Topic outline

  • Enhancing the Learner Experience: Mark Stubbs, Manchester Metropolitan University

    Almost a year ago MMU was the Student Experience winner of the Guardian Higher Education Awards. This was the result of a Jisc funded three year programme to revamp its entire curriculum design and delivery to "enhance the quality of assessment for learning".

    This keynote delivery highlights how improvements to the students' experience have been realised and the lessons learned along the way. It brings delegates up to date with continuous developments that keep students at the centre of their learning, and provides practical "top tips" for implementing the ideas covered.

  • Unlocking the VLE: a collaborative approach to developing online learning resources to support and scaffold learning: Stephen Rose, University of Exeter

    The workshop will engage participants by demonstrating a successful and highly-transferable approach to involving students as partners in their learning. The approach centres on the use of the University of Exeter’s virtual learning environment (VLE) to support the curriculum and in particular within the STEM disciplines. Traditionally institutional VLEs have been nvery much the exclusive preserve of academics and module leaders. Allowing students high-level access and editing permissions effectively ‘unlocks’ the VLE, ensuring that resources have currency and are sufficiently agile to meet student needs at critical points of their learning experience, including transitions within the student experience.

  • Open Badges: Opportunities and Challenges: Julie Adams, Staffordshire University

    Badges to award achievement have been used for many years. The Open Badge model from Mozilla offers the opportunity to use digital badges to recognise skills, competencies and achievements both inside and outside the classroom. This session will provide an overview of the Open Badge model, describe some of the ways they are being used within HE and the systems which can be used for creating and awarding badges. It will also discuss issues to take into account when considering adopting Open Badges within an institution.

  • The use of QR codes and multimedia in assessment feedback: Dan Amin, University Centre Doncaster

    During the 2012/13 academic year, a pilot study was undertaken ascertaining HE Sport’s students’ perception of the feedback they receive. The analysis of this in conjunction with the literature highlighted a need for change in the feedback process and the methodology utilised. This presentation will show how the college aimed to enhance the feedback strategies currently in place for the Sport programmes within University Centre Doncaster. It will also analyse the effectiveness of multiple-format feedback, combining written feedback with a video of a feedback tutorial via embedded QR codes.

  • 'Bricks and Clicks' reflecting blended learning using Moodle 2: Phil Sayer & Beth Tunstall, The Manchester College

    The aim of the session is to reflect on the novel implementation of a blended learning course structure making better use of learning technology to facilitate a student-centred learning approacch. Using VLE software (Moodle 2) tutors aimed to support students whilst away from campus. We evaluate the use of forums as a means to guide learners through collaboration and peer-support. We also examine the use of online formative assessment in ‘out of college’ units compared to those delivered in the classroom. During the session, we would welcome examples of best practice in HEIs in order to further prepare our students for the next level of study.

  • New Solitudes? Social Media in Teaching: Simon Stevenson & Michelle Denby, University Centre Doncaster

    From novelist Dave Egger’s recent social media satire The Circle (2013) to sociologist Sherry Turkle’s critical analysis of online relationships in Alone Together (2011), there are a growing number of texts expressing reservations about the effects of social networking and the online cultures it engenders. This session addresses this body of work in relation to the use of social media in teaching, asking what lessons educators can take from these cautionary tales and trenchant analyses of the online environment of constant interconnection. It will also offer some practical examples drawn from our own experience of both successful and unsuccessful attempts to integrate online social and collaborative learning into our teaching and assessment strategies.

  • The Learner Voice: Nick Lund & Orlagh McCabe, Manchester Metropolitan University

    This presentation will examine the impact of using ‘Socrative’ student response system in interdisciplinary learning and teaching for undergraduate students.

    The Socrative system has been used this academic year to support collaborative learning, engage the student voice and develop innovative teaching techniques to support the overall student experience. Experiences of using this system with level 4/5/6 undergraduate students n various programmes in an interdisciplinary studies department will be drawn upon. Some of the advantages and disadvantages of this system will be highlighted in relation to developing pedagogical practice, engaging with quality enhancement/assurance, and the impact of this system in driving learning, development, partnership, engagement and reflective practices for students.

  • Bringing learning alive: Dee Vyas & Nillan Fakira, Manchester Metropolitan University

    We talk about students in the driving seat but pedagogical practices often still reflect a re-active way of learning. The presenters will share preliminary findings based on an innovative intervention developed and implemented at Manchester Metropolitan University in Art & Design and trialled with students during 2012-13. This project encouraged students to actively engage in creating their own interactive, media-rich portfolio in postcard format mixing real-life with media rich content to augment reality. The potential to use augmented reality for educational purposes has increased significantly since the wider use of mobile devices by teachers and students. Lessons learnt are shared and presenters will discuss with delegates how this intervention could be used in other learning and teaching situations.

  • The use of mobile technologies in Biosciences: A case Study: Dan Peart, University Centre at North Lindsey College

    This session will share the journey of an evolving case study, where a college based HE provider has made good use of tablet devices, enhancing the bioscience curriculum in new and richer ways, often controlled by the students themselves. The session will present the steps taken from initial thoughts and ideas to a point at which students and tutors collaborate to develop the use of mobile technologies and digital literacy skills. Staff and students will present to you, some of the unexpected findings which have been stumbled across, hoping to raise awareness of the considerations associated with the use of mobile technologies. We will share with you some of the exciting scholarship themes associated with this case study as well as how this initiative has informed the curriculum development and assessment strategies of re-validated provision.

  • Empowering Students Through Learning Space Design: Jonathan Rhodes & Matthew Green, University of Wolverhampton

    Economies of scale often result in institutions providing a suite of teaching rooms that contain the same front facing rows of chairs with a standardised IT provision. These rooms can reinforce traditional staff/student power relationships, encouraging objectivist approaches to Learning and Teaching and fostering passive student learning behaviour. In an effort to change this the Learning and Teaching Test Environment (LaTTE) project at the University of Wolverhampton designed, delivered and evaluated a learning space in which students would have the flexibility and authority to become partners in their own learning.

    Early indications suggest the environment is a success; students are actively adapting their Learning and Teaching styles, resulting in better engagement and anecdotally greater achievement. The knowledge developed through this practical approach to learning space design is impacting positively on the design of all teaching rooms across the institution and the learning experience of those students that inhabit the spaces.

  • Designing for learning: Putting tutors at the heart of the system: Will Stewart, University of Bradford

    Will believes that before you can put students at the centre of their own learning, you need to have teachers who are able to design opportunities for their students to learn, and an education system that trusts them to do this.