2019 Partners in Learning Conference 24 th January 2019 Workshop - - PDF document

Learning and Teaching Conference 2019 Workshop brief 1

2019 Partners in Learning Conference 24th January 2019 Workshop Abstract

Session One, 11.00 – 11.30

A Title The English Literature Book club: Genesis, Evolution, and Future Potential Presenters Dr Stefania Ciocia (Subject Lead for English Literature) Nathan Champion and Tommy Carver-Chaplin (English Literature students); Abstract Three years ago a group of English Literature students got together to set up a weekly book club. This is a laudable example of students taking the initiative to build their own learning community. The book club has been providing undergraduates from all three cohorts, as well as MA students, with an opportunity to socialise and talk about literature in an informal

• context. In time, book club organisers have invited lecturers from the

programme to take part in the venture and host individual sessions. In conversation with Stefania, Nathan and Tommy will go through the genesis

• f this idea, and reflect on the successes, the challenges and the lessons

that they have learnt through the book club. They will also consider how best to ensure that the initiative continues to thrive and attract a growing number of students. B Title 331.11423 – Graduate Attributes: developing synergies between Arts and Humanities students and the Library. Presenters Michelle Crowther (Learning and Research Librarian) Angela Majnic-Lane (student)

Learning and Teaching Conference 2019 Workshop brief 2 Abstract “Bad libraries build collections, good libraries build services, great libraries build communities”.–R. David Lankes. This session will outline the library’s involvement as a placement provider

• n the Applied Humanities: Employability in Practice module, and will look

more broadly at how librarians are working with staff and students to develop graduate attributes within the university. It will discuss how partnerships with students can be enriching for students, staff and the wider university, not only because they provide fresh insights into relationships and services, but also because they enable shared skills development. Professional services staff have a wealth of professional and workplace experience that is relevant to students, and are well-placed to develop digital capabilities, research and report-writing skills, but sometimes even work places can become stale without new ideas and innovation. Students can supply dynamic disciplinary knowledge, critical-thinking skills and grass roots knowledge of life as a student in the 21st century. This synergetic relationship encourages skills development both now and beyond the curricula, and embeds values of good citizenship, shared learning and responsibility, acknowledging that workplace skills are not static, but evolve in the most complex and unexpected ways. Combined honours student, Angela Majnic-Lane will describe how she worked with the university’s archive to reimagine the artefacts using digital and social media, bringing her own subject skills and unique insights to the collection. This will be followed by the library’s vision for future collaboration with faculty and students. C Title Transforming Practice: Stories of Curiosity, Creativity, Challenge, and Change Presenters Jeannette Head (Senior Lecturer in the School of Nursing, Midwifery and Social Work) Karen Lumsden (Senior Lecturer in Emergency Care, School of Allied and Public Health Professions) Sarah Gooden, Melanie Pitcher, Jennifer Blackwell (BSc Applied practice students who have undertaken the Transforming Practice module). Other prior transforming practice students will also be invited to contribute to the design and facilitation of the workshop. Abstract Within this presentation the Transforming Practice module team and students will showcase completed projects, sharing stories of curiosity, creativity, challenge, and change. This final module within the BSc Applied Practice responds to the need for increasingly flexible modes of delivery. The module utilises a blend of university-based classroom facilitation and in-work project development. This supports the education of those in employment by recognising the value of work spaces and places in learning and development. The learning opportunities offered foster critical thinking through evidence based decisions making, and self-awareness through

Learning and Teaching Conference 2019 Workshop brief 3 reflection offering the student the opportunity to explore, clarify and gain new perspectives. Within the module, students prepare a project proposal, design their strategy, and implement their plan before evaluating progress and

• utcomes. A ‘claims, concerns, issues’ exercise is undertaken to identify

the area of practice to be developed. The students then utilise this insight to define the scope and focus of their project, identifying an area in which to innovate. Students enhance their skills in effective communication through negotiation with a range of audiences to achieve the project

