Next conference event: Wed 10 June
As we are all working from home where possible, our plan to run a physical symposium on Wed 10 June has been replaced with a programme of online presentations, taking place live over Zoom.
We are almost certain that the original programme for June will carry over to the Zoom symposium, though this will be confirmed here in the next few days.
Joining instructions will be shared with everyone who originally registered for the conference, and will also be posted online here.
Conference events so far
Our first two dates in this year's distributed conference programme have successfully taken place.
The February symposium focused on the subtheme of Inclusivity & Internationalisation. Presentations were all recorded, and a playlist is available below.
The full-length Conference day took place at our usual time of the year on Wed 1 April as a reduced, single-track programme. Recordings of those presentations were made from the Zoom broadcast, and those will be made available below in the next few days. If you have any feedback after tuning in to this event, please contact us on the email address below.
The remaining presenters from the originally scheduled programme will now record their talks individually over the summer, and these will be released as a bank of conference presentation videos at an online launch event in August. Lightning talks and posters will now form part of the programme for that launch event, creating what we are sure will be a stimulating final event in this year's series of conference dates.
As always, the latest details will be posted here at www.gla.ac.uk/ltconference.
If you have any questions, get in touch: LEADS-LTConference@glasgow.ac.uk.
Day 1: Thu 13 Feb - Inclusivity & Internationalisation Symposium
All presentations from this event were recorded.
To watch an individual video from the seven recordings in this playlist, click the '1/7' icon at the top right of the player.
Programme & abstracts
|09:30 - 10:00||
Prof. Stephany Biello
Dean L&T, College of Science & Engineering; co-lead on Accessible & Inclusive Learning Policy (AILP)
This session will open with a brief talk about where accessibility and inclusivity sit on our students’ lists of priorities, as well as about the review of the Accessible & Inclusive Learning Policy (AILP). Participants will then be offered an opportunity to feed back on: existing areas of good practice around accessibility; the resource implications these practices have; where we are not meeting our students’ needs; and what the main barriers to inclusivity are here at Glasgow.
Participants will also have an opportunity to add to these thoughts throughout the day, and then submit them as feedback notes for the attention of Prof. Biello and others at the end of the event.
|10:00 - 10:30||Cameron Graham & Gayle Pringle-Barnes||
Evidencing effective and engaging strategies for group work
This paper reflects on a project in which staff and students worked together to develop video resources on effective and engaging group work practices. Group work is used increasingly in university study (Adelopo et al, 2017) and can offer opportunities for improved learning (Curşeu and Pluut, 2013). However, the introduction of group work activities can also bring challenges, and can be a source of stress for some students (Elliot and Reynolds, 2014). We therefore aimed to explore student experiences of group work and to develop resources that utilised the expertise and experience of a student group to promote inclusive strategies. The project was supported by the University of Glasgow Learning and Teaching Development Fund.
We will report on key findings from a survey of 550+ undergraduate and postgraduate students, identifying key challenges and strategies students associate with group work. These include concerns about equal contribution and participation of group members, communication strategies and a perceived lack of guidance on effective group work. We will then discuss how we worked with four PGT students to use these findings and the students’ expertise to produce a series of short videos addressing key issues such as collaboration, team roles and inclusivity.
During the session we will reflect on our experiences of working collaboratively to deliver a short-term project. We will also discuss the outcome of the project and consider further activity that could support both students and teaching staff with inclusive approaches to group work.
|10:30 - 11:00||Chiara Horlin, Maria Gardani & Emily Nordmann||
Don’t need to ask, don’t need to tell; mainstreaming inclusive teaching and wellbeing strategies
To support over-burdened formal services, staff from the School of Psychology will discuss strategies to facilitate the recognition of students at risk, and proactive initiatives to create supportive and enabling communities and curriculum. Drawing from our work on this matter we will open the discussion to issues affecting students who may or may not disclose mental health concerns, students who may or may not disclose diagnosis or self-identification with neurodiversity, and LGBTQ+ students at all stages of the coming out process (and not limited to).
|11:00 - 11:30||Geethanjali Selvaretnam & Wenya Cheng||
Two-nation group formations to enhance cross-national interaction to enhance learning experience
Western universities have increasingly large cohorts of international students in addition to the large number of local students. This can enrich the learning experience as well as cause some challenges. The purpose of this research is to investigate how class rooms with students of different nationalities affect learning, interaction, benefits and challenges.
