Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic

Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic

By michaelkilmister Comment Closed

 

By: Rita Balestrini, Department of Languages and Cultures, r.balestrini@reading.ac.uk

Overview

The project built on T&L innovation embraced in the Department of Languages and Cultures (DLC), where Microsoft’s OneNote Class Notebook (CN) was trialled during the Covid-19 pandemic to overcome the constraints of teaching languages remotely. The outcomes provided knowledge of DLC students’ experience of CN and understanding of the type of support needed by CN users to staff users of CN, and to colleagues in Technology Enhanced Learning (TEL) and Digital Technology Services (DTS), and informed the development of technical and pedagogical support and guidance for CN users.

Objectives

The project aimed to enhance student learning by improving the use of CN, and had the objective to facilitate sharing of knowledge and expertise, gain insights into students’ experience of CN and inform TEL and DTS decision-making on the tool.

Context

CN is a digital T&L tool to store materials (e.g. text, images, handwritten notes, links, recorded voice, videos), where students and teachers can work interactively in and outside the classroom. It is organised into three parts:

  • ‘Content Library’ – where only the teacher can add, edit, and delete materials.
  • ‘Collaboration Space’ – a place to collaborate in groups open to everyone in the class, where multiple users can work on a page simultaneously or asynchronously.
  • ‘Teacher Only’ – a private space invisible to students.
  • ‘Student Notebook’ – a private area that only a student and their teacher can see and use, where they can interact directly on a page.

CN continues to be used in some language modules as it proved to be effective beyond a remote teaching environment and offered features that supported accessibility and inclusivity in language learning.

screenshot of the classroom notebook
Screenshot of a Class Notebook © Rita Balestrini

Implementation

  • In 2022–2023, I held three sessions with DLC staff users to share practice and ideas on using CN, and record information on what support would enhance teaching with CN. I also held in-person, small group meetings with DLC CN student users from all year groups to gain insights into their experience of CN. The feedback gathered informed the development of a branched MS Forms survey, which was completed by 28 (of 50) student CN users.
  • I facilitated a cross-School (DLC, Institute of Education, Law) ‘teaching conversation’ to reflect critically on the pedagogical value of CN.
  • I wrote a project report for DTS and TEL and shared with them the findings from the needs analysis.

Impact

  • The project created a ‘space’ for the sharing of practices, knowledge, experience and expertise, which in turn, enabled the enhancement of the use of CN.
  • It enhanced students’ learning and increased their engagement with CN learning activities – as evidenced by the students’ survey.
  • As part of ‘internal monitoring and review’ practice, the outcomes of the ‘teaching conversation’, informed the School of Literature and Languages (SLL) T&L enhancement process.
  • The project should inform the integration of CN with other applications (e.g. Teams), and the provision of technical and pedagogical support for CN users.

Reflections

CN offers a paperless learning environment and facilitates the organisation of T&L materials in a clear and, ‘potentially’ visually intuitive, hierarchical structure. Students evaluated CN positively as a useful ‘digital binder’ and ‘learning tool’ (Average Rating [AR] 4.15 and 4:00 respectively, on a scale of 1 to 5). Most of them felt that materials and resources were easy to access (AR 3.89), and it was easy to take notes within CN (AR 3.74).

CN users generally agreed that navigation in CN is quite ‘fluid’ compared to Blackboard. However, I think that for this fluidity to be fully meaningful pedagogically CN requires a thoroughly thought-out structure, with reasoned and transparent ‘labelling’ throughout the learning environment.

There can be issues in meeting current assessment policies when using CN for summative assessment. However, CN greatly facilitates the provision of feedback with a digital pen or by audio-recording on a page. Staff value the possibility of monitoring individual and group activities and providing private, individualised feedback in different formats; students appreciate highly receiving feedback directly in their personal notebook, which stands out as a noteworthy result of the survey (AR 4.26), especially considering that feedback in general ‘is often framed as the dimension of students’ experience with which they are least satisfied’ (Winstone & Carless, 2020, p. 5).

The ‘Collaboration Space’ can be used for class activities, collaborative projects, sharing resources, and a channel for students’ voice – additional uses of this area depend on the subject taught. CN allows students to take ownership of a shared area and use it for independently chosen purposes, which helps create a sense of ‘community’ and a feeling of ‘online connectedness’ (Hehir et al., 2021).

Regarding technical issues, 68% of respondents did not report any. The others mentioned a variety of problems (e.g. syncing issues, ‘handwriting’ and ‘highlighting’ not anchored to text). Many reported difficulties were linked to using different CN versions, devices, or operating systems, which suggests that improvements could come with advice from technical support specialists.

Follow up

In future, students’ experience of using CN could greatly benefit from:

  • staff sharing and discussing practices across different subjects to facilitate pedagogical enhancements (e.g., communities of practice, special interest groups, TEL forums);
  • making access to CN easier and facilitating its integration with Teams and Blackboard;
  • the availability of expert support from DTS and TEL (e.g. technical assistance, TEL resources and sessions for users).

References

  • Hehir, H., Zeller M., Luckhurst, J., & Chandler T. (2021) Developing student connectedness under remote learning using digital resources: a systematic review. Education and Information Technologies, 26, 6531-6548. https://doi.org/10.1007/s10639-021-10577-1
  • Winstone, N., & Carless, D. (2020) Designing effective feedback processes in higher education. Routledge.
How should MSc Placements be assessed? Gathering the views of students to inform assessment

How should MSc Placements be assessed? Gathering the views of students to inform assessment

By michaelkilmister Comment Closed

 

By: Paul Jenkins, School of Psychology & Clinical Language Sciences, p.jenkins@reading.ac.uk
two women sitting on stairs having a conversation
Image credit: Buro Millennial on Pexels.

Overview

The School of Psychology and Clinical Language Sciences (PCLS) offers several postgraduate degree programmes, nearly all of which include a placement element.  Getting the assessment right is an important challenge to fairly evaluating students on placement.  As part of an ongoing review of programmes with placement components, a piece of work was commissioned to look at how placements should be assessed within PCLS.

Objectives

The primary aims of this project were to explore:

  • What elements of placements MSc students felt were important to assess; and
  • How MSc students felt these elements should be assessed.

Context

As a ‘taught’ component of the course, any assessment needs to be carefully planned and contribute “directly to learning and skill development” (UoR, 2023).  Student feedback indicated that the current method of assessing placements, which comprises a written report of what was done and learned on placement, was unsatisfactory.  For instance, students felt that it did not reflect the amount of work put in over the course of the placement and that the final grade was too reliant on one piece of written work.

It was felt that gaining insight into current students’ views would be helpful to inform future changes to the way(s) in which MSc placements might be assessed, making this process proportionate and more useful for students.

