AQD Learning and Teaching Newsletter (Summer 2017) by University of Cumbria

LEARNING & TEACHING

Summer 2017

NEWSLETTER

Technology Enhanced learning (TEL) Case Studies: Twitter, Virtual Learning, Padlet International Partnership Working Learning Together with the University of Cumbria & Haverigg Prison New Staff and Meet the Team Learning and Teaching Fest 2017 HEA Fellowship Badges

Cover image: ‘Buttermere’ © John Mcsporran - https://flic.kr/p/pgUKK8

Learning & Tea

Esther Jubb

SFHEA Principal Lecturer in Academic Development AQD

NEWSLETTER

May 2017

elcome to the Summer 2017 edition of the University of Cumbria’s Learning & Teaching Newsletter.

For our second edition of the academic year 2016/17 we are focussing on the broad theme of enhancing learning. You’ll find that the newsletter is structured around case studies of learning and teaching enhancement from across the institution. Our first case study looks at the use of Social Media (and specifically Twitter) as an educational tool. Based upon personal experience of engaging with social media for information sharing our author wanted to make use of the medium to keep her students informed. Case Study Two also looks at the use of a digital technology to support the development of professional skills for students within our Law programmes. In line with our institutional mission to

widen participation in higher education, our third case study looks at the use of Streetgames to engage the local community and to give students skills and experience to support their professional profile. Further use of learning technology and highlighting different ways to engage students in their own learning is highlighted in the fourth case study. The experience of our Careers and Employability Team in working in partnership with academic departments to deliver additional employability events provides a snapshot of the ways in which professional service and academic colleagues are supporting our students. Our next set of case studies see us spread our enhancement activities a little further

Registration Now Open Learning & Teaching

FEST 2017 Tuesday 20th June 2017 Fusehill Street Campus https://ilead.cumbria.ac.uk/events/lt-fest

Welcome and Introduction

aching afield; firstly through the Erasmus+ Teaching Mobility programmes which has seen colleagues visiting Norway. Secondly, a reciprocal visit to Dalian Nationalities University in China showed the similarities of higher education regardless of national boundaries and the benefits of such exchanges to both staff and students. An innovative collaboration between the University and HMP Haverigg is discussed in our penultimate case study. This collaboration provides our students with an insight into a learning and work environment that would not usually be open to them. Once again, weâ&#x20AC;&#x2122;re taking the opportunity to profile AQD colleagues and introduce new members of staff, firstly to welcome them to our community, but also to highlight the high quality staff that weâ&#x20AC;&#x2122;re recruiting to deliver and support our programmes. In our news and events section we provide an update on the Teaching Excellence Framework; progress on the development of the new Learning, Teaching and Assessment Strategy; information about the 2017 Learning & Teaching Fest and information about HEA Fellowship and Senior Fellowship.

Enhancing Learning: case studies of practice

New Staff

Meet the Team

News and Events

Learning & Teaching

Fest 2017

HEA Fellowship Badges

Routes to HEA Fellowship

Using Twitter as an Educational Tool

School of Nursing & Mentorship

Nadine Littler SFHEA

Senior Lecturer SCPHN

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colleague had informed me that there had been a new government document released, based on the school nurses role, therefore I tried to locate this document via hand searches on the internet, but was unable to find it, when I finally tracked it down, to my surprise, I found that this document had initially been released via Twitter.

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This prompted me to set up a professional twitter account (@uocschoolnurse) to use as an educational tool, the aim of which is to disseminate current guidance and evidence based practice and research relating to school nursing with both students and practitioners. Once the twitter account had been set up, the main task involved identifying which twitter accounts I needed to follow in order to build my social network and ensure notification of current guidance and practice. An example of this included following twitter accounts such as organisations, professional bodies, school nursing colleagues, and key opinion leaders including Department of Health, Public Health England, School and Public Health Nursing Association (SAPHNA). If I could give one piece of advice for anyone looking to set up a twitter account, I would encourage you to just go for it and keep an open mind! On reflection I feel the benefits of using twitter as an educational tool far outweigh any negatives, as some of the

Enhancing Learning: case studies of practice benefits include: continuous professional development for students, and for myself which in turn enhances my teaching, provides networking opportunities, communities of practice (social media chats) such as #weschoolnurses which provide twitter chats (a twitter chat is where a group of twitter users meet at a pre-determined time to discuss a certain topic, using a designated hashtag for each tweet contributed) on planned topics, an additional mode of sharing resources, highlighting best practice, research, making recommendations and conference tweeting. After setting up the twitter account I decided to embed the twitter feed into my school nursing programme blackboard site, so that students could see tweets I had posted relating to this specialism. In addition to this, current topics within school nursing which have been promoted via twitter were also incorporated into classroom based sessions as topics of discussion.

which provides access to the latest statutory guidance and evidence base, which continually informs their knowledge, and enhances their professional development.