There is a lot of literature discussing the non-interaction between foreign students and local students. In a world where cross-national interactions are becoming quite important in all types of careers, it is important that our students develop such skills. From an education point of view, student interaction is known to improve learning.We wanted to investigate the effectiveness of an intervention on learning, specifically designed to promote cross-national interaction.
Specifically, we wish to investigate the experience of working in a small group of four which has students from two countries. The students worked on a group project over a long period of 8 weeks to give them sufficient time to develop relationships and interact. Then they were asked to answer some reflective questions about this group experience after submitting the group project. These answers will be analysed to provide some insight. The findings will be useful for us to take steps to enhance students’ learning experience in an increasingly international class environment.
|11:30 - 12:00||Coffee & networking|
|12:00 - 12:30||Adam Donnelly||
Intercultural disagreement and inclusive knowledge construction: a case study of seminar discussions
Higher education (HE) is a diverse, international arena where students are expected to engage with peers and staff from a range of linguistic and cultural backgrounds. Spoken interaction is of particular significance here, not least because speech events such as seminar discussions serve a core pedagogic function in HE. In these settings, the co-construction of knowledge is particularly privileged as students are expected to negotiate meaning through complex exchanges (Aguilar, 2016). Indeed, collaborative knowledge building is widely regarded as a cornerstone of academic discourse and an important vehicle for learning enhancement (Hyland and Shaw, 2016).
In the process of shared knowledge making, the expression of disagreement is highlighted as a central feature of academic discussions; speakers challenge, refute and enthusiastically debate problems, theories and content in the pursuit of shared understandings (Basturkmen, 2002; 2016). Given the widespread recognition that values surrounding appropriate discussion behaviours, and particularly how disagreement is expressed and managed, differ considerably across cultures, an important challenge exists for all L&T stakeholders to foster an environment which recognises and values the complex breadth of culturally-informed interaction orientations at play in the modern international university. Tellingly, students who naturally adopt interactional behaviours characterised by avoidance-based, face-saving tendencies, typical of many spoken cultures outside the western discursive norm, are often negatively evaluated by both peers and instructors and are potentially excluded from important routes to learning enhancement (Nakane, 2006). The need for enhanced intercultural awareness in HE and a truly inclusive approach to L&T provision is, therefore, pressing.
This talk reports a substantive SoTL project investigating the interactional tendencies of international students during seminar discussions, with particular focus on the management of disagreement as a route to enhanced learning, exploring the impact of SoTL activity on teaching, and illuminating the cultural dimension of inclusive L&T practice.(References supplied)
|12:30 - 13:00||Susan Finlay & Jennifer MacDougall||
What about Watt? Engaging transnational Engineering students through an English-language project
Our project took place in Glasgow College, UESTC (China), where the James Watt School of Engineering delivers a joint undergraduate programme. We are involved in transforming the credit-bearing English-language provision, delivered to first and second year students, to create learning that is more fully aligned with the needs of transnational Engineering students. The James Watt bi-centenary events in 2019 led us to consider how to incorporate this into learning and teaching.
We wanted to offer our students the opportunity to develop the graduate attributes of effective communication, collaboration and critical thinking skills while building confidence and the ability to work independently and in teams. We hoped to provide innovative English-language project-based learning and help our Chinese students identify with and feel included in the University of Glasgow learning community.
Classroom input focussed on learning about Watt’s life and achievements through authentic written and multi-media content. The student output, including poster presentations, other written materials, and videos, was showcased in a student-led event. Students collaborated with teachers to form a committee, making joint decisions on the design and organisation of this showcase event. They produced all marketing material in English, promoting the event through social media.
At the event, as the teachers took a back seat, the students both hosted and took part. Student volunteers ran the event, including delivering the opening and closing addresses. Participants presented their posters and videos, and evaluated the work of their peers.
