so please get in touch. We can also help you gain access through the publisher to any new titles that you’d like to review. Contact us with ideas on firstname.lastname@example.org.
Going to a conference soon? Want to apply for a TF Grant? We love to share the experiences that you’ve had at conferences. If you are planning a conference visit soon please get in touch and let us know and we’ll ensure there is space in our next issue for your article. Also remember that there are Teaching Development Fund Grants available. The purpose of grants from this fund is to support your activities in the role of Teaching Fellow and to help develop and share effective learning, teaching and assessment expertise for the benefit of the University and our students. For applications and amounts awarded from the last grants panel, see page 16. Details of how to apply can be found at http://staff.napier.ac.uk/services/dlte/TFscheme/Pages/grant.aspx
Student Focus Do Staff and Students Agree About the Point of Assessment? Mark Carver As we approach another busy assessment period, it is worth pausing to think about the purpose of assessment. Boud (1995) refers to assessment serving a double duty of both measuring and promoting learning, but there is even more nuance in the tasks we design for students. The standard formative/summative divide will be very familiar to most staff, particularly following the Programme Focused Approach to Assessment and Feedback (PFAAF) project. This prompts us to think about whether the task is mainly about measuring students’ learning, encouraging and shaping how they study, or if the task itself is the learning: assessment ‘of’, ‘for’ or ‘as’ learning, respectively (Sambell, McDowell, & Montgomery, 2012). Deciding which of these purposes we prioritise leads in turn to how we design assessment tasks. For example, assessment of learning emphasises the consistency of marking and anti-cheating controls, while assessment for learning focuses on the generation of feedback and promoting student reflection, while assessment as learning might focus more on task authenticity (Race, 2015). Taking a programme-focused approach to assessment helps to balance these trade-offs. For example, Bloxham et al. argue that both consistency and anti-cheating are better thought of across a student’s entire assessment map since trying to completely address these concerns in every task squeezes out the space for assessment which promotes learning (Bloxham, Hughes, & Adie, 2015). Another consideration is that assessment shapes how students study – so far as students are concerned, assessment is the curriculum (Ramsden, 1979). Assessment determines how much time students spend on tasks, the way in which they study, and the depth of learning (Trigwell & Ashwin, 2003). One of the key risks here is that students lack assessment literacy, and so can often waste time trying to ‘game the system’ since marks are seen as more important than learning (Boud, 2007), particularly if their feedback suggests very strict application of assessment criteria or an emphasis on proofreading and referencing. Changes to assessment on some programmes in the School of Health and Social Care have been evaluated as part of the PFAAF project, and initial results look promising – the assessment burden has reduced, with no reduction in student achievement (Adamson, WebsterHenderson, Carver, & Bak-Klimeck, 2017). However, one of the key areas for development is how assessment is communicated to students. To help with this, DLTE’s
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Mark Carver has recently been awarded a small grant from the Association for Learning Development in Higher Education (ALDinHE). Work started with then ENSA-VP Manish Khatri to deliver training to over 250 Programme Reps, aiming to give students the background knowledge and vocabulary to talk about assessment in terms of how it supports their learning. As staff continue to engage with the professional development Moodle pages these newly trained Programme Reps are intended to become ‘Assessment and Feedback Champions’ (see the new Rep hoodies in the photo) who will try to engage in partnership with academic staff to prioritise learning as the main point of assessment and feedback. See the Moodle pages here: http://moodlecommunity.napier.ac.uk/course/view. php?id=223 It is hoped that over time students will focus less on wanting to know where they ‘gained or lost marks’, and reframe their thinking as where they had or lacked good understanding. Crucially, this should then be the start of a ‘feedback loop’ in which the student improves their learning. The literature on assessment and feedback regularly complains that students do not know what they really want or need from assessment and feedback, so this new approach linking DLTE with ENSA is a valuable opportunity in starting partnership which treats assessment as if learning were important. If you would like to know more about the project, please contact Mark at M.Carver@napier.ac.uk or check out the PFAAF pages at http://staff.napier.ac.uk/pfaaf.
