3rd Loughborough University Annual Learning and Teaching Conference 2018: Educating for Success

We are delighted to announce the themes for our annual Learning and Teaching Conference, which is being held in West Park Teaching Hub on 27th June 2018. The themes are:

  • Digital Literacy
  • Engaging students in the learning process
  • Student Wellbeing
  • How do students learn?

The call for abstracts of approximately 300 words is now open and full papers will not be required. Abstracts should be emailed to Glynis Perkin (g.perkin@lboro.ac.uk) and Sarah Bamforth (s.e.bamforth@lboro.ac.uk)

This year there are several different types of sessions from which presenters will be able to choose.

  • 5-minute presentations – Themed Sessions
  • 10-minute presentations – Mini Master class
  • 50-minute sessions – Interactive Workshop or Presentation. Suggested Topics are Virtual Reality or Inclusivity, however, abstracts under the broader themes of the conference are also welcome.
  • 30-minute Campfire sessions (introduce a topic, facilitate and drive a discussion on the topic but not the content).

There are also other opportunities to contribute (abstract not required)

  • World Café – facilitate small group discussions on a pre-determined issue.
  • Technology Showcase – book a stand to demonstrate the technology you use to enhance learning. For example: virtual reality; subject in a box.

The conference website is now being developed and may be viewed at: http://www.lboro.ac.uk/services/cap/lborolt18/ 

We look forward to welcoming you to a vibrant event showcasing current areas of interest.

CAP Forum: Embedding Research in Teaching

This year’s first CAP Forum focused on the topic of embedding your research in your teaching. As a result, we invited one of this year’s Research-informed Teaching Award winners to present on how and why she embeds her research into her teaching, and what her research is about. In 2002, Dr Cheryl Travers set up a module to fill what she perceived as a gap in Learning and Teaching from her experience of being an academic occupational psychologist. This gap was the extent to which the SBE finalists have developed their ‘soft’ skills in their final year after their placement.

Her research is about her ‘Reflective goal setting model’ and the module puts this into practice- asking students to reflect on themselves, set goals, use the ‘power of written reflection’ to measure the impact of those goals. She asks the students to write a diary which for the first time this year will take the form of an electronic portfolio thanks to her new innovative system for students to log their thoughts.

The discussion that followed focused mostly on her actual pedagogic research, and how other disciplines can apply her reflective goal setting model, from Arts students to STEM students, and even students wishing to learn a language while at University.

Overall, it was an enjoyable afternoon with lively discussion, an abundance of food, and a wonderful talk by Dr Cheryl Travers. The session was lecture captured, which you can find here, and you can also find Cheryl’s papers on her research around goal setting, as well as her recent TEDx talk that she delivered at Loughborough Students’ Union below.

Dr Travers’ papers – 

Self reflection, growth goals and academic outcomes: A qualitative study

Unveiling a reflective diary methodology for exploring the lived experiences of stress and coping

Bridging the Feedback Gap

It is a common occurrence to hear staff express concerns about how feedback is used, but it’s often unclear what the expectations around feedback are for both students and staff.

Simon Martin, Department of Materials (AACME), recently a conducted a survey that was aimed at establishing just how much student and staff attitudes to feedback differ, and how these gaps might be bridged. With the help from the Materials’ Programme President, Alex Marrs, a short on-line survey was sent out to students within the Department. Materials staff were invited to take part in an identical survey.
Bridge
Concerns and issues experienced by staff and students surrounding assessment feedback indicated many similarities and a few differences giving potential clues to ways forward to improve the effectiveness of feedback.

The results of the survey were shared with School staff at a recent lunchtime Learning and Teaching workshop aimed at finding ways to make feedback more relevant, effective and meaningful for students whilst also making it manageable and sustainable for academics to deliver.

AACME’s regular L&T workshops focus on considering, challenging and developing practice.

If you wish to know more about the survey results, methodology and indicated outcomes Simon Martin is happy to be contacted directly (s.j.martin@lboro.ac.uk) for further information.

Feedback practice was also the focus of a staff/student Teaching Innovation Award last year in SSEHS. The final report of Harry Lane, Emma Giles, Dr Emma Haycraft and Dr Hilary McDermott’s project ‘Developing a common language: Enhancing communication and feedback’ is available on the 2015 awards section of the CAP website (http://www.lboro.ac.uk/services/cap/procedures-schemes/teaching-awards/teaching-innovation-awards/)

First Call for TIA Funding!

This is the first call for submissions for Loughborough University applicants seeking funding under the 2017 Teaching Innovation Awards.

These high profile awards support individuals or teams of staff or students and staff to develop and share innovative teaching ideas both internally and externally. These awards are a key part of Loughborough University’s commitment to developing teaching and learning, and attract significant attention.

Previous winners have been invited to speak at conferences, to deliver workshops, and to publish their developed ideas. We hope our 2017 winners will seize the available opportunities to disseminate their excellence in teaching innovation to support developments across our two campuses but also across the higher education sector.

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Staff and/or students with ideas to innovate current learning and teaching practice at Loughborough drawing on research, literature, pilot studies or a variety of approaches are encouraged to apply for funding.

This year an increased sum of £30,000 has been ring fenced for these key awards, and applications are being sought from students and staff on both our campuses.