Our presentation will focus on partnership working between students and teachers and the transformative potential of student involvement. We consider how engaging students in the co-creation and evaluation of the learning experience might provide opportunities to develop graduate attributes and meet the University of Glasgow’s learning and teaching strategy through democratising the curriculum.
|13:00 - 13:30||Sophie Mason & Neeraj Bhardwaj||
Accessibility and Inclusivity by Design: Where we came from, and where we are now
In the Digital Education Unit we have been focussed on digital accessibility over the last year. Since the Public Sector Bodies (Websites and Mobile Applications) Accessibility Regulations 2018 have come into effect we have been working towards ensuring that all our online programmes are fully accessible while still remaining engaging.
In this presentation we will describe how the Digital Education Unit has incorporated accessibility into the design of the programmes and what tools and techniques we have employed. We will also demonstrate some of the lessons learned along the way and give an idea of what we believe can still be done better.
|13:30 - 14:30||Lunch & networking|
Day 2: Wed 1 April - Full Day (via Zoom)
Given the current situation, many of this year's accepted presenters have rightly chosen to prioritise the effective realignment of their teaching and assessment activities for an online environment at the moment.
This date therefore ran with a streamlined, single-track programme. The remainder of the accepted presentations will be recorded individually over the summer, and released as a bank of videos at a launch event in August.
WELCOME - Transforming Learning & Teaching - Vice Principal (Learning & Teaching)
|10:00||1||30 mins||Student-led development of online support material (pre-lab technical films and Moodle quizzes) to facilitate transition into Year 1 Chemistry
NB: The video featured in this presentation can also be viewed separately in full quality here.
|Jarrett Gray, Ciorsdaidh Watts & Linnea Soler|
|10:30||5 mins||Handover & joining|
|10:35||2||30 mins||How a tablet device can transform lectures, leading to improved engagement, attendance and active participation||Andrew Smerdon|
|11:05||5 mins||Handover & joining|
|11:10||3||30 mins||Giving students more choice in what feedback they receive – a way of improving feedback effectiveness?||Maria Jackson, Leah Marks, Gerhard May & Saeeda Bhatti|
|11:40||5 mins||Handover & joining|
|11:45||4||30 mins||A POGIL inspired student-developed teaching resource (“Using Roman Pigments to Teach Heritage Science”) to support Chemistry pupils by using sequential game-based, small-group problem-solving exercises, underpinned by genuine Archaeological research.||Craig Sproul, Louisa Campbell & Linnea Soler|
|12:15||5 mins||Handover & joining|
|12:20||5||30 mins||Contingent learning in a laboratory environment
NB: This presentation will be broadcast from a recording before the team take Q&A live. If you have problems with the quality of the recording over the live stream, you can also watch it directly on our YouTube channel here, before returning to Zoom for the question session.
|Keir Gowan, Sean Morris & Eric Yao|
- Includes additional short session at 13:05 from Dr Amanda Pate: Exploring the power of Digital Storytelling for delivering teaching, facilitating learning, and undertaking assessment online.
Amanda will be around after the pre-recorded presentation for Q&A.
|13:40||5 mins||Welcome back|
|13:45||6||30 mins||7 pedagogical principles for online teaching||Jo-Anne Murray|
|14:15||5 mins||Handover & joining|
|14:20||7||30 mins||Zoom - Online Lecture / Tutorial / Meetings||John Kerr|
|14:50||5 mins||Handover & joining|
|14:55||8||30 mins||Lecture Capture & Share||John Maguire|
|15:25||5 mins||Handover & joining|
|15:30||9||30 mins||Moodle Assignment & Feedback||Craig Brown|
|16:00||5 mins||CLOSE||Scott Ramsay & Matthew Williamson|
|1||Student-led development of online support material (pre-lab technical films and Moodle quizzes) to facilitate transition into Year 1 Chemistry|
My perceptions, as a student transitioning from school to undergraduate Chemistry, were that there was an increase in: expected background knowledge, complexity of lab environment, and extent of required independent thought. This cognitive overload was particularly stark during practical sessions. Feedback from my peers confirmed that I was not alone in feeling underprepared, and overwhelmed, by the amount of learning[i]. Evidence shows that many students encounter cognitive overload when beginning a degree course at university, irrespective of the subject area [ii].
