Sessions
The Conference offered a number of paper presentations and workshops in 3 Parallel Sessions.
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Parallel Session 1. 11:30 - 12:40
- Names: Julia Ramsay and Kathy Quinlan
- Faculty: Arts, Law & Social Sciences
- Abstract: To develop the provision of feedback to Law students on assessment tasks, both formative and summative, in digital audio format, in order to enhance both the effectiveness of such feedback and its convenience in terms of delivery and accessibility to students, together with more effective use of staff time. A successful outcome will be measurable as:
- Increased student satisfaction as to the methods by which feedback is provided to them.
- The development of student skills and confidence, evidenced by an improvement of performance between formative and summative assessment tasks.
- A more efficient use of staff time in the preparation and provision of feedback processes.
- Dissemination of the project within and beyond Anglia Ruskin University.
- Name: Dr Penny English
- Faculty: Arts, Law & Social Sciences
- Abstract: There has been much concern over the relatively low scores in the NSS relating to the questions on feedback, and considerable efforts have been made to improve the quality of feedback students receive on their work. Despite this, student satisfaction concerning feedback remains an issue. Reflection on the results in Anglia Ruskin's Law School, and the apparent failure to communicate effectively with the students concerning the importance and value of feedback led to a questioning of whether the misalignment between the perceptions of tutors and students goes deeper. The lack of understanding is perhaps not simply a failure to interpret what feedback is really saying, although, undoubtedly, a clearly articulated and shared understanding of the feedback itself (and how to use it) is essential. However, making sense of feedback requires students to make sense of the learning outcomes and associated assessment criteria for the assessment task first. The usefulness of initiatives to improve feedback is compromised where this link is weak. This paper discusses the preliminary results of a project to rewrite assessment criteria and grade descriptors and embed these within feedback to students. The intention is to shed some light on how to improve the effectiveness of feedback.
- Names: Mallika Kanyal, Paulette Luff and Eleni Lithari
- Faculty: Education
- Abstract: The purpose of this study is to explore the potential of the tools available in the new Sharepoint VLE, such as the discussion forum, blogs and shared documents, to enhance student learning, particularly in courses involving work placement. Our BA Early Years Professional Practice pathway, which enrolled its first cohort in September 2010, aims to provide students with a blended experience of taught and work-based enquiry approaches to learning and teaching in higher education. We would therefore like to explore and develop a model of learning and teaching where our new virtual learning environment, the Sharepoint VLE, can be used to develop students' confidence, autonomy, creativity and analytical skills as learners, not only within our community, but also across a range of work-based frameworks, where appropriate. Further, we intend to develop a dialogic, relational approach to the evaluation of our pedagogy in Early Years Professional Practice and Childhood Studies.
- Name: George Evangelinos
- Faculty: Health and Social Care
- Abstract: The Ultraversity started as a model of personalised work-integrated learning that is collaborative in nature, uses emerging internet technologies and is accessed fully online. According to the Internationalization Agenda the demand for Higher Education will be constantly increasing in the shaping of the global learning landscape. Therefore, no potential student should be excluded from the undergraduate degree courses. The Ultraversity is an online University that could thrive through the development of flexibility in the system and the marketing of the U.K higher education internationally. Proposed description of the Ultraversity: The online University that provides personalised knowledge without barriers and limitations to address the needs and/or choices of all learners. To achieve opening to a much wider horizon issues such as module content, personal choice of subject, technologies, library standards and the very demanding role of all tutors should be redefined to encourage potential students - especially foreign ones - to enrol while keeping the highest possible standards of provided education.
- Name: Jude Carroll
- Role: Educational Developer, Oxford Brookes University and National Teaching Fellow
- Abstract: Our classrooms are now more diverse than ever, often because we enrol students from all over the world. This workshop looks at how teachers might rethink the face-to-face elements of their work in order to enhance all their students' chances of successful learning. Using a combination of presentation, case studies and small group discussions, the workshop will cover issues linked to lecturing, discussion-based learning and 1:1 tutorials. How can teachers encourage students' to engage and interact? How can teachers themselves adjust their practice to recognise the diversity of language, previous knowledge and cultural assumptions which the class is likely to exemplify?
- PLEASE NOTE: This session will be filmed.
- Names: Nigel Cooper, Dr Beatriz Acevedo, Dr Alison Greig
- Service: Chaplaincy
- Abstract: With growing concerns over the environment, more attention is being paid to sustainability, including its social and economic dimensions. Government and HEFCE are supportive of, and forward-thinking employers are looking to universities to prepare students with knowledge, skills and attitudes that will contribute to sustainability. ESD features in the draft Learning, Teaching and Assessment Strategy for Anglia Ruskin. Those working on developing education for sustainable development see this as best done not in specialist modules, but by integration into every aspect of the curriculum. Several colleagues are already including a sustainability aspect in their teaching. A few of these, from different faculties, will give short presentations on how they are doing this. Workshop participants will then be invited to discuss the philosophy and practice of ESD with the presenters and members of the ESD Task Group. Dr Jones will explain how research on the implementation and practice of ESD will be one of the themes of the Global Sustainability Institute.