Implementation

In February 2023, a grant from the UoR T&L Initiatives Fund was awarded to address the question of how MSc placements should be assessed.

A focus group discussion was conducted in June 2023, with participants recruited from PCLS MSc students. The focus group lasted around 45 minutes.  In addition, a 1:1 interview was held in July 2023 with another individual who wanted to share their views on the subject, and this is included to add detail to the data obtained from the focus group.

To frame the focus group and interview, open-ended questions were developed to explore participants’ experiences, opinions, and thoughts regarding placement and its assessment. The facilitator (a member of staff within PCLS) was present to encourage a relaxed atmosphere and supplement prepared questions with prompts to gather participants’ views and pursue themes relevant to the research questions.  The following is a sample of the questions asked during the interview:

  • What are the important elements of an MSc placement to be assessed?
  • How do you think MSc placements should be assessed?

The focus group was audio-recorded and the facilitator also kept notes to help keep track of themes and provide a more holistic picture of the discussion (Kornbluh, 2023).  The students were also given a document on different types of assessment and an exemplar of how a placement might be assessed to act as ‘stimulus material’ to prompt detailed discussion of their views on assessment.

Impact

The findings of the discussions provided insight into how students think placements should be assessed.  In terms what students considered important to be assessed, several different themes emerged:

  1. Assessing what was learned

Students talked about the importance of assessing what was learned, as opposed to a more cursory assessment of the time or activities spent in placement; for instance if: “technically, you put in the work but you didn’t actually apply it to anything”.  They reflected on the different environments and services within which placements took place, such as some being online and others being conducted in-person, and the importance of asking students “to prove” that they have engaged with placement.  The importance of certain skills (e.g., teamworking, presentation skills) learned on placement was highlighted, and also how such skills relate to students’ futures.

  1. Reflecting on one’s own development

Several students commented on how they have developed over the course of placement, and how this could be included in the assessment.  For instance, one student suggested that assessments could cover “what skills are we learning and how much are we able to apply it… and how we’re changing”.  Another noted discussions they have with their supervisors, whereby they “don’t just talk about what I do… [but] also some sort of reflection,” and that this brings in “reflection of how you see yourself”.

  1. Capturing diversity of experiences

The discussion also covered the reality that students will have different experiences of placement and how it can be “a very subjective experience,” including different types and levels of supervision.  For instance, one student commented that “the difference between person to person doesn’t always end in […] what they’re doing but also where they started from, because we also came into the programme with very different experiences”.  Students also highlighted differences in effort put in by those on placement, sharing the perception that there were some students “who are doing everything they possibly can” and others who “slowly move to the back… waiting for things to be handed to them”.

As part of the project, students also discussed how these skills and elements of placement should be assessed and, again, several themes arose:

  1. Continuous assessment

Students discussed having the opportunity to reflect ‘as they go’ and potential problems with a unitary, retrospective assessment.  Whilst they felt that having a reflective piece is “a nice idea,” one student commented how a lot of experiences gained on placement are difficult to recall at the time of submission.  They were also wary of having too much overlap between pieces of assessment, such as a reflective report and report of activities, and one student suggested being “forced to keep track of what you have been doing… in a detailed manner”.

Having been offered a list of potential assessment types to review in the focus group, one student felt that Reflective Diaries could be a better approach, perhaps used alongside an hours log.  Another suggested that Learning Logs with “certain points to learn about” could be helpful, perhaps covering “small reports on small things”.  Another suggested a “spaced out diary… or some form of input from our supervisor” could be of use, although also stated that they were unsure “how feasible that would be”.  It was also suggested that a website (or blog) could be used to help students log experiences and remain accountable.  Of note, some students chose to do this independently, with one saying: “I keep a log for myself”.

  1. Oral presentations

Many students mentioned advantages of an oral presentation over written work, including being “better able to express what I’m doing when I speak”.  Another commented that “when you write, you downplay” what was done on placement and that an oral form of assessment can be less constrained by “academic rules”.  Another student agreed, saying that a presentation would “let someone express [their experience] much better” and another concluded: “I think just talking would be better [than a written assignment]”.

Students suggested that oral presentations offer a chance to “talk through your experience” and also to field questions (e.g., “What do you think you specifically learned?”), which “makes you reflect a lot more”.  They also commented on the advantages of having other individuals present.  A student noted that presenting in a group means that you “get to see what other people have been doing [and] how they’ve developed their skills” which could even “change your perspective”.  It was commented that this approach can be “helpful to your peers as well, not just you”.

In a similar vein, one student suggested a viva voce (a one-to-one oral examination) whereby students “talk to our supervisors… and have that discussion” about their experiences.

  1. Assessing the thoroughness of the experience

One student suggested that having written assignments can limit introspection, and get one “writing it for the sake of having a reflective piece to submit” rather than discussing “how much have I grown”.  By contrast, they suggested that, in oral presentations, “flow is better – easier – and it really gives you cause to think about how you have developed”.  Further reflecting on oral presentations, one student commented that “it’s up to you how you present it and how you convey how much you’ve learned, what you’ve learned, how much you’ve grown” and “how you justify what you’ve done in your placement hours”.

Reflections

The insight gained from this work has proved invaluable when formulating assessment for the coming academic year.  Students’ views on the possibility of interpersonal assessment has informed the structure of oral presentations where students are given the opportunity to discuss an aspect of placement in front of their peers.  The marking criteria have been developed to incorporate some of this feedback, such as inclusion of autonomy, personal development, and showing relevant skills.

Whilst it only represents a small study, some practical suggestions could be proposed.  For instance, when evidencing and discussing their placement experiences, students were clear that oral presentation offers several advantages over written methods (a more common approach to work-based assessment; Ferns & Moore, 2012).  The importance of assessing skills development over time was highlighted, which could be considered when setting and providing structure for both formal and informal assessment (e.g., Bates et al., 2013).  Finally, it is perhaps also important for educators to keep in mind that students begin placement with different experiences, variation which has the potential to impact both their learning and achievement.

Follow up

The summer of 2024 will be the first-time oral presentations have run for several ‘placement’ modules.  We shall continue to refine the assessment itself (and marking criteria) based on further feedback and look into whether concerns about the written reflective piece remain; if so, an assessment that relies more on continuous engagement could be considered.