Pre-lab resources (in the form of online simulations) have been available to Year 1 students for some time, and results show that this approach improves student confidence and proficiency[iii]. However, simulations do not demonstrate the specific equipment that our students will encounter. Therefore, in an attempt to complement existing resources, we began a project to co-create tailored online support material. This involved designing and producing short pre-lab films, demonstrating key techniques encountered in our Year 1 labs. Videos have been made accessible using subtitling and text pop-ups [iv]. These attempt to highlight safety information and practical advice, as well as assist students to familiarise themselves with the labs that they will actually use in Year 1. In order to further build on the visual learning associated with videos, accompanying Moodle quizzes were also developed, to promote deeper learning[v]. We will measure the impact of the resources on student perceptions of their ability and preparedness. This project demonstrates innovative use of technology to build inclusivity, and co-creation of curriculum by students.
[i] S De Meo, J. Chem. Educ. 2001, 78, 3, 373.
[ii] B Eddaif, IOSR-JRME 2017, 7, 2, 33-37.
[iii] RAR Blackburn, J. Chem. Educ. 2018, 96, 1, 153.
[iv] A Ardisara, J. Chem. Educ. 2018, 95, 10, 1881.
[v] DF Jolley, J. Chem. Educ. 2016, 93, 1855-1862.
|2||How a tablet device can transform lectures, leading to improved engagement, attendance and active participation|
I would like to share my experiences using a tablet device (a Lenovo Miix) to exclusively deliver and transform a third year Undergraduate Accounting course. This has involved a shift away from traditional teaching using detailed powerpoint slides to writing on slides during lectures and workshops. Students are provided with skeleton slides in editable form,which they can then annotate. This effectively combines powerpoint slides with a visualiser but using a single device. Additional resources include:
The impact has been increased levels of attendance and student engagement. There is a greater degree of active learning and this style of teaching caters to a broad range of student learning styles, cultures and needs. Student feedback has improved substantially and student results are excellent. I would like to share the benefits and challenges.
|3||Giving students more choice in what feedback they receive – a way of improving feedback effectiveness?|
In external surveys of student satisfaction it is apparent that feedback to students on coursework is consistently an area which scores poorly (eg Mulliner & Tucker, Assessment &Evaluation in Higher Education 2017, 42 266-288). In particular, many students report that feedback is not useful to them and this perception may influence their engagement with feedback.
One problem for us is that grading of coursework is generally anonymous, so that, when writing feedback, we comment on aspects that were good and areas for future improvement, but these comments may not address the key concerns of that student. We have no awareness of how a student might have been trying to apply previous feedback into the current assignment. Thus the feedback provided on the current assignment may not provide the student with any insight in relation to whether or not they have successfully applied previous feedback.
Our recent study was undertaken in a post-graduate taught course. For the second semester 1 assignment, we invited students to identify one aspect of their report on which they would particularly like to receive feedback. For example, if previous feedback had highlighted a need to improve use of evidence from relevant literature to provide depth to the writing, and they had therefore put extra effort into getting this right in the current assignment, the student could request specific feedback on this point, thus helping to close the feedback loop.
The effectiveness of this approach has been evaluated by individual questionnaires and focus groups to explore student views and to characterise overall trends in the type of feedback requested by students. Students were, in general, positive about the opportunity,and our results suggest that this approach may represent a way of increasing student engagement with feedback by allowing them greater interaction with the process.
|4||A POGIL inspired student-developed teaching resource (“Using Roman Pigments to Teach Heritage Science”) to support Chemistry pupils by using sequential game-based, small-group problem-solving exercises, underpinned by genuine Archaeological research.|
Process Orientated Guided Inquiry Learning (POGIL)[i] is a student-centred learning pedagogical technique where the instructor facilitates the collaborative learning process of small-group teams. Originally developed for chemistry, POGIL can be used across many disciplines to support the development and learning of key concepts. This constructivist approach, where teams are led sequentially through a series of exercises to support concept assembly and to reach the appropriate conclusions, develops desired process skills such as problem-solving and deductive-reasoning,[ii] enhances higher-order learning,[iii] and improves confidence. [iv]
A novel outreach teaching resource, inspired by key POGIL attributes and developed by a Chemistry (BSc) project student, aims to support the SQA Chemistry curriculum and to highlight the role of Chemists in Heritage Science, specifically in the field of Archaeology, by linking this project to genuine research in the identification of Roman Pigments on stone sculptures along the Antonine Wall. Using the POGIL approach, a series of exercises to identify “mystery” compounds, in a game-based format, [v] is used to mimic real-life approach with hopes that this will improve both ability and confidence in problem-solving.