- Names: Uwe Richter
- Service: INSPIRE
- Abstract: The VLE has developed considerably since the last academic year and many improvements and functionalities have been added. This session will introduce some of the new and modified features as well as demonstrate examples of how different VLE functionalities are being used in practice.
- Name: Sian Shaw
- Faculty: Health & Social Care
- Abstract: Vodcasts are a step beyond podcasting. Vodcasting, also called video podcasting, adds video to the downloadable sound files. Research has shown the benefits of podcasts include the ability to develop social networking and collaborative learning (Ractham and Zhang, 2006). Huann and Thong (2006) found that key skills including communication, time management, problem-solving and critical thinking were developed during the production process. Research by Lane (2006) showed that podcasts improved the understanding of in-class material. However, other researchers have highlighted the dangers of simply using podcasts because they are ‘new'. Alexander and McKenzie (1998) stated that learning is unlikely to be improved by the mere application of a new technology. Kirkwood and Price (2005) report that students need to know not only what they are supposed to do, but why they are expected to do it and how it will enhance their learning if they are to engage with new mobile technologies. This report/paper focuses on the process of creating five evidenced-based acute care nursing vodcasts, used for teaching pre and post-registration nurses via a virtual learning environment. It will include an analysis of the process of storyboarding and strategies for evaluating the quality of the learning resources produced.
Parallel Session 2. 13:40 - 14:50
- Names: Christine Such, Dr Geraldine Davis, Mark Miller, Dr Philip Howlett and Carol Everett
- Faculty/Service: Education; INSPIRE, Learning Development Services
- Abstract: The use of the Interactive Whiteboard (IWB) has the potential to facilitate multimedia/multimodal presentations, support development of teaching resources and increase classroom interactivity. Studies which explain how teachers' practices change as they start to use this technology are only beginning to emerge, and few exist in higher education. Our study is exploratory and shows how training on the use of IWBs has been put into practice by six lecturers at Anglia Ruskin University. Data has been collected using interviews and classroom observations to identify when use of IWBs is likely to be effective, and barriers to its use. A users' guide has been produced. New teaching and learning resources have been developed by the researchers to support use of IWB in higher education classrooms.
- Names: Dr Samantha Lundrigan, Colleen Moore, Dr Anna Markovska, Natalie Mann
- Faculty: Arts, Law & Social Sciences
- Abstract: The continued development and delivery of curriculum that enhances student experience and provides quality learning opportunities is an objective central to the current Anglia Ruskin Learning, Teaching and Assessment Strategy. Through the establishment of formal learning and teaching links with Warren Hill Young Offenders Institute, this Criminology based project aimed to enhance student experience in reference to employability, employer engagement and participation in the wider community, as well as to experience and learn from the environments and people that they study (prisons and offending behaviour).
The central objective of this project was the development of a pilot of a field-based learning component for criminology students. To be carried out within Warren Hill Young Offender's Institute, a group of undergraduate students will work together with young offenders towards a set of mutually beneficial learning outcomes. Criminology staff have developed an interactive learning programme based around the medium of digital film technology through which both students and young people will be able to interact, explore and reflect on a mutually agreed topic. They will work together to produce a digital video output in the form of a short documentary drawing together their collective experiences. This presentation will explore the methodology, design and challenges of the project to date.
- Names: Ann Hockey and Carlos Jimenez-Bescos
- Faculty: Science & Technology
- Abstract:The development project aims to create a virtual reality simulation of Anglia Ruskin University Chelmsford campus with the purpose of:
- Exploring the use of virtual reality as a visualisation tool to stimulate the learning and teaching of Built Environment students and understand the acceptance of such technology for the general population.
- Providing an interactive virtual tool, which can be used by any of our current or prospect students to virtually navigate or learn their way around the campus.
- Building an innovative and interactive teaching and learning environment in which students across Built Environment disciplines could participate effectively in developing and updating, as well as using it as a platform to evaluate new developments.
- Setting the stepping stones to generate a teaching and learning resource which facilitates the creation of a true learning community of part-time, full-time and distance learning students across disciplines.
- Providing resources which can be adapted to simulate the wide range of situations and contexts experienced in the real world.
