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An increasingly competitive market in higher education (HE) has encouraged many institutions to engage in curriculum transformation efforts aimed at enhancing student learning, retention and attainment. The start of the first year is recognised as being a challenging time for undergraduates as they negotiate the norms and practices of new academic communities and foster relationships with peers and academics. In this talk, we discuss a comprehensive evaluation of one aspect of a large-scale curriculum development project at the University of Plymouth, the introduction of a four-week immersive induction module.
The aims of this workshop are to provide an overview of the tools and features of Blackboard, explore ideas on how Blackboard can be used to support learning and teaching, and enable participants to design and edit their own courses.
Blackboard Collaborate is an interactive web conferencing tool available for staff and students. This hands on workshop will help you set up online spaces, timed sessions and use interactive tools with remote users and external guests. Share screens, create breakout rooms for groups and setup spaces for collaborate work. From feedback meetings to webinars, Collaborate can help you take teaching beyond the classroom.
The increased availability of mobile devices gives teaching staff an opportunity to allow guided and self-paced learning to continue outside of traditional settings. This workshop will help you to get started in creating digital materials, moving from the initial idea through to creation and publishing the final content. The course, hosted by DEO, will give you hands on experience with content creation tools and approaches and is intended for anyone wanting to create their own online or electronic resources.
Universities are increasingly being asked to produce graduates with 'transferable skills' that will make them 'employable', yet people who have spent their whole working life in the University system are often unqualified to do this. Chris will talk about a unit that he has developed in Chemistry in which undergraduates from the later years of the degree program help first-year students start to develop these skills, and about how this can help with the transition to University.
Undergraduates prize high-quality formative feedback (Hattie & Timperley, 2007). Often these same students lack the range of self-regulatory motivations and skills, including being able to integrate feedback messages (Winstone et al., 2017; 2016). Embedding these incremental gains within an adaptive self-regulatory approach is, therefore, a vital transferable skill. This seminar will report on an intervention to build self-regulatory behaviours and learning, through goal-setting theory and reflection techniques.
Within universities there is a growing trend to apply futures and design thinking to our teaching and learning, often as a way of understanding how digital shifts are affecting education. These initiatives tend to be characterised by their focus on speculative, big ideas, and by collaborative approaches which engage with as wide a group of people as possible...
Reported incidents of ‘contract cheating’ or ghost writing are increasing along with the number of ‘essay mills’ – the providers of bought essays, projects and even dissertations – whose marketing is becoming ever more sophisticated. In this seminar, we will explore the extent, nature and responses to this threat to academic integrity before suggesting ways in which we can alert and inform students and staff, counter the threat, and develop ways of minimising the occurrence of contract cheating in assessment.
Student as Producer was established at the University of Lincoln in 2010 to embed research-engaged teaching as the organising principle for teaching and across the institution. This approach to research-engaged teaching was informed by critical theory, critical pedagogy and popular education. Mike Neary will talk about the practical and conceptual issues involved with implementing Student as Producer at Lincoln. He will go on to discuss the way in the pedagogic model is being used to create a new framework for higher education in the form of a co-operative university.
The student engagement movement has become a worldwide phenomenon and national student engagement surveys are now well-established internationally. Curriculum initiatives closely associated with student engagement policies include compulsory attendance requirements, class contribution grading, group and team working assignments and reflective exercises often linked to professional and experiential learning. These types of initiatives grade students for their ‘time and effort’ and commitment to active and participatory approaches to learning. They are justified...
The Sustainable Futures Theme: what we have learnt about interdisciplinary education so far, and what is next
An Education Excellence seminar from Chris Priest.
This event will be the seventh international Assessment in Higher Education conference. This research and academic development conference is a forum for critical debate of research and innovation focused on assessment and feedback practice and policy. The themes for our 2019 conference will invite a wide range of papers, practice exchanges and posters. Themed poster presentations, accompanied by a short pitch from the authors, have been a particular strength of the conference and have encouraged networking by delegates.