• utcomes. At the end of the module, they are not just upskilled in areas of

digital literacy and project management, but are also adaptable agents of change, bringing about positive transformation in challenging

• circumstances. In addition to learning about the students’ stories,

delegates will experience the opportunity to collaborate within a ‘claims, concerns, issues’ exercise. D Title CLIER reflections: thoughts on a student-staff doctoral group as a learning partnership Presenters Prof Adrian Holliday (Director of the PhD Programme, Faculty of Education) Dr Simon Hoult (PhD supervisor, Faculty of Education) Baya Saci, Yasmine Sadoudi and Ahlem Setrallah (PhD Students) Abstract The presentation reflects upon the influence of the student-staff group ‘CLIER’ as a site for a partnership of doctoral learning. ‘CLIER’, or ‘Culture Language and International Education Research’, is a cross-disciplinary group sited within the Faculty of Education and School of Language and Applied Linguistics, within which supervisors and (mostly international) PhD students collaborate as partners in their mutual learning. The group places students at the forefront of their learning, providing

• pportunities for them all to bring their rich experiences to jointly lead a

regular CLIER meeting, contribute to a smaller study group, and to participate/lead seminars/conference presentations. The group recognises that learning has significant emotional and social dimensions, not least in the rich and complex intercultural meeting of international students undertaking a UK PhD. It provides a means for the otherwise rather isolated nature of doctoral learning as student and supervisor to become a group

• pursuit. In doing so, it provides a means for group members to share

exchange and learn from one another, thus building a supportive research community. We anticipate that our biographical/narrative reflections provide not only a means to share the experiences of the group, but will also act as a forum for mutual learning in the spirit of ‘research informed teaching’ to enhance the influence of CLIER in building our research community focused on doctoral learning.

Learning and Teaching Conference 2019 Workshop brief 4 The discussion will also consider the relationship between Lecturers and

• Students. For example, is establishing mutual trust the same as creating a

partnership? Or does working as a team, collaborating in the class space, within a ‘hierarchical’ framework, produce effective results? Finally, the discussion will involve inclusivity, and examine the ways in which all students are made to feel included in all learning, teaching and support activity.

Session Two 11.40 – 12.10

E Title Education reframed: reflecting on negotiated learning in images Presenters Jeannette Head (Module Lead - Negotiated Learning, Faculty Health and Wellbeing), Siobhan Atherley (Cohort Co-ordinator MSc Health and Wellbeing, Faculty Health and Wellbeing) Tom Ranson, Fleur Whitfield (Negotiated Learning students) Abstract Within this presentation, students and academics will capture their reflections on their experience of participating in the Negotiated Learning module of the MSc Health and Wellbeing in images. The MSc Health and Wellbeing programme aims to support students’ continuing professional development (CPD) by enhancing their knowledge and skills to improve and develop practice/s for the benefit of individuals, organisations and society. Within the module, students identify their own topic of study and are supported to undertake learning across both the university and the

• workplace. The aim is to advance their understanding and competencies

relevant to their professional and work context. The adoption of this student-led approach calls for a change to the role of academic from lecturer to facilitator. This partnership between students and facilitator supports the application of theory to practice, and capitalises on the students’ practical wisdom by utilising the wealth of their experience in the educational journey. Working and learning are inter-related, promoting student autonomy in the management of their own professional

• development. This flexible approach to learning responds to the need of

both individuals and employers. The use of images to illustrate learning journeys offers an imaginative way

• f exploring this professional development and presents an opportunity to

add depth to reflective considerations. It also fosters curiosity and stimulates thinking about education, and ultimately provides new insights into the learning journey the students and facilitators are undertaking. F Title Thinking Critically about Research: Exploring models of student decision-making

