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Teaching and Learning Excellence the Coventry Way

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Teaching and Learning Excellence the Coventry Way TEACHING AND LEARNING EXCELLENCE THE COVENTRY WAY CASE STUDIES OF TRIED AND TESTED GOOD PRACTICE IN HIGHER EDUCATION EDITED BY CLAIRE SIMMONS Table of Contents Copyright Foreword: What is ‘The Coventry Way’? Acknowledgements Introduction Part 1: Research-inspired teaching 1.1 Children’s literature and students’ learning – The impact of passion on pedagogy Jane Gill 1.2 The power of storytelling - How to engage millennial learners with an ancient art S M A Moin 1.3 Any which way but PowerPoint: motivating and engaging learners without the use of slides Peter Wolstencroft 1.4 ‘DesignLab’ – A primer for blended learning in the flipped classroom and the virtual design studio, which inculcates resilience training in Generation Z students Seán McCartan and Alan Barrett 1.5 Using Turnitin as a positive tool for formative assessment and improved academic writing Chelle Oldham 1.6 Enhancing students’ evaluative judgment in assessments Tammy Mudd Part 2: Embedded employability 2.1 Enhancing key legal skills and student engagement through an innovative, authentic assessment Ben Stanford and Steve Foster 2.2 Using live streaming to simulate real-world experiences for paramedic students Martin Robert Hilliard 2.3 Building undergraduate employability Catherine Skirrow 2.4 ‘Making learning real’ – Bringing the theoretical into practice and building competence through confidence Yasmin Stefanov-King and Elaine Altuccini 2.5 Enhancing students’ employability skills using industry guest lectures: a collaborative teaching approach Alexandre Metreveli 2.6 Taking social media beyond the ‘social’ and into digital business employability for undergraduate students Vani Aul Part 3: Creativity and enterprise 3.1 Embedding integrated simulated and mixed reality digital environments into teaching, learning and assessment in Occupational Therapy Darren Awang, Emma Rose, Sean Graham and Mike Morgan 3.2 Designing a student-led assessment Adam Layland 3.3 Problem-solving in entrepreneurship education – Understanding how to pitch with the help of Lego prototypes Sabrina Vieth 3.4 Learning through play in Higher Education Livia Ostafe 3.5 Industrial Product Innovation – A tri-partite, synchronous knowledge transfer framework Patricia Ashman 3.6 Using a base model for optimum module content planning Matthew Danes Part 4: Intercultural and international engagement 4.1 The GENII project - Experimenting with a global collaborative journalism classroom Priya Rajasekar 4.2 Re-thinking learning spaces to foster collaboration between Chinese students Clive Hilton 4.3 Internationalising clinical legal education through ‘Mobile Remote Presence’ (MRP) to innovate, engage and enhance student experiences Alan East, Stephen Hardy and Beth Richards-Bray in collaboration with Stephan van der Merwe and Shaun McCarthy 4.4 Students-as-partners in Collaborative Online International Learning (COIL). Marina Orsini-Jones, Abraham Cerveró, Abdallah Alrashidi, Jaswinder Matharu and Simin Ni 4.5 Collaborative Online International Learning (COIL) project – Europe through the global lens Dagmar Johnson 4.6 The internationalisation of education – How international field trips cultivate intercultural immersion Sathees Kunjuthamby Part 5: Community contribution and responsibility 5.1 Connecting science students and local communities with the ‘FabLab’ Sharon Williams, Helen Lewis and Rebecca Butler 5.2 Embedding community and social responsibility across a three-year undergraduate course Marion Greenhalgh 5.3 Telling Our Stories: migrants in Coventry Rachel Matthews, Rachel Chapman, Lisa Perry and Una Murphy 5.4 Sustainable development student-led learning in Civil Engineering education Shervin Motamedi 5.5 Embracing Coventry University alumni to enhance current students’ employability Charlotte Collins 5.6 Community engagement for media production students Maninder Kaloti Part 6: Innovation and digital fluency 6.1 Augmented reality: virtual patients for clinical exercise prescription Sean Lowton-Smith, Elizabeth Horton and Timothy Matthews 6.2 Facilitating learning in an ‘Open Space’ Angela Bonehill 6.3 A Flying Start for all undergraduate students Val Cox, Phil Brabban and Dal Badesha 6.4 Creating an online learning experience using video Barry Hall 6.5 Blogging as an assessment tool within Communities of Practice Jess Bishop 6.6 Managing ‘tutor team-teaching’ with groups of 300+ students Xue Zhou Conclusion: Professor Christine Broughan and Iffat Jahangir Teaching and Learning Excellence - The Coventry Way, edited by Claire Simmons. Published by Coventry University Group. © Coventry University Higher Education Corporation This work is licensed under a Creative Commons Attribution 4.0 International