Page 1
Talking About… Learning & Teaching
Talking About…Learning & Teaching
College of Social Sciences, University of Birmingham INSIDE THIS ISSUE 1 2 3 4 5
Technology Enhanced Learning Week Educational Enhancement Funding opportunities Investigating and Enabling the Use of Video Feedback Project
Enhancing Advanced Modern rd Asia 3 Year Module
The Education Experience of Widening Participation Students Researching Multilingualism and Second Language Learning
7 8 9
This edition theme focuses on Educational Enhancement from around the College, Schools and beyond which we hope stimulates your interest and encourages you to think about how these examples and the support available could potentially help you in your own practice. We hope you find the content of interest and welcome your contributions for future editions.
Online Development of Postgraduate Research Methods Training Modules
Developing an Online Induction Module as a Tool to Induct Part-Time Students
6
Welcome
Cooperation in the Contemporary World MOOC Update Shaping MOOC Design Education in Practice: New Birmingham Journal
10 Technology Enhanced Teaching & Learning Seminar Series
11 CLAD Writing Group Launch When is a Scan not a Scam?
12 Alternative Modes of Delivery Feature University T&L Conference 2014
Produced and edited by: Mike McLinden and Danielle Hinton Please Submit Articles to: d.m.hinton@bham.ac.uk
CoSS Technology Enhanced Learning Week: Embracing Flexible Learning (24-26 June) CoSS E-Learning Team This summer will see the return of Technology Enhanced Learning Week in the College of Social Sciences. This event will be held between 24th and 26th June and will feature a wide range of sessions including presentations, seminars, workshops, and opportunities for sharing practice. This is a great opportunity for yourself and your team to find out more about technology enhanced learning and how you can improve your students’ experience by embracing flexible learning. Further details, including a timetable and booking information is available from the Technology Enhanced Learning Week Canvas area. Please add these dates into your diary now, to make sure that you don’t miss out. In particular, the centrepiece of the week will be a sharing practice session from 12-2pm on Wednesday 25th June, which will include a free lunch and demonstrations of good practice by a number of colleagues both internal and external to CoSS. We look forward to seeing you! CoSS E-Learning Team
College of Social Sciences
Vol 7 No 2, Spring 2014
Talking About…Learning & Teaching
Page 2
Educational Enhancement Funding (CLAD) Do you have an idea to improve the academic experience of students? Applications are now open to fund staff and student project ideas under the overall theme of education enhancement. Find out more and download www.intranet.birmingham.ac.uk/clad/projects
an
application
form:
Student led projects (deadline 18th June 2014) Up to £1,000 is available per project to engage directly with, and contribute to, the enhancement of students’ academic experience at the University, whilst also gaining valuable project-related skills and experience.
Staff led projects (deadline 18th May 2014) Between £2,500 and £30,000 is available for project ideas under the overall theme of education enhancement. We welcome all proposals that contribute to the over-arching theme of educational enhancement; however, proposals that address one or more of the following priority areas (identified by College Directors of Education) are particularly encouraged:
Alternative modes of delivery, including: o Expanding the effective use of TEL (technology-enhanced learning, including Canvas), with a focus on its use in new subject areas, and to enhance assessment and feedback o Novel approaches to effective use of laboratory space, particularly in the area of ‘pre-practical on line training and demonstrations’ and ‘virtual labs’
Supporting and enhancing international students’ experience
Approaches to developing an inclusive curriculum - with a focus on resources, teaching delivery and assessment
Effective mechanisms for collaborating, disseminating and adopting innovation and good practice.
CLAD Project Advisors are available to assist all applicants with initial project ideas, the application process and to answer any queries that arise, please email: cladprojects@contacts.bham.ac.uk.
The following four pages provide a summary of the current CLAD funded enhancement projects.
College of Social Sciences
Vol 7 No 2, Spring 2014
Talking About…Learning & Teaching
Page 3
Investigating and Enabling the Use of Video Feedback for the College of Social Sciences Joe Berry, College E-Learning Manager, College of Social Sciences This project is looking at existing practice in video feedback across the University and investigating the practical and pedagogic issues around the use of this technology. The questions we are asking include:
Does video feedback improve student engagement with feedback? Does it assist with relationship-building between faculty and student? What are the data protection implications? What are the barriers to adoption of these techniques?
