BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Bristol Institute for Learning and Teaching - ECPv6.15.20//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-ORIGINAL-URL:https://bilt.online X-WR-CALDESC:Events for Bristol Institute for Learning and Teaching REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:Europe/London BEGIN:DAYLIGHT TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:BST DTSTART:20210328T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20211031T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:BST DTSTART:20220327T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20221030T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:BST DTSTART:20230326T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20231029T010000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=Europe/London:20220307T130000 DTEND;TZID=Europe/London:20220307T140000 DTSTAMP:20260509T132333 CREATED:20220210T114207Z LAST-MODIFIED:20220218T093404Z UID:11287-1646658000-1646661600@bilt.online SUMMARY:"Reimagining the MSc project" workshop DESCRIPTION:Register here \nFacilitated by Collaborative Award for Teaching Excellence nominees from the Digital Health Project Team – Professor Ian Craddock. Amberly Brigden and Dr Hanna Isotalus from the School of Electrical and Electronic Engineering. \nOverview:\nMost taught MSc degrees conclude with a major individual research project (or “dissertation”). The research project model is traditional but arguably flawed – in many contexts it is too brief to give much scope for true research; it fails to prepare students for working environments which are largely team-based; it seldom offers the type of multidisciplinary problem-solving which characterises most of our global challenges. \nFurther\, at a time when Universities are seeking to expand postgraduate taught numbers\, the model of an individual academic supervising an individual summer project often does not scale easily. \nChallenged with these issues\, a team from Engineering will\, in this workshop\, describe a new model of group-based project which was implemented for the first-time last year; the project is Bristol’s nomination for the national Collaborative Award for Teaching Excellence Award and will also be presented at the AdvanceHE conference later this year. \nWorkshop details:\nIn this workshop the project structure will be explained\, and feedback presented from staff and students. \nThe second half of the workshop will encourage attendees to discuss the extent to which some of the solutions might be generalised to be applicable in other postgraduate programmes. \nJoining details:\nThe workshop will take place on Teams\, joining details will be sent a few days in advance. \nRegistration closes at 11am on 7th March. \nShare this:\n Share on X (Opens in new window)\n X\n \n Share on Facebook (Opens in new window)\n Facebook\n Like this:Like Loading… URL:https://bilt.online/event/re-imagining-the-msc-project-workshop/ LOCATION:in ATTACH;FMTTYPE=image/png:https://bilt.online/wp-content/uploads/2022/02/Event-page-image-generic.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/London:20220310T130000 DTEND;TZID=Europe/London:20220310T140000 DTSTAMP:20260509T132333 CREATED:20220218T123433Z LAST-MODIFIED:20220218T123433Z UID:11334-1646917200-1646920800@bilt.online SUMMARY:Uncovering beliefs and emotions\, and how they impact the feedback partnership: Q&A with Dr Maxine Gillway DESCRIPTION:Have you ever wondered how your beliefs and emotions impact your feedback practices? \nCould or should feedback practices be standardised? \nRegister here \n*Registration closes at 11:30am\, 10th March. \n  \nIn this conversational online session facilitated by BILT Associate (Jo Kukuczka)\, Dr Maxine Gillway from Centre for Academic Language and Development (CALD) will share findings from her doctoral research by answering your questions on teachers’ beliefs in action in feedback. \n  \nPre-session activity or join us early.\nTo fully benefit from the session\, you are invited to familiarise yourself with Maxine’s research prior to the session by: \n\nlistening to Maxine’s podcast (YouTube\, 22 mins)\, and/or\, viewing Maxine’s thesis.\n\n\nAlternatively\, join the Zoom session 30 minutes early (at 12:30pm)\, where we will be playing the podcast prior to the live Q&A session starting at 1pm.\n\n  \nPadlet\nUsing the session’s Padlet you are invited to post/like questions for Maxine. They will be answered on a first come first served basis. \n  \nSession details\n\nWe anticipate the Q&A session to last approximately 45 minutes.\n\n\nThe session is open to all academic staff and relevant to all involved in feedback practices.\n\n\nThe session will be recorded\, and the recording will be made available on the BILT website after the event.