References

  • Bates, J. et al. (2013).  Student perceptions of assessment and feedback in longitudinal integrated clerkships.  Medical Education, 47, 362–374. https://doi.org/10.1111/medu.12087
  • Ferns, S., & Moore, K. (2012).  Assessing student outcomes in fieldwork placements: An overview of current practice.  Asia-Pacific Journal of Cooperative Education, 13(4), 207–224.
  • Kornbluh, M. (2023).  Facilitation strategies for conducting focus groups attending to issues of power.  Qualitative Research in Psychology, 20, 1–20. https://doi.org/10.1080/14780887.2022.2066036
  • University of Reading. (2023, December).  Assessment and the Curriculum Framework.  https://sites.reading.ac.uk/curriculum-framework/assessment/

Reflecting on developing support for disabled students attending clinical training courses in the Charlie Waller Institute

By michaelkilmister Comment Closed

 

By: Natalie Meek, n.a.meek@reading.ac.uk & Fisayo Adunola, f.adunola@reading.ac.uk, School of Psychology & Clinical Language Sciences
one woman writes on a whiteboard while another watches
© University of Reading

Overview

Academic tutors across the Charlie Waller Institute (CWI) courses recognised that disabled students faced specific challenges during their studies. Respecting the diverse voices of our student body is paramount, as noted within the student charter. As such we developed student led forum to access feedback and to enact change within courses. In this report we will reflect on the learning taken, and challenges met in engaging students with disabilities.

Objectives

  • Support students with disabilities.
  • Supporting students to have a reflective space to discuss respective challenges faced and to enable them to support one another and discuss helpful ways to cope.
  • Enact change within CWI courses, and in wider educational settings, based on student feedback.

Context

The CWI offers graduate and postgraduate clinical training courses. We have been receiving feedback from our disabled students that they were facing additional barriers and challenges in completing their courses. One area of feedback was feeling isolated within their peer group, and assessments and processes being less accessible to them.

Implementation

The group was to cover all areas of disability; neurodivergence, learning difficulties, physical, sensory and mobility disabilities. So far five groups have been conducted in the previous academic year, sadly attendance has been very low, three groups were conducted with only one student present. Although this meant a great listening space for that student, and an opportunity for the school to take direct feedback, there is little opportunity for peer support. We have identified several challenges to developing peer support groups for post-graduate training course cohorts. On the same day that our forum runs there are two other forums which are the Diversity and Inclusion (D&I) student forum and the Parent and Carers student forum. There has been some cross over as some of the trainees that have attended one forum have attended other forums.

Impact

So far, the forum has met each objective in part. However, one challenge that has arisen is attendance at the forum which has meant the reach hasn’t gone beyond a small number of students. This is a challenge we are continuing to work on as a school to enabled more disabled students to access this space. The reach of the group has also gone beyond the University or School, with contact being made with an accreditation body to respond to student feedback. An unexpected impact has been to enable undiagnosed neurodivergent students to access support through their attendance at the forum. One take away is the importance of students having more contact with the Disability Representatives (Dis Reps) and Disability Advisory Service (DAS), which this group has facilitated. In their role of Dis Rep, Natalie can offer further individual support to enable students to have further reasonable adjustments in university study and in professional service.

Reflections

Despite low turnout, facilitating the forums has been insightful in hearing the voices of students who often face barriers to social engagement within higher education and within wider society (McGuckin et al., 2013; Watson & Nolan, 2011). Our students face unique challenges due to the pressures of clinical training, which impacts their personal, professional, and educational lives. Challenges have varied from accessibility of buildings to difficulties with information processing.

Disabled students are not a monolith, so continuing engagement with diverse voices is necessary to understand our students’ strengths and challenges. The title of the group may be a barrier to engagement, the disability label holds stigma, and those with invisible disabilities may not identify with this label.

In addition to university related learning, our students have expanded on how larger systems, such as the health service and accrediting bodies, lack accessibility. This led to liaison with the British Association of Behavioural & Cognitive Psychotherapies (BABCP). We hope this forum will empower our students to engage equitably in our courses.

Follow up

Within CWI we have Diversity and Inclusion Support Officers (DISOs) who have been active in ensuring that the actions from the student forums are followed up and embedded within the direction of CWI. The forums are continuing throughout the 2023/24 academic year, we plan to continue responding to student feedback to facilitate engagement. A further review will be performed at the end of the 2023/24 academic year.

References

Developing resources to support student transition into HE

Developing resources to support student transition into HE

By michaelkilmister Comment Closed

 

By: Mirjana Sokolovic-Perovic, m.sokolovic@reading.ac.uk, Jayne Freeman, j.e.freeman@reading.ac.uk, Psychology and Clinical Language Sciences
red welcome flag flying on a flagpole
Red welcome flag flying during Open Day at Whiteknights campus © University of Reading

Overview

This case study outlines how PCLS designed an induction booklet for UG programmes to provide additional pre-arrival support during transition into higher education. Psychology and Speech and Language Therapy students reported that they found the induction booklet useful and that it helped them to feel more prepared for university.

Objectives

  • To provide essential information about the course and university life before students arrive
  • To prevent information overload in Welcome Week by phasing information delivery into pre-arrival period
  • To support students in their transition to university by engaging them early with the School and their chosen programme
  • To reduce student anxiety about the transition to Higher Education

Context

Successful transition to university life is related to a range of outcomes including student retention, academic success and mental wellbeing (e.g., Cage et al., 2021). However, our students often report being concerned about joining university and feeling overwhelmed with the new information.

Traditionally, students receive a wealth of information during the Welcome Week, but it has been argued that transition should be viewed as a process. The induction could be extended into the pre-arrival period, putting the emphasis on early engagement. Successful pre-arrival interventions include various orientation plans, mentoring schemes, and programme-specific transition programmes (McInnis et al., 2000).

Early engagement should help students understand academic procedures and expectations, as well as help them develop a relationship with the institution and feel part of the learning community. Thus, we wanted to design a pre-arrival intervention to support students to feel more prepared for entering university.

Implementation

We prepared induction booklets for our UG programmes: BSc and MSci Psychology, and MSci Speech and Language Therapy (SLT), which included essential information:

  • key members of staff,
  • term dates,
  • an overview of teaching and assessments of Part 1 modules,
  • information about Blackboard and University Library,
  • information about various ways of supporting students and the course rep system,
  • how students can get involved with the School,
  • useful links,
  • a schedule of the Welcome Week events.

At the end of August 2023, booklets were emailed to all students who had accepted a place on one of the programmes.

Students were asked to fill in a short questionnaire in week seven in the Autumn term to indicate if they had read the booklet, and if they did, how useful they found it, and to what extent it helped them feel more prepared for university study (both on a scale 1-5). We also asked if they had attended the relevant ‘Programme Briefings’ and ‘Transition to Higher Education’ sessions in Welcome Week to examine if reading the booklet had negatively affected attendance.

Impact

Sixty-two UG Psychology students and twenty-six MSci SLT students completed the questionnaire. Overall, students reported that the induction booklet was useful and that it helped them prepare for university.