This presentation will demonstrate how POGIL can be used for SoTL in other disciplines.
[i] (a) Farrell, J.J.; Moog, R.S.; Spencer, J.N. J. Chem. Educ. 1999, 75, 570-574. (b) Moog, R.S.;Spencer, J.N. Process Oriented Guided Inquiry Learning (POGIL); American Chemical Society:Washington, D.C. 2008.
[iii] Bloom, B.S.; Englehart, M.D.; Furst, E.J.; Hill, W.H.; Krathwohl, D.R. Taxonomy of Educational Objectives: Classification of Educational Goals, I. Cognitive Domain; DavidMcKay Company: New York, 1956.
[iv] Abraham, M.R. Inquiry and the Learning Cycle Approach. Chemists’ Guide to Effective Teaching; Pienta, N.J.; Cooper, M.M.; Greenbow, T.J./ Eds.; Pearson-Prentice Hall: N.J, 2005;pp 41-52.
[v] Kapp, K. M. The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer, 2012.
|5||Contingent learning in a laboratory environment|
In large university classes, limited attention is paid to individual students’ learning forcing the students to develop their independent learning skills. To a degree this is desirable.However, in practical laboratory settings, individualised instruction and feedback is essential. Usually, laboratory demonstrators are deployed in these situations. However,from the teaching perspective this can be repetitive and labour intensive. At the same time,from the learners’ perspective there may be a perception that there are inconsistencies between demonstrators, particularly when assessment is involved. We proposed to address this complex problem by using the contingent learning (CL) approach . In contingent teaching, the teacher identifies and responds appropriately to an individual learner's needs.We will show the design of our interactive laboratory sessions for a level 1 Physics course.Unlike conventional laboratory instructions, the CL labs will guide each student through the content and hence achieve the learning objectives in response to students’ action: methods and procedure chosen, data obtained, and conclusion drawn etc. This work is built on the successful implementation of active learning in a laboratory setting . We focus particularly on improving the conceptual understanding of students. Such an approach can be applied to a wide range of disciplinary areas where practical work forms a major component of student learning.
 - Belland, B., Walker, A., Kim, N. and Lefler, M. (2016). Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education. Review ofEducational Research, 87(2), pp.309-344.
 - McAllister, C., Yao, E. and Parreira, P. (2018). Implementation of problem based learning in STEM undergraduate laboratory teaching. Talk presented at the 11th Annual University of Glasgow Learning and Teaching Conference, session 2-1D.
Additional short lunchtime session
Exploring the power of Digital Storytelling for delivering teaching, facilitating learning and undertaking assessment online
Digital Storytelling has the potential to be a powerful tool for delivering teaching, facilitating learning, and for designing assessment – all of which can then be delivered online.
This session provides an introduction to the concept of digital storytelling and explains how it can be useful as a pedagogical tool that can be used by both staff, who are teaching, and students, who are learning, remotely .
It also provides guidance on the process of creating a digital story, and some tips for bringing your digital story project together
|6||7 pedagogical principles for online teaching|
|A presentation from Jo-Anne Murray, Professor of Educational Innovation|
|7||Zoom - Online Lecture / Tutorial / Meetings|
|A presentation from the Educational Innovation Support Unit|
|8||Lecture Capture and Share (with Medial)|
Record your screen, your webcam, your voice, or all three. This session will look at the Medial screen recording tool available through UofG Moodle. We will show you how to create a simple recording session, and use the easy editing tools to trim the start and end or chop out that cough in the middle.
We'll round off the session discussing the differences between Medial, Powerpoint recording, and Camtasia.
|9||Using the Assignment Tool in Moodle to Create and Mark Digital Submissions|
This session will look at how to use the Assignment activity in Moodle to receive student assessments, along with examples of how these can be marked digitally. This session will also contain a practical demonstration of how to set up an Moodle assignment.
Day 3: Wed 10 June - Active Learning Symposium (via Zoom)
We will update the schedule shortly as plans are finalised.
