Spring 10 | issue 22

teachingmattersteaching and learning support and development

Rob’s reflections Articles

Welcome to a new and exciting decade and the early prospect of Pathfinder reflections: party manifestos being brandished, election leaflets popping through Managing expectations, the key to our letter boxes and prospective parliamentary candidates on the student satisfaction 2 streets, kissing hands and shaking babies. Frankly, I can’t wait. Heading to follow 3 I know that there are a few small issues to be debated e.g. regional wars, global warming, financial meltdown, bonkers bankers’ Customised textbook: Landmarks in History 3 bonuses, not to mention moats and duck houses, but surely the big Exploring ‘learning power’ with foundation flashpoint of the campaign must be education? Do you remember degree students 4 the slogan ‘Education, education, education’ and the past era has certainly been an education! Let’s consider how things have E-learning and languages: New approaches changed over the last 20 years or so in HE alone. Yes, there is more for existing tools 4 money coming in, but the policy that more and a greater diversity The University and workplace of people should ‘experience higher education’ has resulted in a interface programme 5 real fall of funding for each student from £9,000 to £7,000 from the late 80s to today. The staff student ratio has increased in the Illuminating images to enrich teaching UK from 8:6 to 16:4. Intensive learning experiences such as science and research 5 labs and small tutorial groups have been cut. These are things that -developed resource staff and students really notice at the coal face. It would be quite goes global 6 inappropriate for me to take sides on any forthcoming debate but even if I wanted to, the sad thing is that there aren’t different sides. Using Twitter – The PowerGen Library at All parties are signed up to the same agenda. All one seems to hear Henley Business School 6 is universities being picked on for offering ‘Mickey Mouse degrees’, Career Management Skills ‘dumbing down’ standards, not delivering skills employers need, now on Blackboard 6 not telling the public what they do, being elitist and denying access to leading institutions. No politician seems to have the guts to Engaging with global challenges 7 stand up and raise a dissenting voice and say, ‘no, for the long-term ASSET Project Assembly 8 future and sustainability of this country, for its ability to influence the world positively, we must increase, not cut, education budgets. Policy matters Our universities can raise a new breed of ethical, loyal, globally- aware, and concerned graduates and future leaders. ‘Yes, we can’. Policy changes 9 Let’s institute the Robin Hood tax on investments transactions and Work in progress 9 let’s tax bankers’ bonuses at 100% over £100,000 and if they don’t like it, well let them clear off to Hong Kong or Switzerland, and Reports good riddance. We all know that the future lies not with the busted systems and greed-driven culture but in nurturing the talent and Systems Engineering Student Engagement System 10 enthusiasm and sense of social responsibility that we see every day in our students’. Oops, that sounded a bit like a political manifesto! Announcements Professor Rob Robson Moving forward through feedback: Enhancing Pro-Vice (Teaching & Learning) feedback provision in the digital age 12

Transition Mentoring: Supporting new students 12 2 Pathfinder reflections: Managing expectations, the key to student satisfaction the disciplines. It is only by grounding student expectations in