Students who read the induction booklet considered it useful: the average rating was 3.72 for UG Psychology, and 4.17 for MSci SLT (75% rated it 4 or 5). They also felt more prepared for university, with the average ratings of 3.39 for UG Psychology and 3.82 for MSci SLT (50% rated it 4 or 5).

Programme Briefings were attended by 81% of UG Psychology and 92% of SLT respondents. Of those who had read the induction booklet, 75% and 92% (respectively) attended this session. ‘Transition to HE’ sessions were attended by 42% of UG Psychology and 77% of SLT respondents; 53% and 75% (respectively) of those who had read the induction booklet attended. Attendance was similar for those who had not read the booklet. Therefore, our concerns about a possible drop in attendance/engagement were not warranted.

Reflections

In light of the findings, we will continue to implement the induction booklet for future cohorts as part of our approach to supporting students in their transition to higher education.

While this investigation has given us important insights into the benefits of using the induction booklet, on reflection, we would have ideally administered the questionnaire shortly after Welcome Week while the booklet was still fresh in students’ minds. Students may not have accurately remembered the extent to which they had found the booklet useful or whether reading the booklet had impacted their attendance at the Welcome Week sessions. We will repeat the evaluation of the induction booklet again next year but will administer the questionnaire during the first two weeks of the semester to gain more contemporaneous feedback. Not all students read the booklet so we will also examine reasons why this might have been.

Follow up

There are some important questions that warrant further investigation. For example:

  • Whether the booklet may be more helpful for some students than for others (e.g., students with higher levels of pre-arrival anxiety and/or first-generation students)?
  • Which parts students found the most helpful and whether any further information would have been useful?
  • Why some students did not read the booklet?

References

  • Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021). Student mental health and transitions into, through and out of university: student and staff perspectives. Journal of Further and Higher Education, 45, 1076-1089. https://doi.org/10.1080/0309877X.2021.1875203
  • McInnis, C., James, R., & Hartley, R. (2000). Trends in the first year experience. AGPS.
Enhancing students’ linguistic and intellectual competence through Virtual Exchanges in Chinese and Japanese

Enhancing students’ linguistic and intellectual competence through Virtual Exchanges in Chinese and Japanese

By michaelkilmister Comment Closed

 

By: Cong Xia Li, School of Literature and Languages, congxia.li@reading.ac.uk
Screenshot from a remote language class
Screenshot from a Virtual Exchange (VE) online workshop. © Cong Xia Li

Overview

This report details a Teaching and Learning-funded initiative aimed at advancing the linguistic and intercultural competence of intermediate-level Chinese and Japanese language learners (IWLP Stage 3) through Virtual Exchange (VE) projects. Virtual Exchange involves online collaborative educational approaches connecting learners from diverse cultural backgrounds. Our objectives include enhancing linguistic competence, fostering intercultural understanding, and evaluating/refining the VE initiatives. These objectives are explained in more detail below:

Objectives

  • Enhance linguistic competence. Improve students’ language proficiency through collaborative language learning activities with native speakers.
  • Foster intercultural understanding. Develop intercultural competence by connecting students with peers from diverse cultural backgrounds.
  • Evaluate and refine VE initiatives. Conduct empirical research to assess the effectiveness of Chinese and Japanese VE projects, refining tasks, settings and assessments.

Context

The VE initiative was initially introduced in the academic year 2021-22, with Institution-Wide Language Program (IWLP) students of Chinese engaging in collaborative projects with peers from Nanjing University of Information Science and Technology (NUIST), which was well-received by both Reading and NUIST students. The students were from different modules (Chinese stage 3- LA1PC3 and Japanese Stage 3- LA1PJ3) . The Virtual Exchange sessions were run in separate classes by the Chinese and Japanese course convenors. While the current project focuses on the stage 3 students (post-beginners). Additionally, a new VE project for Japanese has been initiated with Miyazaki International College, Japan, for the Stage 3 Japanese class. The VE project, an optional activity in which approximately half of the IWLP Chinese 3 students and the Japanese 3 class took part in, served as a valuable complement to standard teaching. It not only assisted students in enhancing their speaking and writing skills but also facilitated the generation of additional information for the Stage 3 summative assessment, specifically the Stage 3 Cultural Comparison project.

Implementation

The VE project entails a six-week collaboration where students engage in both spoken and written activities. The topics, spanning music and art, youth issues, literature, and environmental concerns, were chosen collaboratively by the class teacher and their international counterparts. The activities primarily involved discussions—both verbal and written—between language learners and native speakers. These discussions focused on topics chosen by convenors to gather information for the Stage 3 project. This project comprises a written report and a group presentation, aiming to research and compare cultural differences between China/Japan and Britain. Participation in the VE project was voluntary, and those not taking part had to find the required information online.

For the pilot project, 12 Chinese and 8 Japanese students were involved, paired based on linguistic ability and shared interests. Initial meetings were facilitated through Zoom/Teams, after which IWLP Chinese learners organised individual paired sessions through WeChat. Participants completed pre- and post-project questionnaires, and a focus group of Chinese and Japanese students recruited from LA1PC3 and LA1PJ3 modules provided additional opinions and feedback.

Impact

The project’s objectives (enhance linguistic competence, foster intercultural competence, and evaluate and refine VE initiatives) were met:

Linguistic competence. Students were able to produce complicated sentence structures and more advanced vocabulary beyond the level accurately . For example, they were able to produce sentence that the first clause has an interrogative pronoun in their group presentation, like 无论有多大的胆子，中国学生通常都不会质疑老师的观点（Regardless of how bold they may be, Chinese students usually do not question the teacher’s viewpoints).

Intercultural competence. Intercultural competence was evident as students demonstrated the ability to discern between formal and informal behaviour and language use in various situations. One student from the focus group noted, ‘The language and manners employed during discussions with our Japanese partners were markedly distinct from what we learn in the classroom.’

Refine VE initiatives. Most of the students preferred to talk to the native speakers than have a formal language lesson. They reported that their partners were too eager to correct their grammar mistakes in formal lessons; rather, they would have preferred more open discussions of the topics. The VE initiative in Chinese is continuing this year. We have made several adjustments to the activities of the VE program. For example, the aim of the VE project is emphasised at the initial meeting, following feedback from the focus group.

Student testimonials underscored other positive receptions of the initiative, highlighting perceived improvements in various areas:

Enhanced language proficiency. Participants demonstrated heightened language skills, observable through assessments and student testimonials. Engagement in learning activities increased, with a notable enthusiasm in communication with native speakers. This was reflected not only in enhanced fluency and accuracy but also in the use of advanced vocabulary and sentence structures.