We aim to develop clear advice for staff starting out with video feedback and a support service to be launched as part of the CoSS eLearning team’s portfolio. The service will form an on-going part of the wider workload of the CoSS eLearning team. In addition, the project aims to provide a report and web resource highlighting the benefits of different forms of video feedback, suggesting when each might be useful to lecturers in different disciplines, and also informing staff how to get started. Finally, the findings of the project, and the availability of the support service, will be disseminated via the Educational Enhancement Network (EEN), the University Teaching and Learning Conference, and via a paper submitted to a national conference.
Joe will be speaking on this project on Wednesday 30th April as part of the Technology Enhanced Teaching & Learning seminar series. Register to attend.
College of Social Sciences
Vol 7 No 2, Spring 2014
Page 4
Talking About…Learning & Teaching
Online development of Postgraduate Research Methods Training Modules Dr Graeme Douglas, Reader in Disability and Special Educational Needs and Prof Fiona Carmichael, Professor of Labour Economics This project aims to develop web-supported blended learning versions of three core PGR research training modules: (1) Introduction to Social Research, (2) Research Design, and (3) Social Research Methods 1. These modules form three of the core modules provided by CoSS for its doctoral and MA Social Research students, and form a critical part of the University’s Doctoral Training Centre ‘offer’. One of the modules (Research Design) is also part of the Graduate School’s PGCARMS. Starting in mid-January 2014, this will be an 18 month project. We anticipate the project will develop three enhanced modules to be available for students in semester 1, 2 and 3 in 2014/15 academic year.
We see the project having three key benefits: (1) enhance the experience of our student learners (in particular our 200+ part-time PGRs who must currently attend a total 12 full Saturday sessions); (2) open opportunities for increased recruitment of parttime students because of the greater access to quality research training this affords; and (3) provide an opportunity to explore distance learning modalities for doctoral students.
College of Social Sciences
Vol 7 No 2, Spring 2014
Page 5
Talking About…Learning & Teaching
Enhancing Advanced Modern Asia 3rd Year Module Julie Gilson, Senior Lecturer in Japanese Politics This project is split into two parts. Part One aims to challenge final year students in new ways, by introducing a new form of assessment based on creating a web page and delivering a documentary. CLAD funding would ensure an in-depth evaluation of this form of assessment, based on surveys, interviews and focus groups. Part two seeks to create an interactive five-week tour of the Mekong River, enabling students to direct their own learning (by ‘stopping off’ at sites interesting to them); work in small groups using interactive touch tables (thereby enhancing their generic skills); and to challenge them to bring together in a coherent narrative a range of complex materials. Funding will include the evaluation of the technological and pedagogical benefits of this approach and create the materials needed to deliver it effectively.
Developing An Online Induction Module (OIM) As A Tool To Induct Part-Time Students To Learning, For Impact And Dissemination Dr Deirdre Martin, Senior Lecturer The OIM project is informed by the HEA document “Flexible Pedagogies: part-time learners and learning in higher education” (2013). It will contribute to the Student Learning Pathway for parttime learners and to how online induction can feature in a more flexible model of learning. Based on a critical review of literature and practice of online learning for student induction to part-time study in HE, the project aims to develop an OIM as a tool for more effective flexible pedagogy for part-time learners to enhance their learning experience, and later dissemination if appropriate. Stage 1 – Literature review and data gathering to document online induction in the university, selected universities including Universitas 21, to inform new model of OIM; Stage 2 – Develop OIM Stage 3 – Pilot in the School of Education on the basis of Stage 1; Stage 4 – Revised pilot following review of Stage 2; (Later – Wider dissemination if appropriate.) College of Social Sciences
Vol 7 No 2, Spring 2014
Page 6
Talking About…Learning & Teaching
The Education Experience of Widening Participation Students Dr Dan Herbert, Senior Lecturer in Accounting Many leading academic institutions in the UK now provide ‘widening participation’ schemes, in line with their Access Agreements, that are designed to encourage students from ‘non-traditional’ backgrounds to attend University. This research seeks to understand the experiences of those who enter the University of Birmingham through one such scheme, Access to Birmingham (A2B). The aim of the research is to help understand the perceptions of ‘widening participation’ students after they enter University, and to learn how they feel they ‘fit in’ and how this relates to their expectations, experiences and progression. By focusing on a degree programme with one of the highest proportions of A2B students within the University, the project aims to develop policy proposals and inform staff across the University on how they can support ‘post-A2B’ students.