Articles ‘As students who go into higher education pay more, they will expect more and are entitled to receive more in terms, not just a subject-specific higher education context that we can help of the range of courses, but in the quality of experience they students understand what it actually is that they should be receive during their time in the higher education system [. . .] ‘picky’ and ‘demanding’ about. I hope, that without rejoining our student population to take Sector-wide, there is increasing recognition that students to the barricades, that they become pickier, choosier and more need to be better informed about what to expect from higher demanding consumers of the higher education experience.’ education teaching. However, our experiences of reviewing Lord Mandelson, CBI Higher Education Summit, 20 October 2009 information available to prospective students across the sector Lord Mandelson’s speech at the CBI Higher Education indicate that it is easier to find out how much a pint costs Summit last month encourages students to become ‘pickier’ at the students’ union than it is to establish weekly contact and ‘choosier’ consumers. Mandelson’s language depicts the hours. The Times Good University Guide 2009 notes that some relationship between students and their universities as a universities are becoming more transparent, for example, purely financial transaction contributing to one end of the and the London School of Economics now spectrum of a much wider debate. During our first year in publish extensive information about the learning experience the Pathfinder team, we’ve had the opportunity to hear what in their course prospectuses. This ensures students arrive students think about their learning experience, and where with a more accurate idea of what will happen when they they position themselves within this debate. In Pathfinder arrive, and feel more satisfied with that experience since their surveys and focus groups, students reveal that they do regard expectations will have been managed from the outset. Some themselves as consumers, but much prefer to be considered of the Schools that have recently undergone the Pathfinder part of an academic community. They are enthusiastic about process in preparation for their Periodic Review have reflected their learning experiences, appreciate the high standard on examples of good practice and are now exploring how of teaching they receive from leading academics, and to be more explicit about students’ teaching and learning recognise that they are privileged to study at Reading with experiences. the opportunities that this provides. In short, even though Effectively managing expectations has much to do with they may acknowledge that they are education consumers, ensuring that there are consistent standards throughout a to characterise their relationship with the University as a programme, department or school. Responding to the idea financial transaction significantly devalues their unique and that students benefit from being told what to expect from personally the outset, and receiving an experience consistent with fulfilling experiences. that, several Pathfinder-hosted Away Day discussions have Nonetheless, the advent of tuition of fees has produced a led to plans to improve consistency. This can be achieved more assertive group of students, with the financial costs by creating a short document, serving as a quasi-teaching of studying inevitably at the forefront of their minds. Our and learning charter, which clearly outlines student and conversations with students reveal that attitudes such as the staff responsibilities. Discussions about what should be following are not uncommon: ‘in comparison to other courses included within the document often help staff to reach a we seem to have considerably less teaching time. Each hour consensus about what is appropriate baseline practice. Good that we get lectured on costs over thirty pounds.’ Such students communication is often the underlying solution. For example, seem to conform to Mandelson’s student consumer, demanding sometimes heavy workloads delay the return of feedback, but more product for their pound. However, we believe that the keeping students informed of changes and their causes can motives behind such comments perhaps derive less from reduce the likelihood of complaints. student desire to assert their purchasing power and more from Students’ comments in surveys and focus groups have student misunderstanding about what they can, and should, persuaded us that one of the most effective ways of raising expect from their learning experience. Mandelson argues that satisfaction levels is to understand the student perspective, students should expect more, but this assumes that student and to openly and explicitly address expectations from the expectations are informed by a clear understanding of what the outset. By including students more in discussions about optimal university experience actually is. teaching and learning, they are likely to feel more involved, However, new students at Reading do not arrive equipped which is surely more valuable than equating the student with a yardstick with which to measure their experiences. experience with an economic transaction. In a scenario where Instead they develop their own set of untested assumptions students are fully informed about what is appropriate to to measure their learning experience. They may generate expect and what it is expected of them, then students who expectations from their parents’ descriptions of university life, are ‘pickier’ and ‘more demanding’ can only be a good thing a friend’s story about a different course at another university, since they will also be striving to raise standards, leading to or even media portrayals of students (the glamorous student a unified endeavour between staff and students that firmly lifestyle in Channel 4’s Hollyoaks, for example). They may places students within their academic community. also compare their university experience with sixth form, Irene Petten and Saffron Hutt where extensive formal class time is the main method of [email protected] learning and homework is often returned in a week. None [email protected] of these sources provide a reliable measure of the realities of university life or the variations in learning experiences across 3 Articles is exclusively

with customised textbooks other for core courses. Landmarks in History available the at Blackwell’s bookshop in the Students’ Union. Esther Mijers [email protected] in the future. hardly But it feels like the to concernssolution about disengaged and disconnectedlearners. find To out what that going is, to have to stop we’re talking each at other first, matter no much sounds it how like having we’re a conversation. Guy Pursey [email protected] An uncut version ofthis article appears on http://yarnandglue.blogspot.com At the start the of spring term, all ‘Landmarks’ students were asked to fill in questionnaire a they how on felt about the book. Feedback was largely positive and, in response to student response, next edition year’s may be supplemented with lecture outlines, to strengthen the link between course text and lectures. The Department of History may also follow this up pilot take part in putting your on own text- with replete based hyperbole, show, self- deprecation and post-ironic witticism. That to say be Twitter useful. can’t isn’t If sign you and up follow the right give you people, yourself access to a wealth resources, of to mention not potential contacts. I personally use it as a way sharing of bookmarks and occasionally commenting what on I’ve been doing will or do (but never while doingI’m it). Other ways using of Twitter in teaching and learning include ‘backfeeding’. This has been the a few at of done conferences where I’ve been to lately, the speaker will load Twitter a screen on behind them and all the tweets relevant to the talk will appear everyone for to see. This seems useful comes when it to the ‘questions and answers’ section theof talk there but might even be scope, in the future, such for feeds to change the direction a presentation of – depending presenters brave how on feel . . Buffy The Slayer Vampire The book has been a great success and twice. out sold offers a customised textbook service, which was deemed great of benefit as singleno other text was suitable for the core course ‘Landmarks in History’. The customised textbook consists of specific chapters selected from other monographs and textbooks, allowing it to address the particular requirements theof course. History’s Part 1 convener, Dr Esther Mijers, was responsible for compiling the textbook, also entitled Landmarks in History followers. I suspect this have people is some why said they understand didn’t Twitter before they used and it they’ve now started can they It stop. can’t be entertaining, especially can when you In conjunction with Pearson Publishers, the Department History of has developed a dedicated textbook use for in Part 1 teaching. Pearson Education the social networking game front up and intentional. Although, as David Foster Wallace said once television, of true voyeurism depends the upon ‘voyeuee’ being unaware their of beingwatched. The main purpose seems, it Twitter, of is to encourage a kind exhibitionism of performanceor art. At least, those that use Twitter best seem to manage to make what they’re doing saying or or thinking sound entertaining, even when mayit be the most mundane thing – they therefore get larger numbers of side-effect using of it, in the same way that two might people talk to each other while watching In its simplicity, there is least at an honesty to the design Twitter of that find doesn’t one with, example, for Facebook, MySpace, Bebo, Hi5, any or other social networking might you site care to think On of. Twitter least, at the word ‘followers’ instead ‘friends’ of or ‘fans’ keeps the ‘voyeuristic’ aspect that seems to have become part-and-parcel of announce doing. a There’s what you’re give-awaybig to this effect above the wherebox enter you your updates – it says: ‘What’s happening?’ necessarilyTwitter isn’t intended for dialogue therefore. Dialogue might be a Landmarks in History in Landmarks Customised textbook: Customised of Twitter. It’s designed so that It’s Twitter. of can you get with blogs. As a result, everyone talks each at other. While possible to it’s send messages another, to one either in this privately, public or ‘the point’ isn’t are important. on it’s Twitter, But on forumone and there are distinctions no between ‘posts’ and as ‘comments’ you What Twitter says to us, implicitly like toolsblog in general, is that the things think do or you say as or an individual anywhere with a decent signal. With Twitter course of there a one- isn’t way conversation, there are several. phone, whichphone, is sort theof point as it turns got a mobile you out. If you’ve can tell doing from Twitter what you’re the only box allows characters to 140 up – essentially then, longer no than a single text message sent from a mobile you’re doing, thinking, or you’re though it’s equally likely to be a link to a website been lookingyou’ve at. The catch is that you ‘follow’you other users. Virtually all Twitter consists is of in box a which you can called what’s put a ‘status update’. This update is normally a record what of looks like to an extent there but isn’t much opportunity to create a strong identity. Instead gathering of ‘friends’, getting. turns But it even out the kids downaren’t with this On one. Twitter, canyou change what your profile it’s the latest popularit’s something-or- other was to hit It the bound ‘interweb’. to be, what with all been the press it’s Heading to follow to Heading Those familiar aren’t who with Twitter be surprised won’t probably to hear that 4 Exploring ‘learning power’ with foundation degree students