Cultural exchange. VE projects facilitated meaningful interactions that broadened students’ understanding of Chinese and Japanese culture beyond traditional classroom teachings. Through discussions with peers, students learned informal ways to interact in Chinese and Japanese, gained different perspectives on contemporary youth challenges in China and Japan, and developed a more in-depth understanding and analysis of cultural aspects in Chinese novels and literature.

Increased global awareness. Students developed a broader perspective on cultural diversity, with two focus group participants noting that the experience heightened their sensitivity to cultural differences, boosting their confidence to work or socialise in multicultural environments in the future.

Reflections

Overall, the designed and delivered VE projects in Chinese and Japanese met our objectives. Collaborations with native speakers provided invaluable opportunities for cultural exchange, benefiting both UK and international students. However, certain observations and reflections were made.

While both Chinese and Japanese learners expressed positive views on VE projects, compared with their Japanese counterparts, the Chinese learners found them less useful for developing linguistic and intercultural competence. In follow-up interviews, these students preferred physical collaboration on campus over virtual interaction.

For future studies, recommendations include employing different communication approaches for synchronous and asynchronous interactions, providing clear instructions for the VE program’s aims and expectations at the initial meeting, and finding ways to leverage the large international student body on campus to facilitate physical meetings with native speaker.

Follow up

The project was presented at an international conference in Poznan, Poland, in May 2023. VE projects with NUIST continue, and efforts are underway to establish collaborations with native speakers on campus. The positive outcomes and lessons learned form a foundation which approach can be expanded to other languages, benefiting a wider student population. The report encourages colleagues in other languages and disciplines to consider VE projects for international collaboration program. I am delighted to learn that a colleague at the Economics Department is exploring the VE approach with the students at NUIST who are enrolled in the 3+1 programme (a joint programme offered by NUIST Reading Academy and UoR that runs for 4 years).

Using constructivism to achieve a decolonised accounting curriculum

Using constructivism to achieve a decolonised accounting curriculum

By michaelkilmister Comment Closed

 

By: Ekililu Salifu, Henley Business School, e.salifu@henley.ac.uk
Men sitting on chairs with back to camera
© Photo by Sam Balye on Unsplash

Overview

This article explores using constructivism as a pedagogical approach to achieving the objective of a decolonised accounting curriculum. It discusses how constructivism can be used to effectively outline the constraints of the received perception of accounting as a pseudo-technical subject while making room for alternative representations.

Objectives

The primary aim of this activity was to explore the use of constructivism learning theory to achieve a decolonised accounting curriculum. The next objective was to design and effectively deliver a more inclusive globalised curriculum for post-graduate financial reporting in particular, and accounting in general.

Context

Accounting curriculum is perceived to be pseudo-technical, relying on the application of technical rules and principles that are universally accepted. This is the received view of our postgraduate accounting students, over 90% of whom are from an international background. Student feedback suggested that while they wanted to learn and apply conventional financial reporting and accounting, they also wanted to see a representation of themselves in some of the discussions. During the delivery and redesign of the curriculum for ACM002 Financial Reporting and Regulation (now ACM006 International Financial Reporting and Regulation), I explored the use of constructivism as a pragmatic pedagogical approach to explore the constraints of this notion while making room for the generation of alternative explanations. ACM002 (now ACM006) is a compulsory financial reporting module for MSc International Accounting and Finance students, and currently has 26 students registered on it.

Implementation

Decolonisation can take on different meanings but is used in this context to mean the recognition of the constraints placed by monocultural and largely westernised perspectives or hierarchies in accounting and the making room for alternative representations. Decolonising the accounting curriculum faces unique disciplinary constraints, as the largely Western knowledge systems we pass on are considered to be ‘universal’, especially in the wake of the near-universal acceptance of international financial reporting standards. A decolonised accounting curriculum needs to emphasise its ability to meet local needs and cultivate globally transferable skills.

I started with an informal focus group with some students from the 2021/2022 cohort, to collate feedback on what a decolonised financial reporting curriculum would mean to them, among other objectives. Students argued against the development and delivery of an overtly decolonised curriculum that continuously recognised the constraints of the existing curriculum, and especially discussed alternative representation. This was primarily borne from their belief while the present curriculum had hegemonic dispositions, it was still necessary as its completion would enhance their global competitiveness. Furthermore, for a decolonised curriculum to be meaningful to the student, they needed to see their own experiences represented in the discussions.

Constructivism offered a solution to designing and delivering a more decolonised curriculum. Constructivism, with its focus on student-centred learning, suggests that humans construct knowledge and meaning from their experience. As a learning theory, it suggests that students learn by relating new information to what they already know. In its ability to fosters active and collaborative learning, constructivism allows students to self-identify with co-produced knowledge.

The delivery of ACM002 was primarily lecturer-led, with relatively limited opportunities for students to reflect on what was being taught.  However, scholars generally recognise that knowledge is co-produced, and a lecture-only mode of delivery is not ideal for the optimal co-production of knowledge. The amount of time that could be dedicated to student engagement in debates during lectures (as opposed to workshops) was limited, especially considering the content that still needed to be delivered.

The starting point of decolonising the curriculum was thus to rename the module from Financial Reporting and Regulation to International Financial Reporting and Regulation, to highlight the inclusivity within the module. Next was to expand the reading lists to include more critical debates on some of the module content. Workshop sessions, with the object of fostering debates among the students were introduced. In these sessions, students engaged in more critical discussions when they were able to call on their own experiences and relate those to the discussions at hand. This was in sharp contrast to when critical discussions were relayed to them by the lecturer.

Impact

Adopting constructivism significantly allowed for the curriculum to be relatively decolonised and overcome some of the student resistance. As the composition of students changes year-by-year, utilising static module structure and composition may not achieve the objectives of a decolonised curriculum for each cohort. Relying on only module renaming and diversifying the module content and material risks alienating some students who may not recognise a representation of their own experiences in what is being taught.

Leaning on the canon of the coproduction of knowledge between instructors and students (see de Carvalho et al., 2016; Padilla, 2019; Shahjahan et al., 2022)., encouraging and offering students the opportunity to call upon and debate key issues within financial reporting was vital to the paradox of balancing professional (often western-centric) knowledge, socialisation, and subjugated community based and socially knowledge.

Reflections

Decolonising curriculum requires the construction of an inclusive curriculum beyond dominant knowledge systems, as well as the cultivation of an environment that fosters relational teaching and learning. This means that it is a continuous process that requires constant iterations based on student-teacher interactions, recognising the differences in the lived experiences of individuals and the impact that might have on the learning process.