Programme & abstracts
|09:00 - 09:30||
Registration & networking
|09:30 - 10:00||
Abstract to follow
|10:00 - 10:30||Leo Konstantelos||
Blending Moodle activities with active learning: experiences from Digital Media and Information Studies
In April 2019, Information Studies (School of Humanities) embarked on a journey to re-assess the delivery of the Digital Media & Information Studies Level 1 (DMIS L1) undergraduate course, so that it incorporates elements of active and blended learning. Our aim was to remain true to the course’s intended learning outcomes (ILOs) and constructive alignment principles, while identifying methods where active learning is intertwined with use of technology. Our approach was informed by pedagogical theory, but also tailored to meet the technology and physical space facilities available for the course’s lectures and labs.
The first iteration of the revamped DMIS L1 combines Moodle activities – such as Workshop, Lesson and Choice – in order to actively engage students in interactive lectures; weekly group work; collaboration on- and off-campus; peer assessment; and curriculum content delivered via multimedia-rich online lessons. Students have the opportunity to work both individually and collaboratively, discern the relevance of the curriculum to their own interests and real-life concerns, and reflect on their learning.
Along the way, further benefits emerged from this approach. Using Moodle Workshops for lab-based group work improved access to collaboration for students who – due to personal circumstances - cannot attend sessions. Researching and presenting a topic with the assistance of Lessons encourages learning-by-teaching. Peer Assessment allows students to participate in the assessment process and generate rich feedback for their peers.
These benefits come at a cost. Our experience thus far shows that managing face-to-face sessions alongside online activities creates additional administrative load, e.g. monitoring online components to ascertain that they work – and are used - as intended; and supporting students uncomfortable with active learning environments and/or use of technology. This presentation will provide key milestones, student feedback and pointers on the feasibility of running a course with blended and active learning components when staff resources are limited.
|10:30 - 11:00||Geethanjali Selvaretnam & David Nicol||
Analysis of Two Stage Exams from an Inner feedback Perspective
This research examines two-stage exams from an internal feedback perspective. Active learning includes interaction with peers to evaluate one's own work, increase knowledge, gain feedback and improve. While immediate feedback from peers has been proposed as one of the main factors contributing to learning gains in two stage exams, this conception of feedback is very narrow as it addresses feedback only in terms of its external manifestation, that is, in what the students are presumed to say to each other during the group discussion stage. The research on two-stage exams says little about internal feedback, the feedback that students generate themselves as they participate in the group stage and compare what they have produced individually, and their thoughts about this, with the ongoing group dialogue and with the emerging written group output. The latter is the focus of this article.
We conducted a two stage exam in an honours level class in Economics, where students had to work on a question on their own, followed by attempting the same question in a small group. This involved plenty of interaction and we find significant learning benefits. We provided opportunities for students to answer reflective questions, carefully designed, just after finishing their individual submission and after the group submission. These reflections have been analysed in this research, to shed some useful light about the benefits of two-stage exams to learning. We find this can lead to a deeper level learning, which can have long term benefits.
|11:00 - 11:30||Sarah Honeychurch, Iyke Ikegwuonu & Niall Barr||
This presentation will provide an overview of the central techniques of Team Based Learning. TBL is a student-centred learning and teaching strategy which follows a structured process and uses a variety of active, collaborative learning techniques in order to fully engage students in their learning. It is suitable for use with any size of class, including large classes; can be adapted for use in a wide range of academic subjects; and can be used for all levels of study in HE from pre-honours to PGT. The techniques used in TBL will be of particular interest to those interested in teaching in the new active learning spaces, but can also be adapted for use in more traditional classroom settings.
TBL is comprised of three broad stages: pre-class preparation, in-class test of knowledge, and application exercises. This session will begin by engaging participants with the second stage of TBL, which is short two-stage test. We will then give a short presentation to talk through the rest of the process and explain the key principles that underpin this approach.
Participants will then have the opportunity to discuss the learning design and the principles underlying TBL, and to consider how they might adapt these techniques into their own teaching.
Reference: Michaelsen, L. K. and Sweet, M. (2011), Team‐based learning. New Directions for Teaching and Learning, 41-51. doi:10.1002/tl.467
|11:30 - 12:00||Coffee & networking|
|12:00 - 12:30||Carolina Kuepper-Tetzel & Riley Allumbaugh||
Service Learning: Applying Knowledge Through Community Service
Service Learning is a teaching strategy that bridges knowledge obtained at university with real-life problems in the community. Here specifically the aim is to teach university students various research-informed learning strategies from Cognitive Psychology. Cognitive Psychology looks into how our mind works and tries to understand how we learn and remember information.