The Institute of Education has begun a thoughts, feelings and actions as a collaborative project with two partner learner and able to use that awareness Articles FE colleges to trial the use of an online to manage learning processes. learning tool with new foundation • resilience – readiness to persevere in degree (FD) students. The Effective the development of my own learning Lifelong Learning Inventory (ELLI), power. developed at Bristol University (www. In 2007–2008, fourteen HEIs were eloise-online.com), is an online tool for involved in the ELLI in HE project. measuring ‘learning power’, that is, This saw the ELLI tool being used in a the attitudes, values, motivations and wide range of contexts, particularly in dispositions required to be an effective examining the use of the language of lifelong learner. Once a student has learning dispositions. This work suggests completed ELLI’s 90 item questionnaire significant value can be placed on they receive a profile showing their developing a student’s sense of learning, strengths and weaknesses in relation through an understanding of their to ELLI’s seven dimensions of learning personal learning journey and their power. These have high face validity and development as a self-regulated learner. Dr Geoff Taggart are: The aim of the trial is to determine • changing and learning – sense of myself the usefulness of ELLI in deepening as someone who learns and changes professional reflection within PDP over time. of students on the FD Children’s • critical curiosity – orientation to want to Development and Learning, and ‘get beneath the surface’. preliminary findings are due in June • meaning making – making connections/ 2010. Enquirers can contact Dr Geoff seeing that learning ‘matters to me’. Taggart (details below) for further • creativity – risk-taking, playfulness, details. imagination, intuition. • interdependence – learning with and Dr Geoff Taggart from others and also able to manage [email protected] without them. • strategic awareness – being aware of

E-learning and languages: New approaches for existing tools

Once again the annual e-learning symposium organised by sustain!) a powerful and effective network of language the LLAS (Subject Centre for Languages, Linguistics and Area teaching professionals and online resources using Twitter. Studies) at Southampton managed to impress. His award-winning website, www.teachertrainingvideos. com is a wealth of online tutorials and links for language Contributors to its fifth edition presented a wide range of (particularly EFL) teaching professionals. Highly informative projects: studies on the challenges the production of wikis and stimulating was also Professor Wendy Hall’s talk present; linear thinking processes and traditional essay (University of Southampton) on the history of the web and its writing (Carolin Esser, University of ); explorations future ramifications, including semantic web. on the effectiveness of the use of Second Life as a virtual English as a Foreign Language (EFL) class (University of Web 2.0 and cutting edge educational software are now well Leicester) or as introduction to university life in Britain for established as teaching tools in many HE institutions. What visiting students (University of Southampton). makes the symposium extremely valuable at this stage is the evaluation work that is being carried out of the existing tools The symposium also offered the possibility to showcase the and the dissemination of innovative uses of what is on offer in blended learning project for distance language students the field. pioneered by the with the support of the Wimba Classroom and Wimba Voice software. Wimba was Watch the symposium at: also at the core of the ‘English as a Lingua Franca’ project (York http://southampton.mediasite.com/mediasite/Catalog/catalogs/ St John University), this time with its authoring tool Wimba default.aspx Create: online tutorials on the use of English as a linguistic medium in mixed nationality groups of students and based A date for everybody’s diary: on analytical work submitted by the students themselves are Russell Stannard will be talking on feedback here at the created and embedded in the university VLE with the help of University of Reading on 18 September 2010. the Wimba software. Dr Enza SicilianoVerrucio Particularly worth flagging up are the two key speakers’ Department of Italian Studies interventions. Russell Stannard (University of Westminster), shared his secrets on how to create almost overnight (and Mrs Pilar Gray-McGrath Insitution-Wide Language Programme 5 Articles . Alternatively, . Alternatively, we canwe know you let www.reading.ac.uk/internal/imps/