Furthermore, on several occasions there have been students who were initially cautious about the use of twitter, then have progressed to opening their own twitter account. This is really positive, as I feel there is still some lack of understanding on the usefulness of this tool for both education and nursing, however this is starting to change and professionals are beginning to see its impact. Overall this has sparked an interest in exploring other digital technologies for the future enhancement on the programmes I teach and lead on, which include setting up a webchat, webinars, camtasia and pod casts.

Gradually over the course of the programme students have provided feedback that twitter is a valuable tool

Making a Case for a Digital Lawyering Curriculum

Ann Thanaraj SFHEA

Principal Lecturer in Law Criminology & Social Sciences

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iven the emerging trends and challenges of online delivery of legal services and the recommendation from the Legal Education and Training Review report of 2013 recommending law schools to decide how law graduates’ attributes will be developed in this emerging changes to the profession,

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the question to address is: what steps are academics in law schools taking to prepare our graduating law students for the changing, technology-driven legal practice? The author proposes an integrated digital lawyering framework which develops the legal and technology-ready knowledge, and skills and attributes of a proficient digitally competent lawyer in light of the emerging and transformational changes in legal services. ‘Digital Lawyering’ is defined by the author as the use of appropriate, safe and effective online technological innovations and techniques in delivering training in legal education and in the actual delivery

Enhancing Learning: case studies of practice of legal services, requiring demonstration of the necessary knowledge, skills and aptitude of a professionally responsible lawyer for the purpose of collaborating, advising clients, undertaking dispute resolution and other forms of advocacy and undertaking legal transactions.

Curriculum on technology requires both the theoretical underpinnings of ethical, safe and secure ways of online professional practice whilst offering a deep and enhanced experiential learning through active collaboration and interaction with peers and connection to real-world experience and practitioners, embedded with a meaningful and purposeful reflection. The recently designed Virtual Law Clinic (VLC) built around the premise of the digital lawyering framework is set up as a law office in partnership between students, supervising tutors and local solicitors designed to enhance the legal education of students through direct experience of legal practice.

It is intended that the experience and learning gained from the VLC (conceptualised by reflection) will contribute to students being able to develop proficiencies of a digitally competent lawyer. Specific to preparing graduating law students, it is intended that students will gain awareness of effectively representing a client in a manner that is consistent with the rules of the profession, especially in establishing a lawyer-client relationship online, understanding and working with online practice management systems, safe handling of data and the interpretation and implementation of professional conduct rules within an online law clinic.

It is proposed that the authentic tasks designed and embedded within the functions of the VLC are elements that can be used by academics in law schools as a starting point to embrace elements of digital lawyering to the law curriculum.

Students will gain a realistic view of the emerging trends in the delivery of legal services and attempts to bridge the gap between the trends in legal practice and the legal education curriculum and emphasis on practical digital proficiency.

Streetgames project:

Mark Christie FHEA

Senior Lecturer, Sport and Physical activity

adding value to sports students through community engagement

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he University of Cumbria became the first UK HE institution to set up a Streetgames project in February 2012. Streetgames UK exists to facilitate youth inclusion through sport, whilst also contributing to community development objectives like reductions in youth crime and anti-social behaviour, and increased community cohesion and community safety. Initial discussions led to a Streetgames Student Workforce Team being developed, following training by Streetgames UK to a cohort of Year 2 BA (Hons) Sports Coaching and Development students. Of these, six successfully applied via a rigorous application and interview process to be the project’s delivery team. There was no pay but each could access to up to

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£500 training funds (eg. to obtain a Level 2 Multisports coaching award and attend other workshops such as ‘Managing Challenging Behaviour’). The team quickly attracted 40 - 50 teenagers to the Friday night programme on the university’s astroturf (in all weathers!). It was a significant challenge for the students who were more familiar with traditional ‘coaching’, whereas the Streetgames’ ethos promotes a much more relaxed, ‘come and try’ approach to youth sport participation; the students merely facilitated activities, rather than actively coaching them, whilst providing a safe and supportive environment for local youths at a time of the evening often associated with anti-social behaviour. Importantly, they also empowered the young people to choose what activities occurred on each occasion, whilst trying to ensure that both boys’ and girls’ needs were catered for – sessions can often be dominated by boys playing football. This also tested the students communication skills, eg. persuasion and negotiation, not just with the youths, but also with sports centre staff. Students had to ensure attendance records and participant demographic data was