Learning and Teaching Conference 2019 Workshop brief 5 Presenters Ms Lee-Anne Mounteney (BSc. Sport Coaching Science) Ms Jaidene Brown (BSc. Psychology (Sport & Exercise) Dr Katie Dray (Sport & Exercise Sciences) Mr Martin Southam (Programme Director for the Sport and Exercise Psychology and Sport & Exercise Science programmes) Abstract The session explores, through the use of two module case studies, the evolution of a student decision-making model designed to promote students as partners in learning and provide them with tools to build and sustain their own learning communities. The modules discussed include ‘Sport Coaching Excellence’ from the Sport Coaching Science Programme and ‘Critical Perspectives in Sport & Exercise Psychology’, from the Psychology (Sport & Exercise) programme. The case studies draw from both student and staff perspectives to explore strategies that have been employed to allow students to make key decisions regarding content and operating procedures during level 6 modules that are used to develop critical thinking skills in relation to contemporary research. Student decision-making occurs on a number of levels, largely focused around how the module was delivered, including curriculum content, (student led) class delivery style & content, attendance monitoring, assessment focus, assessment deadlines, information sharing &

• communication. This also had an influence on how both staff & students

prepared for each class, and to a degree, the module assessment. Using both student and staff perspectives, the presentation will reflect on both the learning outcomes for students, and the opportunities to develop graduate attributes including being informed by contemporary research and practice, being able to effectively communicate ideas and developing the digital literacy that can support the management of the process. Staff reflections also refer to TEF commitments around research-informed teaching, and the contemporary importance of students identifying the quality of information they see, hear and use. G Title Empowering Foundation Year students: A case study of orientation and transition Presenters

• Dr. Martin Watts (Programme Director Arts and Humanities Foundation

Year)

• Dr. Rob McPherson Lead (Lecturer Arts and Humanities Foundation Year)

Nick Berbiers, Joel Fisher, Kirsty Foxley and Esther Smith (former Foundation Year students) Abstract Successful orientation for new students and transition for progressing students are two of the key considerations related to student retention in Foundation Year. This case study presents the orientation and transition activities introduced to the Arts and Humanities Foundation Year for 2018-

• 19. These activities featured academic staff and students as partners in
• learning. Orientation activities included a session where a group of

Learning and Teaching Conference 2019 Workshop brief 6 previous Foundation Year students delivered a presentation to the incoming Foundation Year cohort. This group will demonstrate how they independently developed this activity based upon their own individual and collective experiences of orientation. By this means, the group offered structured advice and support to the new cohort, which was supplemented by the academic team, dealing with matters such as timetabling, PAT and getting connected. This student-led process supported transitional activities for Foundation Year students, by discussing their transformative

• experiences. The former student group presented to an audience of over

100 students, emphasising on effective communications and professionalism as a part of an integrated Foundation Year team consisting

• f students, administrators, academics and student ambassadors from

previous years. With regard to Graduate Attributes, academic staff will present how these transformative experiences for students were precluded through the identification of students from a cross-section of degree pathways, and a range of diverse individual backgrounds. This represents a widening of participation through Foundation Year access, and the empowerment of former Foundation Year students to undertake and support teaching and learning activities during the orientation and retention of new Foundation Year students.

Session Three 12.20 – 12.50

H Title Collaborative working and learning through student Peer Assisted Learning Presenters Dr Claire Bartram (Senior Lecturer, School of Humanities) Bleu Simpson (Year 3 English Literature Student) Joseph Sadek (Year 2 English Literature Student) Lauren Miles (Year 1 English Literature Student) Abstract The English Literature Programme has been using student Peer-Assisted Learning leaders (PALs) for the past three years. The PALs plan and facilitate group study sessions for up to 30 students within one of our 1st year compulsory semester 1 modules ‘Texts and Contexts I’. The session showcases the vibrant learning community that our PAL mentoring supports and co-constructs. It is framed with some data on student attainment and progression and considers how we measure the impact of the PAL mentoring. The session presents feedback from a student from each year group to explore different stages in the student-learning journey. The student presenters reflect on the PAL mentoring scheme and how they understand themselves to be partners in learning. They reflect on the ways in which the PAL scheme is helping them to succeed at University and how it might help them to be more employable after university. Lauren Miles in Year 1 will reflect on her experiences of being mentored this semester and will consider her transition from school to university learning experiences. Joseph Sadek from Year 2 (participation tbc) will