In class, university students discuss empirical findings and theories and evaluate them. Then, they are asked to think outside the university box and to design hands-on "How-To-Study" tutorials for pupils to meet an existing problem in the community: Pupils in school often do not know how to study effectively and teachers have no time to learn about research-based study strategies to teach their pupils. Thus, this calls for a much-needed service that university students can provide to schools in the community. Students deliver these tutorials to pupils in local schools.
After providing service in the community, students return for reflection sessions to discuss and share their experience of having provided service and how well empirical research findings can support real-world problem solving.
Service Learning is a win-win-win situation: The university students win because they experience immediate application of knowledge; the community partner (here: schools) wins because they get superior service for free that solves prevalent problems; the university wins because Service Learning is evidence for outreach and giving back to the community.
This presentation will be delivered in collaboration with a student who attended the Service Learning module in autumn 2019 to provide the audience with a well-rounded perspective of this teaching strategy.
|12:30 - 13:00||Ismail Zembat, Cristina Mio, Susie Marshall & Evelyn McLaren||
Teacher Educators Walking the “Active-Learning” Walk
Active Learning has its roots in the learning theory of Constructivism which suggests that learners learn new concepts through their active reflection on the given tasks/activities based on their available understandings. Recent research suggests that pre-service teachers in Initial Teacher Education (ITE) programmes should be given opportunities to learn about this principle and be expected to align their future teaching practice with it. Therefore, ITE lecturers should model pedagogical practices that promote deep understanding to help student teachers move from their already established mindset of direct knowledge transmission mode to guiding mode that fosters learners’ active involvement and knowledge construction.
In the School of Education at University of Glasgow, we made changes to the delivery of the Primary Mathematics Teaching course during 2019-2020. We discarded whole-cohort (187 students) lectures in favour of seminars given to groups of 20-25 students. We designed the seminars in such a way that students first went through theory-driven learning experiences adopting the pupils' perspectives; then, they analysed the learning/teaching experiences wearing the teacher's lenses. We carefully designed the activities so that students actively discover the whys behind mathematics procedures, leading to an increase in their interest in mathematics and in confidence in their own mathematical abilities. Students experienced first-hand how learning happens, and the positive feelings elicited in them when they were given the control of their learning. They also had the chance to analyse videos of learning/teaching situations. These activities helped students move away from the perception of mathematics as a difficult and boring subject consisting of disconnected rules that must be memorised. In their feedback, students valued the active participation element and the opportunity to critically reflect on their learning experiences leading to a change in their view of the role of the teacher. This presentation will draw on these experiences and findings.
|13:00 - 13:30||Frances Docherty & Beth Pashke||
Student-led curriculum innovation: Developing graduate attributes whilst supporting student learning
The MSc in Chemistry is a one year programme comprising of two semesters of lectures and a formal exam followed by a summer research project. PGT students come to the University of Glasgow from very varied backgrounds and with a diverse range of practical knowledge and skills. In preparation for the project work, it is essential that all students have an equitable and balanced level of training.
We describe a student-led project : Bridging the gap between student and researcher: the development of the Research Skills MSc project module. This project, led by final year undergraduate students, investigated examples of good practice and used this information to create new practical projects that combine aspects of inquiry-based learning and practical skills.
This research skills module was implemented for the first time in academic year 2018/19.To evaluate its effectiveness, the undergraduate researchers gave the PGT students pre and post module questionnaires and held a focus group to learn about their experiences and needs. The outcomes from this evaluation, which provided valuable feedback for supporting international students in the future, will be discussed.
This project describes a model for student-led curriculum development which is beneficial to those developing as well as those receiving the training. In addition to creating valuable material for supporting PGT students it has given undergraduate researchers exposure to a wide range of transferable skills which will be beneficial in their future careers.
|13:30 - 14:30||Lunch & networking|
Day 4: Aug - Lightning Talks, Posters, and Launch of Recordings (Via Zoom)
Given the current situation, many of this year's accepted presenters have rightly chosen to prioritise the effective realignment of their teaching and assessment activities for an online environment at the moment.