Enhancing Learning: case studies of practice collected accurately and reported back to Streetgames via an online portal. Over the next three years, new student teams took up the reins, following a similar recruitment and training approach, and gaining valuable work experience. Several students who have been part of the Streetgames teams on campus have gone on to jobs in similar contexts, with Streetgames, or in community development work within local authorities. “All of those who have been involved found it a valuable and worthwhile experience, enhancing specific vocational skills and strengthening their CVs for the job market,” said Mark Christie, module leader for the host module, ‘Community Development Through the Use of Sport’. “It certainly took them out of their traditional sports coaching ‘comfort zone’ to appreciate almost being the equivalent of youth workers in tracksuits’. The skills gained were significant – communication with large groups, managing difficult behaviour, teamworking, organisational, interpersonal and partner liaison work, industry awareness – many of which are highly valued by employers in the sports industry and the wider service sector.” The students also benefitted from using their project time towards vocational placement hours, which gave them the

opportunity to reflect on the experience in their placement assessment. “Being put through a rigorous selection process gave some students their first taste of a full scale job interview”, added Mark. “This was an important learning curve and put them in a better position to appreciate the demands of an application process as well as the interview that follows”. In 2013, one group of students presented their project experiences at a regional youth inclusion conference, and others had the chance to go to a Streetgames Conference in the West Midlands. Over 100 second year students in Lancaster and with the Physical Education programme in Carlisle, received the Streetgames training, with over 20 involved in the actual Streetgames project team. Two Streetgames Festivals have been successfully implemented as part of a separate events module, in each case involving over 80 youths, and a third is planned this April (2017) in the Youth Zone, Carlisle. Sadly, the project has temporarily come to an end as the national funding has now concluded, however Mark and the sports centre staff are considering ways to find further funding or setting up the programme in a self-sufficient way.

Technology Enhanced Learning highlight:

Ruth Mewis SFHEA Senior Lecturer in Academic Development AQD Fiona Boyle Employability Manager

Padlet a tool for collaboration ..................................................................................................................................

adlet is an online tool that allows easy collaboration between students. It basically provides a blank wall to which you can post anything you want on it.

It allows contributors to express their opinions, thoughts and ideas. Attachments such as video, images and links to websites can be added to the posts. Once created, it can be embedded into Blackboard, so students can view all the posts easily. A padlet can be customised using different backgrounds and layout. The level of sharing can be set and you can require posts to be moderated before being published. It is free to use and students do not need to sign up to contribute, with contributions being anonymous. You simply set up the padlet wall and invite contributions via a weblink. It is mobile friendly and can be access via a mobile browser. I have used padlet within the PGCert Learning and Teaching in HE, getting the

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participants to introduce themselves and also to share ideas on a topic, promoting discussion. This was part of an online activity, but it could be used “live” within classroom to share ideas or post questions. Like to have a go? I’ve set up a padlet for you to try contributing to. Simply follow the link, https://padlet.com/ruth_mewis/ m62n8q0yrgh6 once there, double click anywhere on the wall, and add your thoughts. Add your name to the ‘Title’ and in ‘Write something…’ share your ideas how you could use padlet in your teaching and learning support.

Enhancing Learning: case studies of practice

Employability Partnership: to the future and beyond! ....................................................................................................................................

In previous newsletters, I have outlined how the Careers and Employability Service (CES) is working in partnership with colleagues and employers, to develop and deliver employability events which support students in pursuing their career ambitions. An exciting, new development for 2016/17 has seen the establishment of the ‘Futures Festival’ at the Institute of the Arts. This 3-day event included a range of workshops regarding self-employment, bespoke careers advice and an employer fair. Guest alumni and industry speakers provided a wealth of insight for our students on how to capitalise on their learning at UoC. The event also provided a social space in the evenings, with a mini Film Festival, live music and an Undergraduate to Postgraduate evening lead by Director of the Institute, Roddy Hunter.

many students and staff, the event also offered the opportunity to ‘walk the red carpet’. In addition to the organised events, the CES and the Student Enterprise team offered a drop-in service, demonstrating the support available for students and staff, and providing a very orange presence in the case of the CES! Student engagement varied across the three days, but feedback has shown that where students did engage they found the events useful and practical, “Very interesting, relevant and just a good conversation!” Planning for next year’s event will commence soon following a formal review, but it is clear that the Festival has helped students to see the choices and options ahead of them, helped staff to be more aware of the services that can support their work and provided a great opportunity to celebrate our alumni success.