Teaching MattersTeaching www.reading.ac.uk/internal/using- www.reading.ac.uk/library/eresources/image-

www.reading.ac.uk/library/databases www.reading.ac.uk/library/contact/Library-contact.aspx There is also guidance available copyright, on which includes a section using on images: Copyright/imps-copyright_1.aspx David Brown [email protected] www.reading.ac.uk/library/contact/staff/d.b.-brown.aspx The French group is onlyIt not these image galleries which provide access to usefulsources pictures of and other multimedia. of Some the other databases to which the Library subscribes contain both text and images, allow but to search you images for only. Examples include Oxford Art Online and Credo Reference. furtherFor information any on these of databases, including can you how access them, please see the Library’s list of databases: Library’s the of one at ask Librarian, Liaison your contact multimedia on information further for or Desks Information Contact Manager. Multimedia Picken, Natalie contact issues at details The Library has a number other of multimedia options, including film and sound resources, more details which of can be viewed here: sound/lib-image-sound.aspx The University has published advice using on images in teaching and learning: images/img-home.aspx This are we year, piloting a new placement running in SEN (Special Educational Needs) schools. Nationally this is a unique initiative. SEN schools want this placement to share their expertise and knowledge, to ensure a knowledgeable workforce SEN for and mainstream schools and to become part the of skilled and specialist team here Bulmershe. at Students wantthis placement to enhance their mainstream teaching ability with a view to becoming SEN specialists either in mainstream SEN or schools. All in all, a win-win it’s situation which all participants are really looking forward Into. the next edition of theyhow got on! Helen Bilton [email protected] to download use for in learning, teaching and research. Any downloaded images should be properly credited with the source. for limitingfor your searches more effectively. There is also the option to browse an exhaustive list A–Z subjects. of Images from Education Image Gallery are copyright-cleared and free image database covering all subject areas, including the sciences. Like Bridgeman, Education Image Gallery has a simple search interface, as well as a more advanced option but underbut the terms ourof licence can only be accessed by members the of University. The Library also subscribes to Education Image Gallery, an search index, through which users can browse images for acrossa number specialised of subject areas. Images within Bridgeman are copyright-cleared educational for purposes, art and architecture. Users can select individual images for inclusion which in can a slideshow, then either be viewed online saved or future for use. Bridgeman also contains a visual impact as well as academic content. Bridgeman Education, our most recent acquisition, is a digital image database containing nearly 300,000 images relating to superior referencing and search capabilities. Both students and staff in all subject areas will find them a useful resource addingfor to presentations and other documents to improve Librarycurrently is on-hand We help! to subscribe numbera to databases key of that contain galleries digital of images, which can be searched browsed or These by topic. databases offer a valuable alternative to free online equivalents, showcasing Students often struggle to find good quality, copyright-cleared images inclusion for in assignments and projects, the but Illuminating images to enrich teaching and research and teaching enrich to images Illuminating as a worthwhile interculturalstudents worthwhile the a enabling as experience, otherwise have not would they with knowledge back come to into programme, the gained.Thisacross shared be canthen roles. theirteaching into withstudent taken the be and schools week placement in Paris, observing and teaching alongside Paris,in observing alongside teaching and placement week veryeffective been inonly This not has teacher. French a language seen also French skills, but enhancing students’ the classroom teacher. with A students programme offered also the has 2002, Since opportunitypartfour takethe a in to above or French level plans. The final school experience occurs in the summer term and lasts eight weeks. This is when the student really has to demonstrate their ability and take the on full the of role independently with scaffolding provided by the mentor. Students from plans work the are but school’s expected to personalise these and create their own weekly and daily the observing, teacher, supporting and teaching small groups partsor lessons. of In the spring term the experience lasts seven weeks, and is a guided where one the student plans school. On the PGCE Primary programme this involves three placements, a term. one The first placement lasts three weeks and is a shared experience where the student works alongside programme, students are required to both attend lectures at the University also but undertake placements in schools. In this they are way, learn to able about the pedagogy teaching of and learning, and then that put learning into action in the The University and workplace interface programme interface The University workplace and As part the of Postgraduate Certificate in Education (PGCE) 6 University of Reading-developed resource goes global! A German-language edition of the highly-successful LearnHigher year planner is being created for use by students

Articles at the University of Vienna in 2010–11. These innovative folding planners were developed by Study Advice at Reading as part of their research into time management for the LearnHigher CETL. Already popular with University of Reading students since their introduction two years ago, the planners have also been adopted at a number of other Higher Education Institutions in the UK. Having read about this success on the LearnHigher website, the University of Vienna were keen to have the planner and its helpful study tips translated into German. The Study Advisers are currently working with the University and the planner’s designers on this exciting international development. We hope this will inspire the production of planners in a range of languages, to help students globally to plan their study time in the future.