Guidance documents and application forms can be found on the Centre for Academic Practice website as CAP administers the awards for the University http://www.lboro.ac.uk/services/cap/procedures-schemes/teaching-awards/teaching-innovation-awards/

The closing date for applications is 28 February. The decision panel, with membership from across the university including Loughborough Students’ Union, will meet in late March. Award winners will be notified in April and their success announced publicly at the 2017 Loughborough University Learning and Teaching Conference in June 2017.

If you have an idea which you would like to discuss prior to submitting an application please contact Deena Ingham in CAP d.ingham@lboro.ac.uk

E-learning Champion Showcase

Eshowcase2

Five members of academic staff from the School of Business and Economics (SBE) have been working over the last year on individual E-learning projects.

These E-learning champions chose a particular area linked to one of their taught modules, for which they wanted to develop the appropriate technology to engage further with their students.

The projects this year were:

Maxine Clarke – To provide an online facility for students to upload information (articles/newspaper articles/videos/etc.) on a weekly basis and to provide a written summary of their submission. To enable online ‘marking’ of this submission as this will constitute the students’ coursework element for this module.

Kai-Hong Tee – To improve students’ effectiveness in their learning via a self-assessed practice questions made available on LEARN

Simona Rasciute – To introduce an interactive problem/exercise solving feature into Learn.

Dan Sage – To encourage students to read beyond lecture notes and the textbook in order for them to develop their critical thinking around concepts and key debates related to the lecture content. The project involved the use of an electronic ‘pinboard’ (Lino) to facilitate collaborative discussions and presentations around journal article readings on the Sociology of Work module.

Baibing Li – The aim of the project is to provide a better and interactive way for the students to participate the teaching/learning process during my lectures.

The E-learning Champions felt that the benefits included having time to explore the potential of their chosen area of E-learning and to be fully supported by the CAP and SBE E-learning Team.

The project was led by Mr. Philip Wilkinson-Blake from the SBE.

The project concluded with an E-learning Champions Showcase Event, which was supported by IT Services, CAP and the SBE E-learning Team. Over 40 staff attended the event, at which E-learning champions shared their experiences and findings.

Video and lecture capture technology was used to share the best practice with other colleagues across the University.

The data findings are now being analysed by the SBE E-learning Team and will be shared with other Schools in the future.

 

CAP Forum Friday 6th Feb – Focus On Assessment

Focus on assessmentDate: Friday 6th February
Venue: BRI.2.08 – Bridgeman Building
Time: 14.00 – 16.00

Come and discuss assessment!

 

During January the Centre for Academic Practice (CAP) has been running a series of workshops and other activities focused on assessment. The CAP Forum, which will be the first in a regular series, will be an opportunity for any staff with an interest in assessment to share ideas and experiences.

There will be a number of short presentations around the theme followed by a structured discussion. Refreshments will be served.

The presentations will include:

  • Dr Nick Allsopp (CAP) – Diversifying assessment and inclusive assessment
  • Dr Mike Waring (SSEHS) – A framework for developing effective formative assessment and feedback practice

All are welcome but please e-mail cap@lboro.ac.uk to indicate if you’re intending to come along.

Lecture Capture Conference Postscript

Jim Turner (photo courtesy of Sandra Huskinson)

Our 2nd lecture capture conference last month, attended by over 70 delegates, received very positive feedback and generated some fantastic debates about the value of lecture capture.

There was general agreement that it would be useful to run another event with a similar focus (on pedagogic research around lecture capture) later this year, and we’ll certainly look at doing this.

All the main presentations were captured and can be accessed below.

Morning session 1: http://review.lboro.ac.uk:8080/ess/echo/presentation/6237eb11-fe08-4e02-b6d4-5e2403d0567f

Morning session 2: http://review.lboro.ac.uk:8080/ess/echo/presentation/0cbd5ce9-b266-40f7-9f7b-e18895eecc22

Afternoon session: http://review.lboro.ac.uk:8080/ess/echo/presentation/1cde883b-9ee6-4fe0-bc5f-bd26cd1e5e69

Details of the sessions can be found here.

(Photo of Jim Turner courtesy of Sandra Huskinson)

Lecture Capture event at Loughborough 17th December – PROGRAMME NOW AVAILABLE

Lecture Capture event 17 Dec 14On Wednesday December 17th the Centre for Academic Practice is holding its second lecture capture mini-conference, open to both Loughborough staff and external delegates. Over 60 people have already booked.

Entitled Lecture Capture: Building the Evidence Base,  the workshop will provide participants with an opportunity to engage in conversation around the evidence base for the value of lecture capture, stimulated by informal presentations by practitioners from across HE.

The event is to be hosted in the Brockington Extension from 9.15am – 4pm. Lunch and refreshments will be provided.

LCprogrammeDec14The format is based on short presentations with ample opportunity for discussion.

The programme is available here.

The event is intended for academics, learning technologists, quality enhancement staff, and educational researchers – and anyone else with an interest in making effective use of lecture capture (LC).

As many institutions are scaling up the use of LC, it remains a contentious area, with many academic staff still questioning whether the resources now being invested are justified. Learning technologists are being challenged to produce evidence that the introduction of lecture capture has a positive impact on learning outcomes. We would particularly welcome delegates who have concerns or who are sceptical as to the value of LC.

This event provides an opportunity for who have been undertaking monitoring and evaluation projects to share their findings so far. Presentations will cover both institution-wide and small-scale studies.

Deadline for bookings: 9am Monday 15th December