The combination of formal and informal events, worked well to highlight the many different paths that are open to our graduates; and, much to the delight of

Dr Rhona O'Brien

Dr Rhona O’Brien SFHEA Senior Lecturer Working with Children, Young People and Families (HPSS) Ian Reed FHEA Senior Lecturer, Youth and Community Work (YCW)

Erasmus+ Teaching Mobility: University College of Southeast Norway (USN)

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e would like to provide a brief summary of a recent teaching mobility at University College of Southeast Norway (USN) which was funded through the Erasmus+ teaching mobility fund. The ongoing benefits of undertaking teaching, learning and knowledge exchanges are significant and the reflective summary presented here will focus on the way in which such an exchange can help to strengthen our relationships with EU Higher Education Institutions. The initial Erasmus+ Inter-institutional agreement between UoC and USN was implemented in February 2014. Mette Bunting, Professor of Educational Science and Geir Moshuus, a Social Anthropologist from USN, visited UoC in November 2016 following an initial contact through the

International Office which was facilitated by Ian Reed. During this initial visit, colleagues identified shared research and pedagogical interests in the broad fields of marginalisation, young people and educational disengagement. Colleagues from USN presented their empirical research and innovative methodology – the ‘Indirect Approach’ (Moshuus and Eide, 2016). This approach is offered to MA students/co-researchers at USN who collect data with young people defined as ESL (Early School Leavers) and NEET (Not in Education, Employment or Training). Colleagues at UoC presented a theoretical model ‘Deprivation Literacy’ (O’Brien, 2017) which is designed to equip all practitioners to help build relationships with and minimise safeguarding risks for marginalised young people. Following this productive and exciting first encounter, Ian Reed and Rhona O’Brien were invited to USN, Norway to share their insights, theoretical models and pedagogical approaches to the study of young people in February 2017. Both colleagues were extremely fortunate to

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Enhancing Learning: case studies of practice

receive Erasmus funding to help finance this trip, which enabled colleagues in USN to arrange lectures with BA and MA students, with sociology students from a local High School and seminars with other colleagues from USN. The teaching sessions were designed to cover a broad range of current issues which impact children and young people in the UK and to situate these issues within broader social, economic, legislative and political contexts. Students and colleagues who attended the events were keen to contribute to discussions of relevant case studies and their competence in reading/speaking in English enabled a highly enjoyable and interactive exchange. However, to minimise any translation issues, lectures included film clips and visual aids in addition to defining unfamiliar or complex terminology and handouts were made available to all

attendee’s in advance of the sessions. The teaching sessions were extremely well-received by students who completed evaluations and both Ian Reed and Rhona O’Brien have been invited to return to USN during the Autumn of 2017 at the request of both staff and students. Whilst the teaching exchange was the primary reason for the visit, colleagues also utilised the time in Norway to progress their research interests. Following further discussions of our mutual research interests, all colleagues started work on an Erasmus+ ‘Higher Education’ funding bid to help develop an on-line Research Module for BA and MA students and a transnational teaching and research mobility. Colleagues at UoC were introduced to partners at VIA University College,

Denmark, who are also passionate about teaching and research which focuses on marginalised young people. Senior Lecturers Dr David Thore Gravesen and Peter Hornbæk Frostholm teach in the Faculty of Education & Social Studies at VIA have joined the partnership. UoC, USN and VIA submitted an Erasmus bid at the end of March 2017. If successful, partners will be able to develop their plans for transnational teaching and learning and will collaborate on research by producing co-authored outputs to help amplify the experiences of marginalised young people across the EU. However, all partners are continuing to develop the partnership regardless of the outcome of the bid and UoC is very much looking forward to receiving a visit from USN colleagues in May 2017.