Michelle Reid [email protected] Using Twitter – The PowerGen Library at Henley Business School The PowerGen Library launched its resource and, as part of this, regularly opportunity to feel connected with our Twitter in March 2009 and currently post links to items which may of useful environment and feel part of the Henley has 120 followers. We were the first to them. These can include anything community. library to launch a Twitter amongst our from interactive graphs, podcasts and We are always very conscious of trying immediate competitors and have led online debates. to improve and enhance the experience the field ever since. We get an average We don’t automatically ‘follow’ people of our learners. This is at the heart of of 400 clicks per month from a variety as many Twitterers do. This allows us everything we do and our Twitter has of countries including Mozambique, keep a level of professionalism and proved a hugely successful step for Canada, South Korea and New Zealand. impartiality. We only follow accounts ourselves and our customers. We started with a very clear vision and that offer further resources to our You can view our Twitter at: swiftly established a protocol for usage. students e.g. Harvard Business Review, www.twitter.com/uorhenleylib Our intention was to provide a forum the Guardian and BBC Business News. and our TwitPic account at: of interaction with our programme After becoming comfortable and www.twitpic.com/uorhenleylib members that didn’t fall into the often confident with using Twitter, we added formal and potentially intimidating a TwitPic account. This is linked to our Daisy Johnson environment of a library. Twitter and allows us to post pictures [email protected] We also wanted to provide programme which give a ‘flavour’ of HBS. This has members with another learning been used to allow distance learners the Career Management Skills now on Blackboard In order to give greater depth to students’ career learning, students’ attitudes, behaviour and knowledge have moved on the Careers Advisory Service has followed the trend in higher as a result of completing the CMS module. Results have shown education in using virtual learning environments. We have that the majority of students have made a very positive shift therefore devised a Blackboard site to accompany our Career on the factors that we have measured. They are more likely Management Skills module, which serves as a one-stop shop to undertake work experience, have a clearer idea of their for all information relating to CMS. As well as the usual options after their degree, know where they can find careers, logistical information on timetabling and ‘Why take CMS?’, course and vacancy information, and how to produce an we also have developed online learning activities. These help effective application. Students also commented on how well students build on what they are learning in the CMS taught tailored the sites were to their courses. sessions and prepare them for their assignments. Future developments will include seeking more sophisticated The first stage of the project was to devise a generic shell methods of gaining feedback from students as they work suitable for all subjects. Then careers advisers worked through their online tasks. CAS is also in the process of with academics to customise each site to include careers launching more detailed subject specific information for information specific to their subject and develop it to meet the all degree subjects, which will feature on the Destinations learning needs of their students. website. More information on this is available from Sandhya Patel, [email protected] Another feature we are particularly pleased with is the ability to provide all students undertaking CMS with a pre- and Claire Jones post-course questionnaire. The aim of this is to measure how [email protected] 7

Engaging with global challenges Articles Are you interested in helping University of Reading students to make a difference to the world in which they live?

Much emphasis is currently placed on the employability of our students, indeed the third target in our corporate plan is to ‘be in the top 20 Universities for graduate employability by 2013’ Yet we all recognise that whether our graduates have a graduate job six months after graduation is a very crude measure of the quality of our students and their educational experience while at University.