- Name: Dr Berenice Rivera Macias
- Faculty: INSPIRE, Learning Development Services
- Abstract: This session will present a summary of INSPIRE's Good Teaching Project so far. The project's main objective has been to create a resource available to all our staff that makes the components of contextualised good teaching explicit. This project also has aimed at increasing sharing good practice, which has involved interviewing Faculty colleagues and the recording of teaching sessions. The Good Teaching Project is informed by the higher education (HE) sector and our institutional context, as well as findings at Faculty and departmental levels, with regards to support for the enhancement of learning and teaching practice, as well as views on good teaching practice. This project links support for the enhancement of teaching quality and good teaching practice. It does so by studying the ways in which the current support complements or not the existing good teaching practice across Anglia Ruskin University and ways in which the needs for support are and can be addressed. The objective of this session will be to enable delegates to find out about the project's findings so far and to discuss with the researcher the challenges for defining excellent learning and teaching practice.
- Name: Jason Williams
- Service: INSPIRE, Learning Development Services
- Abstract: Need a place for your sound, video, plus supporting PowerPoint presentations, Word docs, photos, etc? The Helix server brings together the best parts of YouTube, the BBC iPlayer, and iTunes U. INSPIRE has been working with ISMS to bring you a seamless, searchable, reusable, embeddable (into your VLE pages, or into your Department's web pages) streaming server - viewable on hand held technology or at your desk. Come and see a demo of the future of streamed media at Anglia Ruskin University.
- Names: Rachel Pryor and Dr Margaret Hutt
- Faculty: Education
- Abstract: Anglia Ruskin's generic assessment criteria state that, in order to pass at level 3, students must be able to work autonomously. Given this, the proposed research project seeks to explore how best to support our students to develop their capacity as autonomous learners and the implications for teaching and learning. Fazey and Fazey (2002) argue the principles underlying autonomous learning include ‘self-perceived competence', ‘motivation to study' and individual perceptions of success. Additionally, Hughes (2003) highlights the importance of ‘independence of mind'. Alongside this, the HE environment is increasingly market driven, consumer led and competitive (see, for example, Coffield, 1999).This is demonstrated within Anglia Ruskin University by a plethora of projects, policies and action plans aiming to achieve student satisfaction, achievement, retention and future employment. What are the consequences for students and lecturers? Fazey and Fazey (2001) argue ‘that curricula and teaching methods will become less facilitative of learner autonomy'. The proposed research intends to explore the dilemma - give students the resources and support to enable the maximum opportunity for success as well as positive feedback in surveys, or promote a learning and teaching culture that prioritises autonomy? Can these approaches co-exist? Is level 2 a critical stage? What are the implications for teaching teams?
- Name: Jude Carroll
- Role: Educational Developer, Oxford Brookes University and National teaching Fellow
- Abstract: Both international students and teachers often struggle with assessment. For many students, problems are due to not understanding what is expected, perhaps lacking necessary skills, often feeling unconfident of success, and sometimes not seeing the connection between what is taught and what is assessed. For teachers, there are all the usual assessment questions plus some additional ones where international students are concerned. This short workshop can rehearse the issues, point to newly developed resources for assessing international students, and offer a chance for exploring issues with ARU colleagues.
- PLEASE NOTE: This session will be filmed.
Parallel Session 3. 15:05 - 16:10
- Names: Dr Toby Carter and Julian Priddle
- Faculties: Science and Technology; Arts, Law and Social Sciences
- Abstract: The NumBat (Numeracy Bank) project built on previous maths and numeracy projects hosted at Anglia Ruskin - NuMBerS, which was focused on the needs of biosciences students, and SUMS, which addressed broader numeracy issues in FE and HE. The project made available a series of maths and numeracy resources. In addition, the project created a repository site that is a proof of concept for a model where core generic technical resources are aligned with context-specific materials to create unique combinations of resources to suit different users. The resources are available on a website (www.numeracy-bank.net) The study concluded that there is a continuing need for investment in numeracy resources to support students across a wide range of subjects in FE and HE. There should be more emphasis placed on projects that act to draw these resources together, make them easier to find and allow for them to be contextualised for end-users. Following the successful completion of the NumBat project we gained additional funding to carry out a tracking project, investigating the uptake and use made of the materials in the NumBat project. This talk will report on the information gained from the tracking project.
- Names: John Ward and Edmund Ward
- Faculty: Science & Technology
- Abstract: This paper discusses the utilisation of modern and traditional marketing methods for music artists, sound engineers and producers. These days, very few artists, sound engineers and producers are employed directly by record companies. Most work freelance and have to promote and market themselves. In this project, I worked with Edmund Ward, Managing Director of Egglab Media. We set up a company, Eggboy Productions, and offer a range of professional audio services and run a small specialist record label. We promoted these services using both traditional and modern marketing techniques, including viral marketing. At present we have designed and built a company website and carried out some professional audio work for a company in the Netherlands. We have also embarked on a number of projects, including the release of an album by the artist Eggboy, and promotion of that album via Facebook, Twitter, Jango Radio and others. This has already resulted in a fanbase of over 5,000 people worldwide for Eggboy. Other projects include recording, mixing, production and mastering of music for some local musicians. The marketing is currently focused on more modern viral; techniques, utilising social networking sites and blogging tools.