A Visit to Dalian Nationalities University

Barry Lees FHEA

Lecturer in Criminology and Policing

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he University of Cumbria is forging links with other higher education institutions overseas. Already working in partnership in Europe and Africa, a cultural exchange has been formed with a university in North-East China. Like here at Cumbria, Dalian Nationalities University is newly-established but has big ambitions. Having sent a delegation of Chinese Lecturers to visit Cumbria in 2014, a series of return trips have been arranged and earlier this month I went to see how things are done in a Chinese university. Three flights totalling twelve hours in the sky and four in-flight movies later I arrived in a chilly but thoroughly modern city of three and a half million people. China has fifty-six ethnic groups and all of them are

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represented and celebrated within the student body at Dalian. The principle of Widening Participation is clearly important here too.

Unsurprisingly, the student numbers in lectures were high, averaging a hundred and thirty each time. Thankfully, many of the degree courses are delivered bilingually, alleviating the need for me to learn Mandarin. The linguistic skills of the lecturers in seamlessly switching from Mandarin to English are remarkable. Despite the numbers involved, each student seems to be known personally by their lecturer. The students respond with an evident warmth and respect for their tutors which

Enhancing Learning: case studies of practice

generates a sense of a wider family amongst the study groups. It was quite heart-warming to witness this mutual affection. The Chinese students were very much like their Western counterparts. The things that interest young Chinese people are the same as at home. Music, movies, TV and social media are widely enjoyed. They are particularly keen on Sherlock, Dr Who and James Bond. However, their custom of standing up to speak in a lecture and willingness to engage in conversation with any visitor demonstrated a desire to learn from any available source and to practice their English at every opportunity. There is a collective will to communicate and befriend other

nationalities. A culture of good manners prevails and is invariably accompanied with a smile. The campus libraries are vast, labyrinthine blocks and students spend long periods in there, sometimes pausing their readings to take a nap in the library rather than going back to their accommodation. Comfy chairs are supplied to encourage this practice. Transport between campuses is provided on free shuttle buses across the city, although the sporting, social and cultural facilities are in place on each campus. All undergraduates live on the campus and whilst the tuition fees are relatively low, the accommodation is quite basic. Four to a dorm and with no hot water in the block. Cafeteria food is

cheap, delicious and in abundance and the sports facilities are top quality. Participation in sport is mandatory for all students. Basketball and tabletennis are the most popular options. The campuses, although huge when compared to most in the UK, have a friendly, village-community feel about them. Visits such as this have many potential benefits to both Chinese and UK students. They can pave the way for exchange study and create a forum for shared good practice in educational methods. China wants to engage with other countries and is doing so at every opportunity. It is hoped that further visits to far-off seats of learning can continue to expand the influence and reputation of the University of Cumbria. Personally, I have had an enlightening experience. The food, history, art, culture and national pride, combined to make it a fascinating visit. With everyone I met, a new face meant a new friend. If the opportunity arises for anyone to visit China, I suggest that you grab it without delay.

Alison Spurgeon-Dickson SFHEA Dave Everett HMP Haverigg

Department of Health, Psychology and Social Studies

A Pilot Study of ‘Learning Together’ with the University of Cumbria and Haverigg Prison:

reporting student success & effective partnership working

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he aim of ‘Learning Together’ has been to add value through learning gain by encouraging UoC students working in prison in collaboration with prisoner students to reexamine significant issues in psychology and criminology from different perspectives, such as lived experiences of prisoners explored in the light of theoretical understandings of the students. This was enhanced by incorporating a range of relevant speakers, such as a judge, a restorative practitioner, and other professionals within the criminal justice system.

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Learning gain can be defined and understood in a number of ways (Hoareau et al, 2015). Testimony from all students involved indicates measurement in improvement in knowledge, work readiness, and personal development achieved through innovative design and teaching, a broad framework, and one that was flexible enough to be adapted to delivery within the prison. Through this process, we aimed to enhance experiential learning for UoC students, combined with more traditional

Enhancing Learning: case studies of practice learning for HMP students, broadening horizons and employability skills for both. Prisoner students gained from the higher-level learning, quality of debate, and working alongside UoC students. UoC students gained in-depth understandings, and gained valuable experience within a relevant employment setting. “a privilege to be able to work with my colleagues in the prison, and to gain some insight into the lived experience in a setting which is not usually visible to someone in my position. I hope that it will inform my future learning by helping me to synthesize information and perspectives that are different from my own into the academic work I do.” (UoC student).

“I’ve never done a discussion before – I normally argue and it gets out of hand, but I was enjoying this so much because we are treated equally and I value what others say”. “... it’s taught me how to listen” (HMP student).