Presenters who were therefore unable to deliver their presentations live earlier in the year will record their talks individually over the summer, and these will be released as a bank of videos at a launch event in August.
Lightning talks and posters that were accepted to the Conference will also feature in August, creating a live online launch event for the release of the recording bank.
A date for this event will follow shortly. Joining instructions will be publicised here (www.gla.ac.uk/ltconference) and via email to the list of delegates who originally registered for the Conference.
If you have any questions, please get in touch: LEADS-LTConference@glasgow.ac.uk.
Conference theme: 'Transforming Learning & Teaching'
This theme will allow us to consider submissions on a broad range of aspects of learning and teaching, while retaining a focus on developments that drive forward the attainment and the experience of our students as our learning and teaching spaces become more flexible, our student expectations continue to evolve, and the World Changing Glasgow Transformation project on assessment and feedback progresses.
We will have five sub-themes:
- Using Technology to Transform Learning and Teaching
- Assessment and Feedback
- Using Scholarship of Teaching & Learning (SoTL) to Transform Learning and Teaching
- Inclusivity and Internationalisation
- Active Learning
We aim to showcase the most effective enhancements implemented across the University (or beyond) that address such issues: that transform learning and teaching.
1. Inclusivity and Internationalisation
With an increasingly diverse student population, it is important for us to be as accessible and inclusive as possible. Rather than merely being reactive to accommodation when the need arises, we are particularly interested in proposals discussing proactive initiatives to make learning, teaching, and assessment accessible and inclusive to all.
2. Using Technology to Transform Learning and Teaching
Technology is ubiquitous in learning and teaching. Now, more than ever before, learning technologies are enabling new forms of communication and interactivity regardless of location. They allow online-only students to participate in full Programmes of study, and they also allow staff on campus-based courses to redesign their teaching where relevant in the interests of authenticity of assessment and application of knowledge.
We are interested in receiving proposals in the successful deployment of learning technologies to support and enhance students’ and or staff learning, being cognisant of the challenges as well as benefits that this can bring.
3. Assessment and feedback
We are interested in proposals that will show how approaches to assessment and feedback reflect any changing approaches to teaching and facilitating learning. This might include moves towards formative and summative assessment tasks that are more meaningful, wherever this has been identified as an opportunity for improvement
4. Active Learning
At previous conferences, we have heard from a diverse selection of keynote speakers about the ways in which active and blended approaches have improved outcomes for their students. As we continue to build and refurbish our campus-based teaching spaces, staff are able to make more flexible use of contact time with their classes.
We are interested in submissions related to successful (or unsuccessful!) teaching and assessment designs that incorporate an element of active learning - whether in a new teaching space or not.
5. Using the Scholarship of Teaching and Learning (SoTL) to Transform Learning and Teaching
Whilst many teaching developments come organically from a need identified within a course, the field of published educational scholarship provides a rich evidence base of innovations and their evaluations from which to draw inspiration. Such evaluations might relate to a broad variety of outcomes: attainment, satisfaction, retention, inclusion, etc. As an increasing number of Glasgow staff engage in the Scholarship of Teaching and Learning (SoTL), publication of the work conducted here increases the visibility and the reputation of Glasgow as a centre of excellence in the HE sector.
We welcome abstracts that showcase the use of scholarly interventions related to teaching, learning and assessment and the accompanying evaluation of their effectiveness.
Selection criteria - main presentations & workshops
SELECTION WILL BE BASED ON THE FOLLOWING CRITERIA:
- The proposal aligns with the title and themes of the Conference.
- The work is sufficiently accessible and interesting to a wide audience.
- The proposal links to the University's Learning and Teaching Strategy (not applicable to external contributions).
- The proposal demonstrates how students have been or will be engaged in preparing for or delivering the presentation or workshop, or in the development, running or evaluation of the project being presented.
- The work can be clearly and effectively presented in the allocated time.
- The authors of this work have thought about how they will engage participants.
- The outcomes proposed in the presentation/workshop seem realistically achievable within the scope of one presentation (20 mins + 10 mins for questions) or one workshop (60 mins)
Selection criteria - lightning talks & posters
- These will be selected on the basis of how interesting or useful the proposed content will be to other delegates at the conference (as well as alignment with the Conference subthemes), so please think carefully about how to make your work transferable, interesting and relevant to others.