- Names: Dr Annie Morgan James, Nick Hillman
- Faculty: Arts, Law and Social Sciences
- Abstract: Through the short period of time I have attended Anglia Ruskin University Language Centre, I have improved my English language and gained the knowledge and confidence I need to pursue my life as a master's student at the University. All this was given in an amazing environment and with great Faculty support.' Esra (Saudia Arabia) Our presentation/report will focus on how Anglia Ruskin University Language Centre enhances the study and work opportunities for our students. We will look at four students with differing study paths, and how they have used the facilities and resources of the Language Centre through the course of their studies. In the course of their narratives, we will highlight the key areas of our provision: online English language test; diagnostic English language assessment upon arrival; credit-bearing English language modules; drop-in academic English support sessions; upskilling for assignments; and the Anglia Language Programme. We will show how the Language Centre's provision is supporting international students in all Faculties to achieve their full potential during their studies.
- Names: Dr William Scaife and Jo Bowman
- Service/Faculty: Student Support Services; Science & Technology
- Abstract: Previous research under an Anglia Ruskin University Learning and Teaching Award demonstrated that a blogging system significantly helped both Asperger (AS) and Neuro-typical (NT) students undertake the dissertation proposal section of the Undergraduate Major Project (UMP). Following a second successful award application, the research was extended to cover the full dissertation. An action research project was undertaken, with the students using a blog to develop their dissertation and interact with the Module Tutor, Student Services and each other. Semi-structured interviews were conducted with the AS students when they had completed their dissertations. Initially, all of the students successfully used the blog, although the usage by the NT students reduced at an earlier point in the academic year than that of the AS students. Use of the blog by the AS students only started to reduce as they became more confident in their ability to successfully complete the academic requirements of the dissertation. The research has indicated that the blogging system helped all students during the early stages of the dissertation; however, the AS students benefited throughout the process. Blogging can help all students achieve their potential when undertaking the UMP and has the additional benefit of developing a community of practice.
- Names: Leonie Ramondt and Carol Everett
- Service: INSPIRE, Learning Development Services
- Abstract: Slay your technology demons by working in your small team to design a dynamic lesson. You'll be using the affordances of our classroom technologies supplemented with some other cool bits of kit. Help will be on hand with the technologies so you can focus on the design.
- Names: Dr Cath Ellis
- Role: School of Music, Humanities and Media, University of Huddersfield
- Abstract: Four years into the use of electronic submission, Cath will report on why the University of Huddersfield embarked on it, what has been learned from the experience, and plans to make it better. Cath will show both the expected and unexpected benefits it has brought and also the challenges that have been faced. She will recommend, as a priority, ensuring that the system is flexible enough to suit diverse needs, while also maximising the efficiencies and benefits that it can bring.
- PLEASE NOTE: This session will be filmed.
- Names: Rupal Lovell-Patel and Jacqui McCary
- Faculty: Science & Technology
- Abstract: The Optometry pathway has 5 modules in Year 1 and over the past 3 years, 20% of the students have failed 3 out of the 5 modules at the first attempt. The students entering the pathway have good A-level grades and are viewed as intelligent students with excellent potential to do well. There is a need to understand why the student performance does not match the student potential. The aim of this project is to assess the impact of introducing a programme of study skills workshops (generic - provided by Student Services and specific - created and provided by the Optometry Pathway leader, supported by the Faculty's L&T Advisor) on the academic performance of the students. Before creating the specific study skills workshops it is important to understand what areas the students feel they need support in. The project will therefore be divided in to 2 phases. In the first semester, the students will be asked to attend study skills workshops created from information gained from them in Phase 1. The impact of the programme will be measured on the percentage of students who manage to pass all modules at the first sitting.
Lunchtime Posters
- Names: Lyn Shipway, Clare Jacobs and Jane Shepherdson
- Faculty: Health & Social Care
- Abstract: The aim of this project is to develop an evidenced-based peer appraisal tool and process to support and extend the skills of academics working in the online learning environment, a tool that will also assist academics new to this learning and teaching experience in the development of the appropriate skills for supporting and facilitating online learning. It is anticipated that appraisal tool and process would then be piloted and implemented within the Faculty of Health and Social Care in the first instance. It is also anticipated that the use of the newly developed tool will enhance our teaching practice within the online learning environment; further develop our students' online learning experience and ultimately improve both student learning and academic performance.
- Name: Carol Everett
- Service: INSPIRE, Learning Development Services
- Abstract: Using technology to enhance your teaching and your students' learning A collection of case-studies to illustrate how Audio-Visual technology can enhance the important process of learning.
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