Follow up

I intend to run a short survey for this cohort at the end of the term, to evaluate the extent to which they are able to self-identify their individual and country context within the discussions we have covered in the module. I also intend to make a presentation on decolonisation and constructivism at the departmental level also, to assess the receptiveness of this approach, and to close the loop on the side of the academics.

References

  • Bada, S. O. & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
  • Charles, E. (2019). Decolonizing the curriculum. Insights, 32, 24.
  • de Carvalho, J. J., Cohen, L. B., Correa, A. F., Chada, S., & Nakayama, P. (2016). The meeting of knowledges as a contribution to ethnomusicology and music education. World of Music, 5(1), 111–133.
  • de Carvalho, J. J., & Florez-Florez, J. (2014). The meeting of knowledges: A project for the decolonization of universities in Latin America. Postcolonial Studies, 17(2),122–139. https://doi.org/10.1080/13688790.2014.966411
  • Padilla, N. L. (2019). Decolonizing indigenous education: An Indigenous pluriversity within a university in Cauca, Colombia. Social & Cultural Geography, 22(4), 523–544. https://doi.org/10.1080/14649365.2019.1601244
  • Shahjahan, R. A., Estera, A. L., Surla, K. L. & Edwards, K. T. (2022). “Decolonizing” curriculum and pedagogy: A comparative review across disciplines and global higher education contexts. Review of Educational Research, 92(1), 73-113.
  • Subedi, B. (2013). Decolonizing the curriculum for global perspectives. Educational Theory, 63(6), 621-638.

Empowering tomorrow’s marketers: A journey through real-world skills and engaging learning in consumer behaviour group projects

By michaelkilmister Comment Closed

 

By: Dr Bahram Mahmoodi Kahriz, Henley Business School, bahram.mahmoodikahriz@henley.ac.uk
woman and man sitting in front of a computer
Photo by Desola Lanre-Ologun on Unsplash

Overview

At Henley Business School, our Consumer Behaviour compulsory module for Part 3 undergraduate students involves a group assignment on creating a consumer insight report. Students are urged to investigate emerging aspects of consumer behaviour, apply relevant theories, conduct research, and offer insights to marketers. This fosters teamwork and enhances research skills, enabling students to apply theory to real-world marketing challenges.

Objectives

The primary aims of the consumer behaviour group project were:

  • Enhance collaborative skills and research competency: This module strengthens teamwork and critical group project abilities, facilitating research competence through the guidance of students in collecting, evaluating, and integrating information sources.
  • Apply theoretical knowledge: Students employ theoretical expertise in Consumer Behaviour and marketing to enhance critical analysis.
  • Develop of report writing skills: The module sharpens writing and presentation proficiencies essential for professional communication in a business context.
  • Encourage peer evaluation: The module encourages peer review, promoting individual contribution assessment within a team framework and fostering a sense of teamwork responsibility.

Context

The consumer behaviour group project aims to help students understand consumer behaviour’s various facets and impact. Given the dynamic changes in consumer behaviour due to global events like COVID-19 and supply chain disruptions, grasping these shifts becomes crucial for marketers. The group project within this module equips students with teamwork, critical thinking, and real-world application skills. It prepares Part 3 BSc Business and Management (Marketing) undergraduates for future career challenges by setting realistic expectations and improving necessary skills.

Implementation

Step-by-Step Guide: Implementing the Group Project

Step 1: Team Formation

  • In the first step, we form diverse groups of 4-5 members to simulate real work situations.
  • This diversity fosters familiarity among students with future workplace dynamics and encourages effective brainstorming.

Step 2: Brainstorming and Topic Selection

  • In this step, we emphasise brainstorming and topic selection.
  • We provide topic examples related to recent changes in consumer behaviour.
  • Active participation in topic selection within random groups encourages critical analysis.

Step 3: Refining Topic Choices

  • After selecting topics, students share them with their assignment groups.
  • Collaboratively, they refine their final topic choices.

Step 4: Research

  • In this step, students initiate the research phase, focusing on their selected topics.
  • We instruct them to review various sources, including contemporary examples, industry reports, academic studies, and relevant theoretical frameworks.

Step 5: Report Structuring

  • Here, we guide students in structuring their reports, which should include:
    • Executive summaries
    • Introductions
    • Discussions of chosen issues
    • Theoretical frameworks
    • Marketing advice
    • Reference lists
  • Stressing the importance of formatting and style consistency.
  • Encouraging the integration of theories from consumer behaviour lectures and other relevant sources.
  • Promoting the use of relevant statistics to support their chosen topics.

Step 6: Peer Collaboration and Review

  • In this step, ongoing peer collaboration and review are emphasised.
  • Students are encouraged to share ideas, review each other’s work, and seek advice from other groups.
  • The project concludes with peer reviews assessing individual contributions, promoting teamwork.

Step 7: Revision and Submission

  • In the final step, teams make revisions based on peer feedback.
  • We ensure that teams complete their reports.
  • Students are instructed to submit their reports via the university’s Blackboard platform by the specified deadline.

This comprehensive process equips students with valuable skills for real-world scenarios, nurturing critical thinking, teamwork, and research capabilities.

Impact

Aim: Enhancing collaborative skills and research competency:

The assignment encourages effective team collaboration, enhancing teamwork, communication, and task delegation based on individual strengths. Students gain a deeper grasp of consumer behaviour, market trends, and the practical application of marketing theories in real-world scenarios. They improve research skills, sourcing relevant materials and statistics, as well as identifying supportive theories from lecture materials to share within their groups.

Aim: Application of theoretical knowledge:

Brainstorming, research, and theory application develop critical thinking, empowering students to analyse emerging consumer trends. They translate theoretical knowledge into actionable insights and advice for potential clients, applying marketing expertise to real-world situations.

Aim: Development of report writing skills:

Students master group report writing, understanding report structures and effectively conveying the topic’s significance. They contextualise arguments with relevant statistics related to changing consumer behaviour and culture, supported by theories and research findings that inform marketing recommendations.

Aim: Encouraging peer evaluation:

Peer reviews promote self-reflection and continuous improvement, allowing students to assess their contributions and those of their peers.

In the year 2022-2023, in their feedback, students appreciated the relevance of topics to real-life examples, which enhanced their understanding of techniques and theories. They also welcomed the integration of current events and social media into the lessons. They found the Group Assignment allowed them to delve into interesting topics of their choice. Seminars were particularly beneficial for fostering in-depth discussions, which contributed to their improved comprehension of the subjects.

Reflections

The group project achieved its objectives with remarkable success. The assignment’s deliberate focus on contemporary consumer behaviour and evolving market trends delivered it both engaging and profoundly relevant to our students. Consequently, their motivation to actively participate can be increased. Relatedly, previous research has also indicated that students engage in group projects, resulting in higher levels of understanding of the material. In addition, they learn how to study more independently, improve their critical thinking and problem-solving abilities, and ultimately, exhibit high levels of motivation (Hidi & Renninger, 2012; Johnson & Johnson, 1989; Prince, 2004).