Caroline Briggs

Assistive Technology Officer Innovation Team

Senior Lecturer (SEND), Institute of Education

Caroline Briggs Claire Vuckovic

Assitive Technology Officer, Innovation Team

.................................................................................................................................. joined the University of Cumbria in January 2017 as the newly appointed Assistive Technology Officer within Information Services. This is a new and exciting position which will primarily focus on enabling students to overcome barriers to learning through the use of assistive technology. Well placed appropriate technology can be a great enabler for students with a Specific Learning Difficulty (SpLD) or a disability particularly in education as it can transform how well they achieve. I am particularly interested in the power of self-efficacy and the responsibility of educators to have high aspirations for all their students including those with a SpLD or disability. I’ve had a short break whilst relocating from Suffolk where I worked as an Innovation Development Manager and Initial Teacher Training Lecturer at an Agricultural College and University. I have worked in Secondary SEN, Further Education and Higher Education over the past 14 years and enjoy the vibrancy of the sector. My areas of specialism

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include assistive technology, e-learning, curriculum design and assessment innovation. I am passionate about personalised learning and the power of enablement. In my first few months I will be taking a pro-active approach to meeting colleagues and collating information and resources to inform an online assistive technology information and support area for students and staff. I’ll also be evaluating the current assistive technology provision available to our students and make recommendations for continuing improvement. We have an array of supportive hardware and software available for use and part of my role is in raising the profile of these tools and how they can improve and support learning. In my spare time I enjoy playing the acoustic guitar and exploring all the new walks in the area with my dog Fudge. I also spend time drawing, gaming and reading. I am particularly looking forward to meeting colleagues through the Assistive Technology CPD sessions, coming soon!

New Staff

Claire Vuckovic

Senior Lecturer (SEND) Institute of Education

.................................................................................................................................... joined the SEN and Inclusion team in the IoE, as a Senior Lecturer just over a year ago, teaching on University of Cumbria’s innovative BA (Hons) in Primary Education with Advanced Specialism in SEND and Inclusion. I have since taken on some Master’s teaching and a part of the professional qualification required by school SEN coordinators (NASC). My background is in primary teaching, specialising in supporting pupils with SEND in mainstream schools, my most recent role being as a Local Authority School Improvement Advisor for SEND in the Early Years. My move to the University of Cumbria reflects an interest in developing teachers with a sound ethos of inclusion, which I believe is something that should be embedded in teacher’s practice from the beginning, inclusion is something you are not something you do. I am loving my new role and have learnt so much in such a short time. My colleagues

and my study for the PGCTLHE have helped me to reflect on the difference between delivering continuing professional development (a large part of my previous role) and teaching in an academic setting. Engaging with students is hugely rewarding, their enthusiasm (well, perhaps not first thing) and challenge is as much a learning opportunity for me as I hope it is for them. In addition to my teaching role I am very keen to develop my own research career, I feel very strongly that as a profession teachers need to take a more active responsibility for research and evidence led practice, I look forward to getting started on that. A wider ambition is to try to establish some links with colleagues across the university – there is a real push for multi-disciplinary working in education, especially in the light of the latest SEND Code of Practice, I can see synergy with Health and Law that I would like to explore. If there is anybody reading this who also recognises these links please get in touch. If not expect an email!

Dr Amanda Chapman

Dr Amanda Chapman SFHEA Programme Leader for PgLTHE AQD Phil Smith FHEA Senior Learning Technologist AQD

Programme Leader for PgLTHE Academic Quality & Development (AQD)

.................................................................................................................................. I’ve been at the University of Cumbria, and before that St Martin’s College, for 14 years.

the Assessment in HE conference. This international conference is held every two years and prides itself on cutting edge research in Assessment and Feedback.

I worked for many years within the Business School but in 2013 I moved to AQD to take up the position of Senior Lecturer in Academic Development.

Over the years I have worked closely with Nicky Meer and we have written journal articles and presented conference papers on Working with students as partners, Co-creating Assessment Criteria and Assessment for confidence.

