Call for Abstracts - Presentations and Workshops
The 13th Annual University of Glasgow Learning & Teaching Conference will take place over three days:
- a full-length day with parallel sessions on Wednesday 1 April, plus:
- a half-day (AM to include lunch), single-venue symposium on Thursday 13 February
- a half-day (AM to include lunch), single-venue symposium on Wednesday 10 June
We welcome proposals for presentations (20 mins + 10 mins for questions) or interactive workshops (60 mins) which address the Conference theme, and which focus on one or more of the Conference sub-themes. Submissions will be reviewed according to a set of selection criteria. Full details are below.
Submissions will now close on Friday 6 December, and we aim to publicise outcomes in mid-December.
A further call for lightning talks and posters will be sent out shortly thereafter.
Registration will open in the new year, when the full programme will be announced.
If you have any questions, get in touch on 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 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)