License. ISBN 978-1-84600-092-8 Foreword What is ‘The Coventry Way’? By Ian Dunn, Provost This book is a testament to all of the staff of the Coventry University Group who constantly strive to be innovative, inclusive and engaging in their teaching; giving our students the best experience possible during their time with us. Our ethos is that student-centred learning is at the forefront of what we do. The case studies here highlight examples of great practice across the group. Of course, there is so much more that we do which delivers a positive impact on the quality of our teaching and learning and I wish we had space to include more in this edition. ‘The Coventry Way’ is our commitment to upholding our reputation as an outstanding provider of Higher Education. We have included the text below to remind you of how we encapsulate teaching the Coventry way. We deliver excellent teaching to support active learning Our passionate staff inspire students through a wide range of teaching methods while supporting them to take responsibility for their own learning and development. Through the creation of stimulating learning environments and the use of innovative learning technologies, we help students develop digital fluency. We are aligned with employers Our staff provide authentic practice and work-based learning opportunities intended to develop enterprising and entrepreneurial graduates who have the skills and attributes to flourish in the workplace. Employability is integral to the design of all our courses. We are a learning community Students and staff co-produce and co-create the student experience. There is a commitment to lifelong learning and all of our students, past and present, are valued members of our global community. We are open, accessible and inclusive Diversity is our strength, enriching all that we do. Our staff and students come from a wide variety of backgrounds and cultures and can succeed with us irrespective of background. Pioneering research, extensive performance data and stakeholder feedback help us to understand and address inequalities. We are an international community with a global perspective Developing a global perspective can be transformative. We offer our students the opportunity to try a range of international experiences which can improve their employability. Students are provided with the opportunity to learn a new language and find out about different cultures. All of this helps make our students ‘global ready’. We are innovators and leaders of change We are disruptive, dynamic and innovative in our teaching, challenging current educational practice and responding swiftly to the needs of students, society and industry. We plan our courses holistically The six pillars of our education strategy inform the design and delivery of all our courses. By integrating modules into coherent and cohesive courses, our holistic approach to curriculum design enables course teams to deliver an outstanding student experience. We use assessments that are relevant and drive learning Our students have the opportunity to experience authentic, inclusive and varied assessment through their academic journey, enabling them to demonstrate what they are learning. Feedback through formative and summative assessments ensures our students are actively supported in their learning. We champion learning opportunities outside the curriculum Students learn and develop in a wide variety of contexts. We support a wide range of extra-curricular opportunities to boost our students’ employment prospects, help with their personal development and encourage their understanding of social responsibility, benefitting society as a whole. I am delighted to present this collection of teaching and learning case studies and I hope you find examples that you will find useful and inspirational to support your own teaching practice. Ian Dunn Provost Acknowledgements This eBook was a team effort by colleagues in the Academic Development unit. The vision belongs to Martin Jenkins, the Head of Academic Development. Many thanks to Dr Annie Bryan, Dr Mojtaba Ammari-Allahyari, Dr Luis Pereira and Kerry Lawson, who gave unwavering support. Particular thanks go to all the case study contributors who shared their teaching and learning good practice and also to the team of senior academics who reviewed the eBook before publication. Claire Simmons Editor Introduction By Dr Andrew Turner, Associate Pro Vice-Chancellor The contemporary role of an academic is complex and evolving but teaching and learning good practice is the constant in this time of change in Higher Education. Our overarching aim is to ensure our students are equipped with the knowledge and skills to achieve their potential and embrace the next stage of their life journey. The case studies in this book cover many areas of innovative and engaging teaching
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