Adamson, E., Webster-Henderson, B., Carver, M., & Bak-Klimeck, A. 2017. Enhancing Assessment and Feedback: Using TESTA (Transforming the Experience of Student through Assessment) as a Catalyst for Change. Innovations in Education and Teaching International. Bloxham, S., Hughes, C., & Adie, L. 2015. What’s the Point of Moderation? A Discussion of the Purposes Achieved through Contemporary Moderation Practices. Assessment & Evaluation in Higher Education, 41(4). doi:10.1080/02602938.2015.1039932. Boud, D. 1995. Assessment and Learning: Contradictory or Complementary. In Assessment for learning in higher education, edited by P. Knight, pp. 35–48. London: Kogan Page. Boud, D. 2007. Reframing Assessment as If Learning Were Important, Rethinking Assessment in Higher Education: Learning for the Longer Term, 14–25. Race, P. 2015. The lecturer’s toolkit: A practical guide to assessment, learning and teaching. 4th ed., Abingdon, Oxon: Routledge. Ramsden, P. 1979. Student Learning and Perceptions of the Academic Environment, Higher Education, 8(4), 411–427. Sambell, K., McDowell, L., & Montgomery, C. 2012. Assessment for Learning in Higher Education. London: Routledge. Trigwell, K., & Ashwin, P. 2003. Undergraduate Students’ Experience of Learning at the University of Oxford. Oxford: Institute for the Advancement of University Learning.
Around the TF Conference
TF Conference Tweets As her presentation is available in different modes (via blog and slide-share) @hazelh is demonstrating helpful inclusive practice #tfconf17 — Katrina Swanton (@Katrina_Swanton) February 1, 2017 Making inclusivity work in the classroom – great strategic and practical insights from @ hazelh #tfconf17 — Martha Caddell (@Martha_Caddell) February 1, 2017 Interesting to discover a role play at #tfconf17 pic.twitter.com/cDMvI7kErQ — Hazel Hall (@hazelh) February 1, 2017
Above: Brian WebsterHenderson opens the conference after lunch in the Chapel at Craiglockhart.
Great poster #TFConf17 SBL proceed with caution. Gives some principles to guide SBL in the blended and on line environment. pic. twitter.com/d5sJtFkP73 — Gwenne McIntosh (@GwenneMcIntosh) February 1, 2017 Reading lists of the future….closer than you think! Looking at Legato with @004dot678 & @EdNapLib_Keith #TFConf17 pic.twitter.com/ lRiGm1NaPB — Jane Haigh (@EdNapLib_Jane) February 1, 2017
Right: Posters displayed in the Chapel during lunch.
Left: Hazel Hall delivers the keynote speech on Inclusivity in the delivery of teaching: from agendas to action. Below: A valuable student role play and discussion, “Help! I need somebody...” by Wendy McInally, Kev Head and Janis Ross, with students Silvia Kovacicova, Kerri-Anne Mulvey and Yvonne Fleming, and Personal Development Tutor, Mandy Gentleman
We need you! Joan McLatchie is standing down from leading the TF Conference and we thank her for all her organisation over the last few years. We are looking for a new lead to take on this role for the conference next year. Could you be our next organiser? Please contact Ruth Doak (R.Doak@napier.ac.uk) if you are interested in finding out more.
Teaching Fellows Journal Editorial Team Your TFJ Editorial Board: Jackie Brodie Business School t: (0131) 455 4470 e: J.Brodie@napier.ac.uk Paddy Perry School of Health & Social Care t: (0131) 455 5651 e: P.Perry@napier.ac.uk Bridget Hanna School of Applied Sciences t: (0131) 455 2661 e: B.Hanna@napier.ac.uk Your TFJ Journal Manager: Kirsteen Wright Publications Officer t: (0131) 455 3217 e: K.Wright2@napier.ac.uk Your TF Administrator: Ruth Doak Teaching Fellows Administrator t: (0131) 455 6360 e: R.Doak@napier.ac.uk
Edinburgh Napier University Department of Learning and Teaching Enhancement Room 7.B.37 Sighthill Campus Sighthill Court Edinburgh EH11 4BN email: email@example.com web: http://staff.napier.ac.uk/TeachingFellows Read the current and back issues online: http://issuu.com/teachingfellowsjournal
For TFJ Diary Dates: Kate Durkacz School of Engineering & the Built Environment t: (0131) 455 2349 e: K.Durkacz@napier.ac.uk Joan McLatchie Business School t: (0131) 455 4341 e: J.Mclatchie@napier.ac.uk Edinburgh Napier University is a registered Scottish charity. Reg. No. SC018373
tfj Spring 2017
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Edinburgh Napier University's Spring 2017 Teaching Fellows Journal.