Researching multilingualism and second language learning: enhancing our skills in the process of working with language data Ildegrada da Costa Cabral, PhD student within the School of Education The project will involve the organisation of a one-day seminar in May 2014. The focus of the seminar will be on working with language data (preparation, selection, interpretation and analysis) in qualitative and ethnographic research. The format for the seminar will be (1) Input by visiting speakers (established experts in the field of multilingualism) and by academic staff at the University of Birmingham; (2) workshops around specific topics (in break out rooms) in which postgraduate and doctoral researcher participants can present data extracts and discuss ways of working with them. The visiting speakers and the academic staff at the University of Birmingham will also participate in the discussions in the data workshops. College of Social Sciences
Vol 7 No 2, Spring 2014
Page 7
Talking About‌Learning & Teaching
Cooperation in the Contemporary World MOOC Update Dr Jamie Johnson, Teaching Fellow in the School of Government and Society and Danielle Hinton, College Learning Designer Why do we cooperate? How can we achieve more lasting forms of cooperation? This free course (School of Government & Society and FutureLearn) explores the puzzle of cooperation in international politics today through a mixture of short videos, text, discussion and multichoice questions. This course is aimed at anyone interested in developing their understanding of cooperation and/or contemporary international politics. We hope it will be of particular interest to those considering or currently studying politics, international development or related fields. Whilst no prior knowledge is required, we are actively encouraging the participation of individuals with practical experience within NGOs, the armed forces, aid/donor agencies, government agencies, policy making and think tanks. The course revolves around 6 case studies led by a range of subject experts: Week 1: NATO (Prof Mark Webber) and EU (Dr Graham Timmins) Week 2: Climate Change (Dr Fiona Nunan and Dr Sevasti-Eleni Vezirgiannidou) and Peace Building in Nepal (Prof Paul Jackson) Week 3: The Cold War (Prof Nicholas J. Wheeler) and Sino-Japanese Relations (Dr Julie Gilson)
Enroll now: https://www.futurelearn.c om/courses/cooperationin-the-contemporaryworld Follow us on Twitter: https://twitter.com/ FLCooperation #FLCooperation
Case Study Experts (Clockwise from bottom left): Prof Paul Jackson, Prof Mark Webber, Dr Julie Gilson, Dr Fiona Nunan, Dr Graham Timmins, Dr Sevasti-Eleni Vezirgiannidou and Prof Nicholas J Wheeler. College of Social Sciences
Vol 7 No 2, Spring 2014
Talking About…Learning & Teaching
Page 8
Shaping MOOC Design MOOC development is being shaped by a number of important factors:
Dr Jamie Johnson Lead Educator
Firstly, the learning environment (design and philosophy) heavily influences the learning design online just as it does in traditional learning and teaching. The FutureLearn platform is designed to allow in-depth, detailed and contextual commenting on all content (commenting is hidden unless called upon by the user). It also encourages courses to be uploaded in full from day one. This provides learners with the opportunity to truly learn at their own pace during and post course. Learners can keep on accessing learning materials post course although not teaching team support. Secondly, the support of the management team in the School of Government and society has been critical in terms of interest and commitment of time and funding. There has been much interest and enthusiasm since the word MOOC was first mentioned only 6 months ago.
Danielle Hinton Learning Design & Project Management
Linda Curry Distance Learning & Quality Assurance
Tarsem Singh Cooner Video Production
Thirdly, the core MOOC team (left) have drawn on 13+ years of online distance learning design, development and delivery experience. The experience draw on current and previous work within our Schools of Education and Government and Society as well as at the University of Leicester. Many key lessons grew out of work that was actively supported (2001 -) by CLAD and its predecessor the Learning Development Unit (educational enhancement funding, networking, dissemination and sharing practice opportunities). We have clearly sign posted all activity time (videos, ‘Pause for Thought’ comment trigger questions and ‘Time to Talk’ discussion activities) as well as providing a range of additional but optional resources (downloads and links to free materials) designed to extend learning. Finally the support of the wider MOOC teams in the University (College of Arts & Law and Medical and Dental College) as well as CLAD and FutureLearn has been essential in helping smooth over ‘first-time’ bumps and in sharing tips and advice.