Moreover, the project excelled in encouraging diverse team compositions, which, in turn, facilitated remarkably rich brainstorming sessions. This diversity led to a broader range of insights, precisely aligning with the assignment’s goals. Research suggests that diverse teams tend to be more creative, come up with innovative solutions, perform better, and make improved decisions (Kristinsson et al., 2016; Lattimer, 1998, Wang et al., 2019).

From a practical standpoint, the project provided a unique opportunity for students to produce a report similar to industry-standard thought leadership pieces. This experience afforded them a taste of the demanding, real-world work involved in marketing consultancy, an invaluable experience for their future careers.

In addition to the practical aspect, the project allowed for a peer review process, a crucial element. This process introduced a sense of accountability among students, prompting them to engage in self-assessment and provide constructive feedback. Consequently, this enriched the overall learning experience, nurturing valuable skills.

However, there is room for improvement in the form of enhancing theoretical integration. While the assignment successfully included theory, emphasising theory application more explicitly throughout the report could strengthen its theoretical foundation.

Follow up

Since the consumer behaviour assignment, our approach to teaching and learning about consumer insights has significantly improved. We have embraced a more interactive approach, fostering greater student engagement in exploring emerging consumer trends. Moreover, we have integrated ongoing peer review practices into various modules, aiming to promote collaborative learning and effective teamwork skills across disciplines.

For future activities and slides, we plan to maintain the same structured format. However, we intend to create more opportunities on Blackboard, where students can actively participate in a group community. This platform will serve as a space for students to engage in discussions, ask questions, and share ideas with one another and with me. This shift to a broader online setting on Blackboard aims to enhance student collaboration, transitioning from in-person seminars to a more inclusive digital environment.

References

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111-127.

Johnson, D. W., & Johnson, R. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company.

Kristinsson, K., Candi, M., & Sæmundsson, R. J. (2016). The relationship between founder team diversity and innovation performance: The moderating role of causation logic. Long Range Planning, 49, 464-476.

Lattimer, R. L. (1998). The case for diversity in global business, and the impact of diversity on team performance. Competitiveness Review: An International Business Journal, 8(2), 3-17.

Prince, M. (2004). Does Active Learning Work A Review of the Research. Journal of Engineering Education, 93, 223-231.

Wang, J., Cheng, G. H. L., Chen, T., & Leung, K. (2019). Team creativity/innovation in culturally diverse teams: A meta‐analysis. Journal of Organizational Behavior, 40, 693-708.

 

“Making it OUR Year Abroad”: A student-staff collaboration to support the Year Abroad experience for Languages students

“Making it OUR Year Abroad”: A student-staff collaboration to support the Year Abroad experience for Languages students

By michaelkilmister Comment Closed

 

By: Dr Chiara Ciarlo, School of Literature and Languages, c.ciarlo@reading.ac.uk
Screenshot of UoR Italian Year Aboard Facebook group
Screenshot of the private Facebook group created by students for their Year Abroad

Overview

In this blogpost, Lecturer in Italian Language Chiara Ciarlo illustrates how four Department of Languages and Cultures (DLC) students with experience of the Year Abroad (YA), collaborated with staff on a PLanT-funded project to help fellow Part 2 students deal with the difficulties and anxiety of preparing to study abroad in the post-Brexit era, by creating a successful network of support including a student-led Facebook group and a useful video-guide with tips on life abroad. This project demonstrates the power of student partnership for building belonging and engagement in ways that are meaningful and authentic to learners.

Objectives

The primary aims of this activity were:

– to enhance communication among students across year-groups in DLC;
– to encourage current and returning students to share their YA experience in an inclusive way, and Part 2 students to proactively seek help while preparing to go abroad;
– to identify key aspects which required more support for Part 2 students;
– to create online YA resources on these aspects that could easily be accessed by current and future students.

Context

Due to recent economic and political changes, students preparing to study/work abroad as part of their Languages degree, have had to deal with complex bureaucratic processes (e.g., visa application) and unforeseen problems (e.g., increasing difficulties in finding accommodation), which have caused them undue stress and anxiety. During her time abroad, Jess Mant, one of the student partners in the project, had the original idea of setting up a network for fellow students to offer support on the issues she had experienced when preparing to leave and while in the foreign country. This subsequently became a PLanT-supported project.

Implementation

The project was based on the students’ YA experience in Italy. After an initial planning meeting with staff, two of the student partners, Jess and Francesca Greatorex (Finalists), set up a student-led private Facebook group as a space for the Italian students to find out more about the YA. It was agreed that this group should have only students as members (i.e., no staff were allowed on it) to allow freedom of discussion. Past and present students of Italian were invited to join the group, and this was a great opportunity for alumni to contribute to the discussion and offer advice on different destinations. All student partners initially introduced themselves via videos, shared their experience and pictures, and used polls to encourage members to vote on topics to discuss. This worked particularly well and stimulated participation when Part 2 students had to choose their destinations, as questions on specific cities could be addressed.

Once the Facebook group was up and running, the other two student partners, Anna McTiernan and Rosa Lockwood-Davies (Year Abroad students), created videos on topics that had become popular in the Facebook discussions and in YA preparation meetings with staff and Part 2 students e.g., tips on the visa application based on own experience, finding accommodation, and how to make friends in a foreign country. These videos were later uploaded on the Facebook group and were liked by members. Despite having individual roles, student partners collaborated in both areas of the project, sharing ideas and reviewing each other’s work.

Screenshot from student created video
Screenshot from student created video

Impact

Aim: To enhance communication among students across year groups in DLC.
The Facebook group created by the student partners is a permanent space that Italian students of all year-groups can join. This year, the group will welcome the new Part 2 cohort and the administration will be taken over by the remaining student partners of the project.

Aim: To encourage students returning from the YA to share their experience in an inclusive way, and Part 2 students to proactively seek help in preparing to go abroad.
This aim was achieved through posts and videos (and the use of captions in the videos, which helped students focus on the content). Videos on some more sensitive topics (e.g., making friends) were carefully planned to include all types of personalities. Polls were particularly effective in stimulating members to ask questions and contribute.

Aim: To identify key aspects which required more support for Part 2 students.
The use of polls and discussions in the Facebook group, and the participation of student partners at YA preparation meetings, helped create a pool of topics to cover in the video-guide.

Aim: To create online YA resources on these aspects that could easily be accessed by current and future students.
The Facebook group became “the space” were all material could be found in one place by members: this included the videos and several useful links which were recommended by student partners during preparation meeting and immediately posted in the group. This will remain a great source of information for future cohorts.