\n\nJoining instructions will be sent out via email ahead of the event. \nShare this:\n Share on X (Opens in new window)\n X\n \n Share on Facebook (Opens in new window)\n Facebook\n Like this:Like Loading… URL:https://bilt.online/event/uncovering-beliefs-and-emotions-and-how-they-impact-the-feedback-partnership-qa-with-dr-maxine-gillway/ LOCATION:in ATTACH;FMTTYPE=image/png:https://bilt.online/wp-content/uploads/2022/01/Show-tell-and-talk.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/London:20220316T120000 DTEND;TZID=Europe/London:20220316T130000 DTSTAMP:20260509T132333 CREATED:20220202T144436Z LAST-MODIFIED:20220218T123806Z UID:11137-1647432000-1647435600@bilt.online SUMMARY:Peer-feedback DESCRIPTION:Register here\nThis online workshop will explore research and showcase examples of how effective peer-feedback has been successfully embedded across different areas of the University. Contributions include: \nRabeya Khatoon (Senior Lecturer in Economics) : How simple incentives can improve participation in peer assessment \nThe literature on peer assessment points to the struggle of engaging students with assessment and suggested various incentives for participation\, such as marking reward (e.g. Chevalier\, Dolton\, and Lührmann 2018)\, grade loss (e.g. Gillanders\, Karazi\, and O’Riordan 2020)\, and grading the reviewer based on the quality of their review (e.g. Gamage et al. 2017). Based on Khatoon and Jones (2021) and Khatoon\, Saygin\, Sievertsen\, and Simion (work in progress\, 2022)\, I’ll present a couple of examples where simple incentives such as the conditional release of additional material or a pass/fail minimum attempt arrangement can boost student participation in peer assessment. \nBecky Selwyn (Senior Lecturer in Mechanical Engineering): Tips for designing and implementing peer feedback \nProfessional engineers require strong written communication skills\, which must be developed during the course of an engineering degree. We use a scaffolded process to support ~650 students in a 1st year unit learning to write technical reports\, with students receiving feedback on each assignment to feedforward into the following assignments. Staff feedback is usually ineffective as it is often poorly understood or ignored by students. We developed a peer feedback process to help students engage with the assessment criteria and critically reflect on both the work of their peers and their own work\, with the hopes of improving engagement and improving student performance in the final assessment. I’ll present our experiences so far\, including what hasn’t worked\, some student perceptions\, and some top tips that we have picked up along the way. \nStefania Simion (Lecturer in Economics): Gender differences in peer feedback behaviour \nShort summary: Peer feedback\, where students provide feedback on other students’ work\, is increasingly used in higher education (Huisman\, Saab\, van Driel\, and van den Broek\, 2018). We know from other settings that performance feedback suffers from gender biases on the recipient and that this bias depends on the gender of the sender (Mengel\, Sauermann\, and Zölitz\, 2019). My presentation will focus on a group of undergraduate students\, who engage with peer feedback for a mandatory unit. In particular\, I will discuss our up to date findings on gender differences in peer feedback behaviour (based on Khatoon\, Saygin\, Sievertsen and Simion – work in progress\, 2022). \nJoining instructions will be sent out via email ahead of the event. \nRegistration closes at 11am on 16th March \nShare this:\n Share on X (Opens in new window)\n X\n \n Share on Facebook (Opens in new window)\n Facebook\n Like this:Like Loading… URL:https://bilt.online/event/show-tell-and-talk-peer-feedback/ LOCATION:in ATTACH;FMTTYPE=image/png:https://bilt.online/wp-content/uploads/2022/01/Show-tell-and-talk.png ORGANIZER;CN="Bristol Institute for Learning and Teaching":MAILTO:bilt-info@bristol.ac.uk END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/London:20220322T130000 DTEND;TZID=Europe/London:20220322T140000 DTSTAMP:20260509T132333 CREATED:20220310T122341Z LAST-MODIFIED:20220310T152623Z UID:11509-1647954000-1647957600@bilt.online SUMMARY:Discussing feedback for learning: Reading Circle with a Twist DESCRIPTION:Register here \n*Event registration closes at 12pm 22/03/22 \n\n\nAre you interested in collaborative reading and rethinking of feedback for learning?\nIf so\, join us online for this synchronous reading circle with a twist.