College of Social Sciences
Vol 7 No 2, Spring 2014
Page 9
Talking About…Learning & Teaching
Education in Practice: New Birmingham Journal In support of sharing effective practice in learning and teaching and educational enhancement the University of Birmingham has established a new educational journal ‘Education in Practice’. Education in Practice provides easy access to learning and teaching research, practice, and thinking related to the activities and priorities of the University in an accessible and practical manner. Education in Practice has been designed for all University staff working in support of enhancing the student learning experience, be they academic members of staff or staff from professional or support services. It provides an accessible publication route for those looking to disseminate learning and teaching practices, ideas and developments or outcomes from projects such as those funded by the Centre for Learning and Academic Development (CLAD) or the Higher Education Academy, in a scholarly manner; further, contributions are welcomed from both undergraduate and postgraduate students discussing learning, teaching and educational matters. While all submissions will be reviewed and edited to high standards by a crossUniversity editorial board, Education in Practice has been designed as a publication route that ‘bridges’ the interface between newsletters and journals of educational research; as such, it is an ideal first publication route for those new to publishing on learning and teaching, and an opportunity for those who are more experienced to share and test their ideas with other colleagues from across the University. Although intended as an institutional journal, it will also be available electronically through the world wide web, and as such, it will also form a further means of raising the University’s (inter)national learning and teaching profile. Education in Practice is focused upon educational practices within the University of Birmingham, and a range of contributions are sought from colleagues: from full scholarly papers; reflective or discursive articles; short case studies and examples of practice, and ‘How to’ guides. Contributions that explore the findings from educational research and discuss or apply these within the context of University of Birmingham practices are also welcomed. Education in Practice will be published three times per year, with the first issue due out in September 2014 with publication structured so that it occurs in tandem with Education Matters. Based upon the availability of appropriate content, potential exists to increase the number of yearly issues in subsequent academic years. Submissions are welcome at any time, and accepted contributions will be prioritised for publication based upon submission date. All contributions submitted for publication must be of a high quality and will be subject to a peer academic review process prior to them being accepted for publication.
CoSS Editorial Board Members Professor Mike McLinden (Education) Joe Berry (Business) Danielle Hinton (Muirhead Tower)
The Editors welcome informal discussions with potential authors. Please contact either Jon Green (J.R.Green@bham.ac.uk) or Michael Grove (M.J.Grove@bham.ac.uk), or alternatively you may wish to discuss your ideas or seek advice and guidance from a member of the Journal’s Editorial Board who each have expertise in particular disciplinary or thematic areas.
College of Social Sciences
Vol 7 No 2, Spring 2014
Talking About…Learning & Teaching
Page 10
Technology Enhanced Teaching & Learning: Seminar Series Wednesday Afternoons: 1300 – 1400 in the Glynn Rooms, CLAD (Seminars start at 1310 and conclude by 1350. Informal networking (with refreshments) will take place before and after the seminar) The development of new technologies has led to changes in the way in which universities deliver teaching and has impacted upon how students learn, their skills and their expectations of higher education study. However, teaching with technology is not only about being familiar with the latest approaches, it is about understanding how the most appropriate tools can be naturally incorporated within your teaching when and where it makes sense to do so. Further, while technological innovation is now widespread within higher education, the evidence base as to its impact upon enhancing student learning remains open to question. Technology Enhanced Teaching and Learning is a new seminar series launched by the University of Birmingham as part of the ‘Transforming teaching Delivery’ strand of Curriculum Review, and invites those using educational technologies and software (for example Canvas) to discuss how it is shaping and impacting upon teaching and learning within higher education. Seminars focus upon the pedagogical practices and approaches rather than the ‘technical’ aspects of implementation, and provide an opportunity for participants to not only explore best practices for using technology to enhance higher education teaching and learning, but also to explore their impact upon student learning and course design and delivery. They will look at the benefits of using technology, as well as potential ‘stumbling blocks’ and how these may be successfully overcome. The Technology Enhanced Teaching and Learning seminar series has been designed so that it will be of interest to anyone currently innovating with new technologies in their teaching or wishing to explore ideas for the implementation of new approaches. They provide the opportunity to meet with other ‘like minded’ individuals from across the University so that we can share effective practices, approaches and experiences for the benefit of all staff and students. Wed 30 April Wed 14 May