The University’s vision for teaching and learning is that ‘ … we aspire to produce graduates who have developed skills and knowledge of life-long value, have the confidence and enthusiasm to fulfil their personal ambitions and seek to make a difference in the world in which they live’. In light of this, perhaps an alternative and more meaningful measure of success would be to quantify whether and how our graduates have made ‘a difference’. This would, of course, be impossible to do, but a cross-University working group has been exploring how we could use the flexibility of the University of Reading degree structure to further expose students to the key challenges facing the world ‘in which they live’ and to how these are explored and tackled through different disciplines. Although it may be difficult to conceive of what the world will be like in 20–30 years time we do know that university The benefits of such an initiative could to take a lead in developing and co- students of today will be the decision be immense. Not only would students ordinating such modules. The plan makers and influencers who will be have the opportunity to enhance their is to draw together interested parties key to making that difference. The understanding of critical global issues, to sketch out some potential modules aforementioned working group is but teaching and learning literature tells so that we can make a strong bid for therefore exploring the development us that where students can connect their funding to support the development of a suite of interdisciplinary modules learning directly to real life they become and piloting of the modules. If you are which would (in theory) be available more engaged and motivated. Also the curious and interested in finding out to any Part 1 student. The vision is to emphasis on enquiry-rich learning more (perhaps what the rewards might develop a number of broadly scoped (student designed and led projects) as be for getting involved) please contact interdisciplinary modules consisting of both a learning and assessment tool is me using the email address below. some lecturers/seminars provided by well known to enhance effective learning We firmly believe that colleagues from colleagues from different disciplines and and substantial research skills. There are any and all disciplines have a valued for students to design and undertake also benefits for the University. As far as contribution to make to this initiative, a significant multidisciplinary group our investigations can tell, a suite of such whether your subject is meteorology, project on a related topic of their own modules would be entirely unique in the biology, history or anything else. choosing. HE sector. They also offer the potential to heighten the visibility of our research- Students who have been consulted Paddy Woodman led teaching, especially to new and have expressed interest in modules on [email protected] prospective students. covering topics such as: Climate change, human rights, power, greed, poverty, Now for the hard bit! To transform social justice, trade, energy, and conflict. this vision into reality we need some dynamic colleagues who are willing 8 ASSET Project Assembly The ASSET Project Assembly was held desire for innovation, which was felt to on 14 January 2010 at the University of be particularly important in the current

Articles Reading. Throughout the day, there were financial climate. a number of presentations from JISC The ASSET team are now looking to the Institutional Innovation Projects (Strand future and are hoping to work closely 07/08) alongside a number of talks from with existing networks to support colleagues based at other HEIs who are innovations in feedback provision. exploring the use of video, audio and Further details of the Project Assembly, other e-resources for enhancing staff Rod Cullen including downloadable copies of the and student engagement with feedback. presentations, are now available on the The day ended with an open discussion ASSET website: www.reading.ac.uk/asset/ looking at the pros and cons of using Dissemination/asset-ProjectAssembly. these technologies for feedback aspx provision and included an exploration of the challenges faced when adopting Robyn Drinkwater new technologies at an institutional [email protected] level. Colleagues agreed that there was a need for institutions to maintain their

For staff and students feedback can sometimes be . . .  time consuming  unhelpful  repetitive  confusing  frustrating  too late  inefficient  inconsistent

www.reading.ac.uk/asset

The ASSET project works to explore ASSET works as follows: and develop ways to improve 1 Staff set assignment feedback provision by: 2 Staff record video to support • exploring the use of video for timely, assignment preparation quality feedback provision through 3 Students view video which they the development of a Web 2.0 resource, can store in a personal playlist ‘ASSET’ 4 Students submit assignment • encouraging deeper engagement of staff t with feed-forward elements of feedback 5 S aff upload video feedback on assignment • enhancing the feedback experience for t staff and students 6 S udents view feedback video and can share comments with peers and staff

For more information, please contact: Dr Anne Crook [email protected] Dr Julian Park [email protected] www.reading.ac.uk/asset 9

