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Workshop Session Abstracts.Pdf 10TH ANNUAL HE AND FE COLLABORATIVE CONFERENCE 2014 ‘CAPTURING THE HE EXPERIENCE’ Thursday 3 July 2014 WORKSHOP SESSION ABSTRACTS This year’s conference workshops have been arranged around the following themes: Giving Effective Feedback, Research, Scholarly Activity, Technology Enhanced Learning, Student Transition, Employability, and Higher Education Review. There is the opportunity for you to engage with the same theme in both workshops 1 & 2 or to choose from differing themes for each session. GIVING EFFECTIVE FEEDBACK WORKSHOPS Providing appropriate and meaningful developmental feedback Workshop sessions 1 & 2 Jan Anderson, School of Social Sciences and Law, Teesside University This interactive workshop will consider how we can provide appropriate and meaningful developmental feedback to students on summative assessment. Using an activity based approach participants will be asked to consider their current practice. The session will consider how we can assess learning outcomes in summative assessments and how we can provide feedback directly in relation to them. In addition it will enable participants to develop an enhanced understanding of how to use the University’s generic and module specific marking criteria. Additionally the session will present information on the advantages and disadvantages of using recorded verbal narrative as a method of providing feedback to students. Student engagement with the feedback and feed forward process Workshop sessions 1 & 2 Anne Llewellyn and Diane Nutt, Department for Learning Development, Teesside University What is good feedback? How do you provide good feedback? How do we ensure assessment feedback is useful for our students and how do we get students to engage with the feedback and feed forward process? And how do we provide good feedback in a timely and manageable way? This workshop will explore some of the answers to these questions, providing the opportunity to share good practice between participants, as well as drawing on learning from the Higher Education Academy TAPS (Transforming Assessment Pilot Scheme) Project. The collaborative approach to structured feedback Workshop sessions 1 & 2 Nicola Poppitt, Jill Ross, Teesside University Business School and Carol Dell-Price, Library and Information Services, Teesside University This session will provide a presentation around how the School supports its students in their final year Business Research Project. The new processes in place within Teesside University Business School (TUBS) around the ‘Structured Feedback / Supervisory Meetings’ will be discussed and the role / perspective of both the student and the supervisor explored throughout this process. The presentation will reflect on the collaborative approach adopted throughout this Project Module particularly highlighting the key role played by the School’s Student Support Hub (and the work of its Learning Development Tutors) and that of the Library Support Systems. Delegates will be asked to consider problems they encounter in supporting student in ‘projects and dissertations’ with a view to sharing possible solutions. 1 RESEARCH AND SCHOLARLY ACTIVITY WORKSHOPS Using CPD to gain an Educational Doctorate Workshop session 1 Clive Hedges, Social Futures Research Institute (SOFI) The workshop outlines the programme aims of Teesside University’s Education Doctorate and provides examples of current research interests within education and work based learning. This workshop ‘show-cases’ the Education Doctorate, which is offered as a qualification by the School of Social Sciences and Law, as an example of an excellent way of evidencing CPD if you are teaching HE in FE. The workshop will present emerging research from 2 of the current student cohort’s academic students. The workshop represents a ‘must’ for anyone wishing to use CPD to gain a doctoral qualification! Engaging students in research and scholarly activity Workshop session 2 Megan Nichols, Newcastle College Meaningful student engagement enables higher education students at the college to actively participate in shaping their learning experience and contributing to the future direction of the institution. This workshop will review and evaluate the challenges and outcomes of our Student Internship Programme. The project recognises that student engagement will be different for each student; however it is important that every learner is offered a range of opportunities to influence and enhance the quality of the learning experience at the college. Following a series of initiatives in partnership with students during 2012/13 academic year it was evident from our discussions that financial issues were a limiting factor for the participation of many of our students. The HE Student Internship Programme was designed to overcome this barrier through providing opportunities for our students to undertake funded projects. The programme contributes to the implementation of our HE Student Engagement and RSA strategies, both of which prioritise the development of an inclusive academic community. The internships promote and enhance the employability of our graduates through providing valuable opportunities for students to broaden their skill set. TECHNOLOGY ENHANCED WORKSHOPS The Transforming Assessment Pilot Scheme – Assessing Groupwork Workshop session 1 Liam O’Hare, Department for Learning Development, Teesside University (Tim James, Helen Page, Helen Carney) The School of Science and Engineering (SSE) at Teesside University have been taking part in the Higher Education Academy's pilot scheme for Transforming Assessment (TAPS). Our part in this has been trialling a new approach to the assessment of group work. SSE sees group work as a key part of its strategy for improving the employability of students and redesigned courses to include three core modules in which students learned and were assessed in groups. When we held a discussion with Biology students the single most pressing item that they raised was the mechanism for this assessment. At the same time staff were raising concerns about the workload associated with fair assessment of group work. As a result we have revisited the assessment process and have developed a new approach that we feel genuinely assesses group outcomes, seems to be accepted as fair by students and which has somewhat reduced staff workload. 2 Digital and News Media: globalise the learning experience Workshop session 1 Scott Ellis, Newcastle College Students recruited into HE programmes delivered through a mixed economy college tend to exhibit high rates of attrition and low rates of engagement with academic material and experiential opportunities offered through 'mainstream' channels. As a re-engagement tactic, existing media resources were utilised as apparatus to globalise the learning experience of a group of undergraduates identified as being at risk and from non- traditional learner backgrounds. The most successful channels were those that were readily accessible without subscription fees and that offered strongly-branded, structured direction for students to build a new understanding of academic material from a global perspective. YouTube and LinkedIn offered non-traditional students 'new' access to the experiences of other undergraduates in the global education system which resulted in substantial re-engagement of students who demonstrated new motivation and interest to develop their research skills, enabling them to place themselves and their environment within an important, international context. Digital students – mobile learning Workshop session 2 Gordon Duffy-McGhie, Middlesbrough College As students’ use of smart phones, tablets and other mobile devices increases, there is a growing interest in how they might be used to support teaching and learning in and out of the classroom. In this session we will explore a variety of uses for mobile technology and discuss how, as teachers, we need to curate rather than create digital resources. Uses of technology in HE teaching and learning Workshop session 2 Anne Hill, West Lancashire College There is without doubt an advantage to providing 24/7 access to learning resources, but is the virtual classroom solely the answer? In this session I will review some of the results from the research carried out on the concept of a ‘virtual classroom’, and demonstrate how technology can be used in teaching and learning. The virtual classroom is becoming more common particularly in higher education. Of course, the Open University has provided this kind of learning environment for many years, offering people the ability to study from the comfort of their own homes. Schools and colleges are now starting to introduce virtual learning resources, to their curriculum not only to support learning where students are asked to reinforce learning at home (otherwise known as ‘the flipped classroom’) but also where students might find it difficult to attend classes. Another interesting concept that can be used whether students physically attend classes or study at home is the use of computer games in teaching and learning. There is a growing body of research on the effectiveness of online games as learning tools. There is widespread consensus that games motivate players to spend time on task mastering the skills a game imparts. A number of distinct design elements, such as narrative context, rules, goals, rewards, multisensory cues, and interactivity, seem necessary to stimulate desired learning outcomes. 3 STUDENT TRANSITION WORKSHOPS The transition to higher level skills:
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