My main role is as the Programme Leader for the PgC in Learning and Teaching in Higher Education. This programme is designed for new academic staff and is aligned to both Fellowship of the HEA and Teacher Standard of the NMC. One focus of my role is that of assessment and I work with teams across departments on their assessment, marking, moderation and feedback strategies. I am also one of the organisers of the Learning and Teaching Fest which gives staff the opportunity to showcase their work to an audience of like-minded peers. It is always a highlight of my year. I am also on the Executive Committee of

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Registration Now Open Learning & Teaching

FEST 2017 Tuesday 20th June 2017 Fusehill Street Campus https://ilead.cumbria.ac.uk/events/lt-fest

Meet the Team

Phil Smith Senior Learning Technologist Academic Quality & Development (AQD)

.................................................................................................................................... My role as a Senior Learning Technologist is varied, interesting and can be very rewarding. I work with departments and services across the University to support, enhance and enable learning. I help to develop and integrate the many systems that are used in the delivery of TEL (Technology Enhanced Learning). My background is in client-server programming which is developing for web browsers (the client) through to the backend processes (the server). Prior to working at St Martins (as it was then) I was involved in the setting up of an internet department for a graphic design and marketing company based in Leyland. In September 2000 I joined St Martins College to work on a project called CLEO, (Cumbria and Lancashire Education Online).

use with their pupils. After the project finished I moved from the Faculty of Education into a newly created Learning Technology department. The world was going online along with some of our courses - Blackboard was born! Since the launch of Blackboard, much of my work has been around the ever evolving system. I have developed (programmed) various plugins that extend its capability; for example, the automatic creation of the Rebus reading list link. I liaise with tutors and programme teams to help find learning technology solutions to enable and enhance course delivery. TEL is a really interesting, and increasingly important, subject and as technology progresses we will see some exciting possibilities. Itâ&#x20AC;&#x2122;s a really challenging and exciting time to be involved in technology and education.

During this period, I developed online resources for teachers on placements to

Teaching Excellence Framework Update

Jess Robinson Director Academic Quality & Development Esther Jubb SFHEA Principal Lecturer in Academic Development AQD

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he University submitted its Provider Submission for Year Two of the Teaching Excellence Framework (TEF) to HEFCE on 25 January 2017. The University’s Provider Submission is available to University of Cumbria staff only, via the intranet (StaffNet). http://staff.cumbria.ac.uk/Internal/AQD/ Documents/TEFYear2ProviderSubmission/ pdf The document remains internal at this time but it will be published by HEFCE later this year, when the results of Year Two of the TEF are announced. The submission provides background and context about the University and it sets out our case for teaching excellence in each of the three aspects of quality contained within the TEF:

• Teaching Quality • The Learning Environment • Student Outcomes and Learning Gain This year’s Learning and Teaching Fest will focus on Learning Gain, providing us with an opportunity to share good practice across the University and position ourselves well for future TEF assessments. Please take the time to read the University’s submission as it will, in time, become a public document, available to prospective students and other stakeholders. If you have any queries about the document, or the TEF itself, please look at the resources on the University’s TEF pages on StaffNet or contact me directly. jessica.robinson@cumbria.ac.uk Jess Robinson Director Academic Quality & Development

News & Events

Learning, Teaching & Assessment Strategy Update

students are not necessarily traditional campus based undergraduates, but are just as likely to be working professionals seeking to enhance their life chances.

Using more than 20 facilitated workshops (thank you to all the HEA Senior Fellows, Heads of Department and Principal Lecturers who helped make this happen) and an online survey we received a significant range of ideas and views about what makes studying a programme at UoC a unique and special experience.

The strategy is being refined by a small working group of academic staff, and will seek endorsement of Academic Board in June. Look out for updates in the coming months.

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any of you may have taken the opportunity to feed into the co-creation approach for the Universityâ&#x20AC;&#x2122;s new Learning, Teaching and Assessment Strategy.

You told us that learning from practitioners and experts in their field was important to our students; recognising that our students come to us from many different places with different aspirations was reflected in the nurturing and supportive environment that we foster.

Overall themes around partnership, collaboration, creativity and innovation were reinforced by approaches to teaching and learning which accommodate the diversity of our students, challenge and prepare them for future careers and equip them to be lifelong learners.

esther.jubb@cumbria.ac.uk Principal Lecturer in Academic Development Academic Enhancement & Innovation

Many reflected on the changing learning environment that now means our

Learning & Teaching Fest Tuesday 20th June 2017

Fusehill Street Campus

Learning & Teaching Fest 2017

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his year’s Learning and Teaching Fest will be held on Tuesday 20th June 2017 on our Fusehill Street campus. The theme of this year’s Fest is Student Success: Adding Value through ‘Learning Gain’ a topic which covers a broad spectrum of practice and will allow us to showcase some of the best and most original practice at UoC and our partner institutions. What is learning gain? ‘Broadly it is an attempt to measure the improvement in knowledge, skills, workreadiness and personal development made by students during their time spent in higher education’.