\n\nTo maximise the effectiveness of the session\, the discussion will follow the academic reading circle format (Seburn\, 2015)\, where participants will be invited to look at the text from different critical perspectives\, and then discuss the text with those perspectives in mind. For example\, you might be asked to contextualise the text by investigating the background of the authors and topic\, or you might be tasked with connecting the text to other texts/concepts around sustainable feedback. \nPlease note that you do not need to be familiar with the academic reading circle format to participate in this session as all will be explained on the day 😊. \nPre-session activity\nRead or skim-read Boud & Molloy\, 2013 (available from the University’s library) prior to the session. \nSession plan\n\nWelcome & instructions\nRole allocation and discussion preparation\nDiscussion\nReflection & feedback\n\nSession details\n– This session has been created in response to the recent NSS and in support of the Baseline Principles developed by the University\, \n– The session is open to everyone who is interested in critically reading and discussing the text by Boud & Molloy (2013) with colleagues across Faculties\, \n– Due to the interactive nature of this session\, the discussion will NOT be recorded. \nJoining instruction will be sent out via email ahead of the event.\nLooking forward to seeing you there\,Jo Kukuczka (SFHEA)CALDBILT Associate \nReferences\nBoud\, D. and Molloy\, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education. 38(6)\, 698-712. \nSeburn\, T. (2015). Academic Reading Circles. The Round. \nShare this:\n Share on X (Opens in new window)\n X\n \n Share on Facebook (Opens in new window)\n Facebook\n Like this:Like Loading… URL:https://bilt.online/event/discussing-feedback-for-learning-reading-circle-with-a-twist/ LOCATION:in ATTACH;FMTTYPE=image/png:https://bilt.online/wp-content/uploads/2022/01/Show-tell-and-talk.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/London:20220323T130000 DTEND;TZID=Europe/London:20220323T170000 DTSTAMP:20260509T132333 CREATED:20220202T164750Z LAST-MODIFIED:20220222T165724Z UID:11143-1648040400-1648054800@bilt.online SUMMARY:Accessibility and Blended Learning Conference DESCRIPTION:Book here   \nRegistration is open until 12pm on Wednesday 23rd March. \n\nAbout this event\n\n\n\n\nThis conference invites students and staff to engage in conversations about how blended learning impacts access to teaching and learning. \nThe aim is to gain a greater understanding of both the advantages and barriers of blended learning for disabled and neurodivergent students. \nAs part of the conference\, we will be hosting a panel with students and university staff exploring the experiences of disabled students with blended learning. This will be followed by a workshop focused on developing inclusive and accessible assessment. During the conference we will explore the nuances and differing experiences of accessibility\, centre students’ personal experiences and raise awareness at the university about barriers to accessibility and the steps that can be made to support disabled students throughout their academic journey. This conference is hosted by BILT Student Fellows Ellen Graves (Blended Learning and Online Community) and Kai Charles (Experiences of Disabled Students). \nProposed schedule:\n\n1pm: Introduction and Keynote talk from Piers Wilkinson (more details below)\n1:30pm: 15 minute break\n1:45pm Blended learning and experiences of students with disabilities panel\n\nA panel with students and staff\, centering students’ personal experiences of blended learning and discussing both the advantages and barriers to access it. Chaired by Kai Charles.\n\n\n\n\n2:45pm 30 minute break\n3:15pm Inclusive assessment workshop\n4pm 15 minute break\n4:15pm Final thoughts\n\nHalf an hour for conclusion\, a chance for attendees to share any thoughts or questions & Mentimeter activity\nParticipants will be sent a Zoom joining link closer to the date of the conference.\n\n\n\nKeynote speaker\nPiers Wilkinson is the Policy and Campaigns Lead at Diversity and Ability (D&A)\, an award winning disabled-led social enterprise\, which directly supports students\, employees\, and organisations to achieve their potential through building inclusive practices and cultures. \nPiers has been deeply involved in student representation at all levels for over 6 years\, culminating in their election to national representative positions between 2016 and 2020\, and in March 2020 was appointed to the Disabled Students’ Commission. \nPiers also works as an Access and Inclusion consultant\, working with local\, national\, and international organisations to build meaningful and sustainable inclusive cultures utilising lived experience. Other notable projects Piers has been involved in include the 2018 Accessibility Regulations\, the Student Mind’s Mental Health Charter\, the Arriving at Thriving report\, and supporting grassroots community organisations to improve digital engagement and achieve impact goals during the Covid pandemic. \n\n\n\n\nShare this:\n Share on X (Opens in new window)\n X\n \n Share on Facebook (Opens in new window)\n Facebook\n Like this:Like Loading… URL:https://bilt.online/event/accessibility-and-blended-learning-conference/ LOCATION:Zoom CATEGORIES:Bristol Institute for Learning and Teaching ATTACH;FMTTYPE=image/png:https://bilt.online/wp-content/uploads/2022/02/BILT-Letters-Navy.png ORGANIZER;CN="Bristol Institute for Learning and Teaching":MAILTO:bilt-info@bristol.ac.uk END:VEVENT END:VCALENDAR