Policy matters matters Policy Policy changes The deadlines are: the proposals relating to the Higher Education Achievement Record (a • one week following the end of the Periodic Review of Programmes ‘Diploma Supplement plus’, recording examination period for the relevant Part the skills, progress and attainment of The Requirements for the Periodic in May/June; students, along with any workplace Review of Programmes – Section 3a of the Monday following the end of the • learning undertaken and higher-level the Guide to policies and procedures re-examination period in August/ skills developed). for teaching and learning (Internal September. monitoring and review) – have recently Working group on suspended students been updated to reflect a number Specific dates will be given in the of administrative changes to the guidance notes on the form. Students Progress in relation to the development policy and related annexes. These will be encouraged to submit the form of procedures for students returning amendments reflect recent changes in early, even if supporting evidence is not from suspension and in relation to the Pathfinder process, the timing of available at the time of submission. Forms access to learning materials during the Periodic Review visits and an increased submitted after the relevant deadline period of suspension is continuing. emphasis on providing Periodic Review will be considered only in exceptional Working group on the development of documentation electronically. The circumstances, which are defined as Part 1 University-wide modules focused revised policy can be viewed on the insurmountable circumstances which around major global issues Quality Support Office website at: prevent the student from submitting the www.reading.ac.uk/internal/ form, such as: incarceration in prison The group was convened to consider the qualitysupport/guide without means of communication; development of novel interdisciplinary incapacitated in hospital without the modules focused around major issues More detailed guidelines have been possibility of communication; and of potential student interest such produced to assist subject providers kidnapped or held captive without as sustainability, globalisation and in preparing their self-evaluation consent. The new procedures will be citizenship. UBTL has agreed that, given document (SED). They incorporate communicated to staff and students its significant benefits, the initiative short illustrative extracts from recent shortly and further consideration will be should be given high priority. The SEDs, included with the consent of given to the specification of deadlines for working party is currently engaged in the relevant Schools. Subject providers taught postgraduate students. consultation with Schools on possible should contact the Quality Support topics and other issues. Office if they wish to receive a copy Student Maternity Policy of the guidelines (Jennie Chetcuti: UBTL has approved a Student Maternity Working group on use of the summer term [email protected]). Policy, effective from October 2010, Further consultation is taking place which requires: a student to inform her in the review of the structure of, and Schedule of Periodic Reviews 2009–2013 School of her pregnancy; a School to learning and teaching provision during, A schedule of the Schools that will be undertake a risk assessment following the summer term. This also involves a undergoing Periodic Review during the such notification and to implement review of the current term structure academic years 2009–10 to 2012–13 will appropriate measures for managing any of 10 weeks–10 weeks–10 weeks and be available on the Quality Support risks associated with the pregnancy; the possibility of adopting an 11–11–8 Office website. and following the risk assessment, the structure. School to consider whether the learning Collaborative provision Following on from the letter sent by outcomes of the programme could be In relation to the provision of learning the Pro-Vice-Chancellor (Teaching and met by the student during her pregnancy. resources for students on collaborative Learning) to undergraduate students Where it is not possible to make programmes, University Board for reminding them of their academic reasonable and practicable adjustments to Teaching and Learning (UBTL) has obligations, which included remaining permit the student to achieve the learning approved a draft annex to the policy and at University throughout the summer outcomes, the student may be required to procedures for the design, approval and term, a statement indicating the range suspend her period of study. It is expected quality management of collaborative of activities available in the post- that the number of programmes for provision. The annex sets out access examination period will be circulated. which adjustments will not be feasible to University learning resources for UBTL has agreed that in cases where will be small. Consideration to a paternity students following collaborative students have secured a placement on an policy will be given in the longer term. programmes, based on the nature of the internship scheme which starts before collaboration. It also sets out restrictions Work in progress the end of the summer term, they may on provision due to licence agreements be given special permission to be absent with providers of resources and access Higher Ambitions from the University, subject to various to learning resources for staff at partner A steering group, charged by UBTL to conditions. institutions. The revised policy will consider strategic issues relating to Thematic Review of work-related and be published on the Quality Support teaching and learning, will consider placement learning Office website. Higher Ambitions (the blueprint for Higher Education, published November The 2009–10 Thematic Review is Extenuating circumstances 2009 by the Department for Business, considering work-related and placement In addition to the main changes to Innovation and Skills) and other policy learning at Reading, analysing its role the procedures for the consideration initiatives. in the curriculum and reviewing the of extenuating circumstances which University’s provision in relation to were implemented in the autumn term Higher Education Achievement Record external examples of good practice. The 2009, UBTL has approved a proposal that The steering group will also consider final report will be submitted to UBTL specific deadlines be introduced, with the development of the University’s by the end of this academic year. immediate effect, for the submission of Diploma Supplement in the context of extenuating circumstances forms. 10 Systems Engineering Student Engagement System

The School of Systems Engineering (SSE) the scheme, comparing the performance and acted upon earlier. In addition, it has developed an ‘Engagement System’ of students in the autumn and at their was suggested that the system may be Reports for monitoring the performance of examinations the following summer; best for identifying students who are first-year students. It correctly identifies the other successfully improved the trying to do a module but are having problematic students early on, and macros associated with the spreadsheets difficulty with it and hence need more since its inception has improved to make it less cumbersome to operate. specific help. retention rates. This summary briefly The analysis showed that although On RISIS explains how it works and how it can most ‘at risk’ students improved by the be further improved. The Reading Integrated Student summer, all failed. It was also found that Information System (RISIS) office has Background a number of students engaging in all developed attendance sheets, initially for To try to improve retention rates, bar one module also often failed: that maths, which can be combined thereby we decided to try to identify early in module remained problematic, and most reporting for each tutor the attendance Part 1 those students who were not SSE students have to pass each module pattern for all their tutees. One such working adequately, and a pilot system to progress. sheet provides us with ‘engagement’ was tried in autumn 2005. This was Discussion data. Given the similarities, we feel our refined in 2006 and designed to fit in system could be moved to RISIS, if a Since adopting this scheme, the pass with the University’s policy on student better way of uploading data to RISIS rate for Part 1 has improved, though withdrawal before December. is found. This could enable a combined this may not be fully due to the scheme. attendance and engagement system to The idea is to assess the extent to which Another bonus is that, as most methods be used (as per the workshop mentioned each student ‘engages’ in each of their of assessing engagement are based on above) and allow the system to be used modules. Experience from the pilot was work done, students receive feedback more widely across the University. that this is best defined separately for on their progress in all subjects within each module. Engaging in a laboratory- the six weeks of the first term. This was Richard Mitchell based module is assessed by work commented upon positively when the [email protected] done there; for a maths module it is system was presented to the University associated with attendance and work Committee on Student Retention. in tutorials; for a module where there However, as all ‘at risk’ students failed, is a group project, participation in the some better action is needed to address group activity is used. This information them and the others. We therefore plan is put into an Excel file, with a master to talk to the different groups at times sheet and a spreadsheet for each module like Refreshers’ week. The aim of such and a macro is used to collate all the talks will primarily be designed to help information into the master sheet, students to learn to learn, plus, for those containing all students in the School, engaging well, the talk will congratulate which copes with the fact that different and encourage them, for others there will students do different modules. be discussions on how better to engage. Overall, the master spreadsheet records In addition, those not engaged will for each student the number of modules be encouraged to see the Careers in which they are engaging and the Advisory Service (CAS), who had said average mark – though it should be they usually meet failed students only noted that not all modules provide a after they withdraw. This may revitalise mark, so the overall mark may not be their interest in the degree when they that useful. As a result of this, students see the jobs they might get, or at least are classified as ‘good’ (engaging in all find out what they might do if they modules), ‘OK’ (engaging in say four withdraw. Also, lack of engagement or five out of six), ‘should do more’ due to extenuating circumstances may (engaging in two or three modules) or become apparent during the tutor ‘at risk’. meeting and a visit to a counsellor may The data is collected mid-autumn term be suggested. Otherwise, study advisers and sent to all tutors who invite their may be recommended. tutees to a second tutor meeting before The system was presented at a UK the end of November where suitable workshop on retention of engineering advice is given. For instance, those ‘at students. It was felt that assessing risk’ are reminded that if they were to engagement was better than just withdraw before the end of the month, attendance. However, by the time they would not be charged fees. it is run, students may have missed In 2008, money from the Teaching and significant academic engagements, so Learning Development Fund was used lack of attendance should be picked up to employ two graduates. One analysed 11 Announcements 21/12/2009 10:10