Joe Berry
Wed 28 May
Prem Kumar
John Couperthwaite & Andrew Davis
Using Video Based Feedback: Sharing Current Practice Supporting Student use of Mobile Learning: examples of use in the Colleges of Arts and Law and Medical and Dental Sciences Lecture Flipping in the Medical Sciences
College of Social Sciences
Glynn Rooms, CLAD Glynn Rooms, CLAD
Register
Glynn Rooms, CLAD
Register
Register
Vol 7 No 2, Spring 2014
Talking About…Learning & Teaching
Page 11
CLAD Writing Group Launch Dr Petia Petrova, Academic Practice Advisor , CLAD Building on the success of the CLAD Reading and Research Groups, we are pleased to announce the launch of the CLAD Writing Group. The writing group is open to all. We expect the group to welcome colleagues from a range of disciplinary areas, experienced and novice writers. The only condition is that the topic of your intended writing project is relevant to aspects of higher education (e.g. teaching and learning, academic practice, HE leadership). If you would like to find out more about the thinking behind the writing group and what it involves, you can:
Attend an ‘Introduction to CLAD Writing Group’ briefing session (12pm on 16th and 30th May), or
Come along to our 8th May EEN session: ‘Supporting early career academics through writing retreats’
To book a place at one of these sessions, or express interest in joining the CLAD Writing Group, please email pgcertcoursebookings@contacts.bham.ac.uk. Places are limited, and will be allocated on first come first served basis. Further information and details about the group will be e-mailed to all who have expressed interest.
When is a Scan Not a Scam? Alex Fenlon, Copyright and Licensing Advisor, Library Services Q. When is a Scan not a Scam? A. When it is done under the CLA HE Licence! The University has a licence from the Copyright Licensing Agency (CLA) which enables staff to scan limited amounts of printed material and to store the digitised versions so that they can be downloaded by students studying on specified modules. These resources greatly enhance the student experience, allowing access to materials that otherwise might not be available. The CLA licence requires us to submit an annual report of this scanning activity. All scanning that has taken place since 1st June 2013 needs to be reported to Library Services by 31st May so that a combined return can be submitted to the CLA. To find out more visit the Library website or talk to Alex Fenlon. College of Social Sciences
Vol 7 No 2, Spring 2014
Talking About…Learning & Teaching
Page 12
Alternative Modes of Delivery Feature Flexible Pedagogies: Part-Time Learners and Learning in Higher Education Author: Professor Mike McLinden; Publication Date: 26-09-2013 Download Main Report PDF | Download Case Studies PDF This report has been developed as part of the Higher Education Academy (HEA) research project Flexible Pedagogies: preparing for the future. Parttime learners and learning is one of five main focus strands embedded within the theme of flexible learning. It offers a summary and analysis of the current state of play, as well as recommendations for developing robust and appropriate flexible pedagogies with a view to influencing policy, future thinking and change within the rapidly-shifting landscape of learning and teaching in HE. The report contributes to the development of a better understanding of parttime learners and the types of flexibility that may well enhance their study especially pedagogically. The focus of this strand was to:
identify key drivers for an increasing move towards part-time learning with a focus on national and international policy initiatives; critique literature to highlight some of the challenges and opportunities created by part-time education; survey, collate and evaluate current activity relating to pedagogical theory and practice with a particular focus on part-time learners; identify and analyse relevant pedagogies and approaches within the context of flexible learning and delivery for part-time learners; present a selection of case studies which illustrate the nature and form of these pedagogies and approaches; provide recommendations and information about why and how institutions might work towards the implementation of these pedagogies and approaches within the context of flexible delivery.
The main report is also supported by an audit tool and a selection of case studies.
Save the Date 4th July 2014 Muirhead Tower
University Teaching & Learning Conference 2014 The University Teaching and Learning Conference is the University’s annual event to celebrate, showcase and disseminate the wealth of good practices in teaching and learning across the University. In its 11th year, this year’s theme is Educational Innovation, and the day will feature invited contributions from pioneering academics both within and beyond the University on topics including The Virtual Laboratory, International and Distance Learning, and Student-Owned Learning. There will also be open presentations and poster sessions for colleagues to share their own educational innovations in any field, as well as opportunities for discussion and debate.
College of Social Sciences
Vol 7 No 2, Spring 2014