It is set to become one of the measures of the TEF so HEFCE set up a number of pilots around the UK at various HEIs working with students to try and formulate an evaluation tool. This was no easy task as it is not a simple numerical outcome measure but more a nuanced narrative. Each students’ learning journey will be different but essentially we need to be able to show development in their critical thinking skills, problem solving skills, their level of engagement and how they are supported overall in their learning. Intra and Extra-curricular activities may form part of the evaluation so projects like Career Ahead, Cumbria Mentor etc. will be important. Students also need plenty of opportunities to develop their skills outside the classroom with volunteering and SU societies. For further information about the pilot projects see: http://www.hefce.ac.uk/lt/lg/

News & Events

Programme There will be a range of sessions offered by colleagues exploring the variety of opportunities our students have to “addvalue” to their learning. These will be on topics such as • Working Together for a better Student Experience

The keynote will be given by Dr Ruth Pilkington, freelance educational consultant (NTF, 2014; PFHEA; SFSEDA) on the theme of ‘Student Success: adding Value through ‘Learning Gain’, and will explore the challenge of developing faculty for 2020 and beyond.

• Closing the GAP: Addressing Educational Inequality through Authentic Assessment

The provisional programme is now available and registrations are open.

• Employability Conferences: hungry for lunch or a career?

https://ilead.cumbria.ac.uk/events/lt-fest/

• Marked Rubrics and the Student Experience • Student Quality Ambassadors: Adding value to programmes

Registration Now Open

Learning & Teaching

FEST 2017 Tuesday 20th June 2017 Fusehill Street Campus

https://ilead.cumbria.ac.uk/events/lt-fest/

HEA Fellowship Badges available for you to use ...

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ou may have noticed throughout the newsletter ‘badges’, against authors, indicating the relevant HEA fellowship recognition. This fellowship is awarded for their commitment to professionalism in teaching and learning in higher education. Summer 2017. 7th AQD Newsletter. © May 2017. All rights reserved

The badges are a way of celebrating their success and highlighting the number of fellows we have in the university.

Senior Fellow of the Higher Education Academy

These badges are available for you to use, for example in your email signature. If you’d like to claim the relevant badge, please email AQD@cumbria.ac.uk indicating your level of recognition and when you were awarded this.

Fellow of the Higher Education Academy

News & Events

Recognition of L&T: Routes to HEA Fellowship ............................................................................................................................ HEA (Higher Education Academy) Fellowship gives recognition of a commitment to professionalism in teaching and learning in higher education. Fellowship is awarded to those who have met the appropriate standards under the UK Professional Standards Framework (UKPSF) and is awarded depending on your level of knowledge end experience in four categories: Associate Fellow (AFHEA), Fellow (FHEA), Senior Fellow (SFHEA) and Principal Fellow (PFHEA). The UoC aims to have all staff involved in teaching and the support of learning recognised as at least Fellows of the HEA and offers two routes to this:

for new staff with less than three years teaching experience. It leads to Fellowship status. If you’d like to know more about the UKPSF and gaining HEA Fellowship, please get in contact, AQD@cumbria.ac.uk Celebrating success: Recent HEA Fellowships awarded We are delighted to announce the following colleagues were awarded fellowship of the HEA at the last panel meeting. Many congratulations to all! • Gavin Baker (IoA) SFHEA • Lindy Hatfield (NHPP) SFHEA

CPD route. This involves complementation of a webfolio of reflective practice to demonstrate you meet the standards of the UKPSF. This is suitable for staff with experience in L&T and predominately looking to gain Senior Fellowship.

• Doreen Henderson (IoE) SFHEA

Resources are available to help colleagues complete their submission. Please see the PebblePad webfolio for details. The next submission date is 19th June 2017.

• Chris Robinson (HPSS) FHEA

PGCert route. This involves undertaking the PCCert L&T in HE and is a requirement

• Annabel Youngson (HPSS) FHEA

• David Hepworth (NHPP) SFHEA • Esther Jubb (AQD) SFHEA • Lois Mansfield (SNROS) SFHEA • Rhona O’Brien (HPSS) SFHEA • Heather Rice (HPSS) FHEA • Susan Wilbraham (HPSS) SFHEA • Katie Willocks (BLPSS) FHEA • Stephen Wright (BLPSS) FHEA