pm 2010

5.00 – pm Madejski Theatre, Theatre, Madejski Agriculture Building Whiteknights Campus, University of Reading 6250 378 0118 [email protected] 3.00 Spring Spring . Refreshments will be provided. . Refreshments will

www.reading.ac.uk/cdotl Assessment the mark to up not is Engaging students with assessment and feedback Dr Chris Rust, ASKe at Oxford Brookes Friday 26 February 2010 Learn to work, work to learn to work, work to Learn Enhancing the learning experiences of all students Professor Stephen Gomez, Friday January 15 2010 seminars seminars book free attend please to but are seminars & teaching Learning CSTDvia [email protected] Learning & teaching teaching & Learning Centre for the Development and Learningof Teaching Seminars are video recorded and videos will be available on the CDoTL website: website: the CDoTL on be available will videos and recorded video are Seminars www.reading.ac.uk/cdotl B01635 CDoTL T&L flyer v3 HM.indd 1 12 Announcements 23 March 2010 Transition Mentoring: Supporting new students in the digital age Moving through forward feedback: Enhancing feedback provision | 3.30 pm –5.00 pm rapid and timely feedback in ways ways in feedback timely rapid and for giving methods and of tools a range 2010 14Wednesday toexplore April is on event HEA-sponsored of this aim The own departmental experience, and for and experience, departmental own on your for reflecting opportunities of plenty be will There programme. Mentoring Transition Peer-to-Peer up adepartmental of setting aspects practical and scope purpose, the explore will and newstudents, how tosupport about more tolearn who wish for staff workshop is This challenges. practical and social academic, significant with newstudents presents life university to adjusting and challenging, always is toanewenvironment Adjusting technology, such as the use of video, may understanding of when and how that participants will i) have a greater By attending this event it is hoped • • • • themes: following the include will and participative highly be will event The methods. these of using cons and pros the explore will and media visual and audio including technologies, of arange using feedback providing for methods different showcase will age’. seminar ‘digital The the in learning students’ support and stimulate which | engagement with feedback? with engagement students’ improve technology Can of my feedback? efficiency and/or quality the enhance technology Can provision? feedback support to exist currently technologies What now? How my ‘good’ feedback is Carrington Building Carrington Tel (internal) 8409 [email protected] please Elena Dr contact at Bedisti CDoTL. edition of next for the If you would like to submit an article Call for articles | Room 101

[email protected] Zapasnik Alysia application. of your result tothe as notified be a place but you will you guarantee not necessarily will form of the submission Therefore disciplines. of arange come from delegates ensure to allocated be will such as and limited places are note:Please Unfortunately section. events Learning and Teaching tothe going and visiting by 2010 19 March Friday by interest your register please toattend you wish If innovation in teaching and learning. strategic priorities, such as enhancing how technology may be used to support provision and ii) a greater awareness of effectiveness of feed-forward and feedback be used to enhance the timeliness and Book via via Book years. two last for the Department Chemistry the in running been has that programme on apilot worked together who have of Chemistry, Department the from Co-ordinator, Outreach and Officer Tracey, 1Project Liz Part and Service, Counselling University the from Co-ordinator, Support Peer Ward-Perkins, Kate by led be workshop will The discussion. group [email protected] Teaching Matters www.reading.ac.uk/cdotl

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