Learning and Teaching Conference 2019 Workshop brief 7 reflect on his experiences and achievements as a new mentor this year. Bleu Simpson from Year 3 will be looking ahead to life after university and will be considering how her experiences as a mentor have enabled her to develop and strengthen key graduate attributes. I Title The ongoing development of the Roots Project: following the student cycle Presenters Antonia Linehan (Senior Lecturer and Sustainability Lead, School of Language Studies and Applied Linguistics) Fatima Nourice, Hamzat Aishat and Bethia Carter (Students) Abstract The Roots project is a Student led Sustainability Project in the School of Language Studies and Applied Linguistics now in its third year. The aim of the project is to promote greater cohesion and a sense of identity within the School of Language Studies and Applied Linguistics and help build learning communities. The School itself has one of the highest international student profiles in the university but the silo structure of individual programmes can limit student integration across programmes within the School, which could cause a sense of insularity and isolation for

• ur students. The Roots project was created as a mechanism for ensuring

all students in the School would integrate and benefit from this diversity of cultural experience. The CCCU Learning and Teaching Principles of Internationalisation and Global citizenship, building learning communities and students as partners in learning together with the UN Sustainability Goal of student Health and Wellbeing underpin the project. The Graduate Attributes of adaptability, digital literacy, being informed, professional and self-aware help structure the project and the student’s input on organisation and development of events, networks, gatherings and cross-cultural communication. Each year, the students shape the project in terms of their needs and interests giving their perspective on how to realise the underpinning principles and goals of the Project. Antonia and the students will set out the history and context of the project, lessons learned and ways forward and student participants form the School

• f Language Studies and Applied Linguistics: they will present some of the
• f activities they are organising at present and ideas they have for the

project’s future.

Learning and Teaching Conference 2019 Workshop brief 8 Our pattern of work within the School with many short courses, MA and Undergraduate Programmes means Semester 2 is the most effective time for the cross-cultural sharing the project entails. J Title Transferring personal and professional attributes when developing deeper engagement with graduate attributes on the Foundation Degree in Childhood Studies Presenters Diana Strauss (Senior Lecturer, School of Childhood and Education Sciences) Clare Wiseman (Senior Lecturer, School of Childhood and Education Sciences) Sean Gardner, Amanda Terry and Louise Morgan (Students) Abstract The Childhood Studies Foundation Degree (blended pathway) attracts students in paid or voluntary employment. The first module is entitled ‘Planning for Personal and Professional development’ because it embeds CCCU Graduate Attributes (GAs), and the Learning & Teaching strategy, front and centre of the module experience. Students launch a PebblePad portfolio and identify personal and professional goals to fully engage with all GAs during the module. This is one example of how to create

• pportunities for students to become partners in learning because the

students create and contribute to the emerging knowledge and understanding of what the GAs actually mean. The opportunities we provide for partners in learning include:

• 1. Student-led glossary in the PebblePad portfolio to tease out issues

and different interpretations of Graduate Attributes.

• 2. Introducing the students to the GAs in a sequence that begins with

the professional attribute to acknowledge and recognise that students bring existing attributes and capacities when they enrol for study in higher education.

• 3. The module content is based upon seminar activities and small

group discussion, both face to face and digitally, to provide interactive learning experiences (e.g. Cottrell (2014) skills4studycampus). The students cannot be present at the conference because they work full- time, but their reflective writing is included in the Sway presentation that will be broadcasted; this data from module evaluation documents and (with informed consent) a range of extracts from student portfolios demonstrates the impact of the work so far. The academics who are involved have provided their evaluation as lessons learnt from their

• experiences. This provides useful information for colleagues who are

interested in replicating this initiative.