In a survey carried out during the summer, Part 2 students commented particularly on the usefulness of this material and its ease of accessibility.

Screenshot from student created video
Screenshot from student created video

Reflections

The success of the activity lies in the determination and creativity of the student partners. From the very beginning, they all took on their role with great enthusiasm and were driven by the will to pass on their knowledge to make the YA an enjoyable experience for current and future cohorts of Languages Students. Additionally, other students who were on the YA found the initiative very stimulating and began to give their contribution, both in group discussions and by posting extra material that they had created to document their experience abroad e.g., a written guide on the student experience in Padua.

Student partners encountered some difficulties while creating and running resources, namely in making students interact in online exchanges and in producing videos whose format would appeal to peers. To overcome these issues, they came up with creative ideas, like the use of polls and the creation of shorter videos, to encourage viewings. For staff, having the input of the student partners was invaluable, as every activity was designed with the students and their needs in mind.

Follow up

Two of the student partners, Finalists in 2023/24, will continue with the administration of the Facebook group (possibly creating also an Instagram account to complement it), and will encourage this year’s Part 2 students to join. With the contribution of other members, who have also returned from the YA, information will be regularly updated, discussions will be stimulated, and new material for the video-guide will be produced, making this a permanent and dynamic space for Languages students to meet and share their YA experience.

A special grazie/thank you goes (in no particular order) to Jess, Francesca, Anna and Rosa for the time, dedication and enthusiasm they all put in creating these resources, and for demonstrating that the Year Abroad is an invaluable experience that needs to be preserved and shared with others.

Links

Link to the “UoR Italian Year Abroad” private Facebook group.

 

Adapting a carousel technique from face to face to remote teaching on Blackboard Collaborate

Adapting a carousel technique from face to face to remote teaching on Blackboard Collaborate

By michaelkilmister Comment Closed

 

By: Anjali Mehta Chandar, Charlie Waller Institute, School of Psychology and Clinical Language Sciences (SPCLS), a.m.chandar@reading.ac.uk
Decorative image
Photo by Jhon Paul Dela Cruz on Unsplash

Overview

Our vocational postgraduate courses in Low Intensity Cognitive Behavioural Therapy  for Children and Young People include a mix of face to face, and remote teaching on Blackboard, at an almost 50/50 split since the COVID-19 pandemic. It is important that trainees engage well with digital methods of learning, and a carousel technique was adapted for Blackboard Collaborate, with hugely positive feedback from the trainees.

Objectives

My objectives for this project were as follows:

  • adapt the carousel activity from face to face teaching to remote teaching,
  • gain feedback from trainees about the effectiveness of this strategy and,
  • make changes as necessary for future implement with other cohorts.

Context

The Educational Mental Health Practitioner (EMHP) programme is a one-year vocational postgraduate course. The trainees are employed by an NHS trust, local authority or charity, and study in the Charlie Waller Institute (within SPCLS) to become qualified mental health practitioners working in primary and secondary schools.

Since the pandemic, trainees have half of their teaching face to face on campus, and half of it via Blackboard Collaborate. Teaching days are 9:30-4:30pm. It has been important, and a learning curve, to ensure online teaching remains as engaging as face to face teaching. It is suggested that a lack of engagement with digitally enhanced learning leads to students being academically disadvantaged (Francis & Shannon, 2013). It is also important that group work is still utilised despite a larger amount of remote teaching than before, as it is an effective method for fostering wider knowledge, clarification on a topic and evaluation of peers’ ideas (Hassanien, 2006).

Carousel activities are an engaging teaching method, and are commonly used in face to face teaching. With this technique, trainees work in small groups to complete an assigned task. Half of the trainees then stay with their projects to explain them, whilst the other half circulate around the room to hear about the other projects. The trainees then switch around, enabling everyone to have a chance to present to their peers, and hear about all the other projects and outcomes too. It was therefore important to try to emulate this for online teaching, as it was a well-received method in face to face teaching.

Implementation

I designed the teaching activity to be 30 minutes of small group work in breakout rooms, and then wanted some trainees to be able to move themselves to three  different breakout groups (one every 5 minutes), before moving back to their own original group. Meanwhile the other half would stay in their own group for the first 15 minutes, explaining to their peers about their project ideas, before then moving around 3 groups for the last 15 minutes.

I was able to research how to adapt settings on Blackboard Collaborate to allow this to happen. By clicking ‘allow attendees to switch groups’ when setting up breakout rooms, trainees can move themselves.

Trainees were given strict instructions about the task, including what their project was about based on what group number they were, how to make notes of their project for presenting to their peers after, and how/when to switch groups to hear about other’s ideas. See slides below, which are also available for download as a PowerPoint file:

Groups of 4-5 You will be allocated one of the following: - peer relations - bullying - exam stress - social media There may be multiple groups presenting for each topic You will be given an activity related to your topic Discuss, design, create your topic (30 mins) make notes on a shared screen. Perhaps one of you share your screen on a Word doc, or use the whiteboard feature. Present to others using carousel technique (30 mins)

2 people ('explainers') stay in your breakout room to explain your concept to other people coming in 2-3 people ('learners') move into other breakout rooms to learn about other group's ideas. Every 5 minutes, 'learners move around to the next group (e.g., if you're group 5, move to group 6), so you should look at 3 other groups. After 15 minutes, 'learners' and 'explainers' swap around, so you all get a chance to explore a bit more. All posters to be saved and sent to me so I can add to BB afterwards please!

Group 1 and 5: The local primary school have asked you to prepare a short presentation on 'bullying' for a year 6 school assembly Group 2 and 6: You have been asked by the local academy school to develop a newsletter on how 'how to cope with exam stress' for them to upload on the new school portal system for parents (particularly of GCSE students) to see. Group 3 and 7: The school council from a secondary school has requested a series of workshops on social media and online safety to a group of year 7 and 8 students Group 4 and 8: The local primary school SENCO has noticed a rise in referrals to the ELSA regarding peer relationship difficulties. they have requested some EMHPs to come and do some workshops with years 3-6 on 'positive peer relations'.

Feedback to wider class Any really interesting findings? Any difficulties arise?

I was then able to use the chat function to let everyone know to move to the next group (every 5 minutes).

I then closed all breakout rooms after all switches had been made, and we discussed the projects as a whole class.

Impact

Shortly after the carousel task was completed, trainees completed their usual feedback for the teaching day using Menti.

Below is the quantitative feedback about how satisfying, informative and engaging, the day was: (Note: this included other teaching techniques for three quarters of the day, and not just the carousel task in the final quarter.)

I am satisfied with the teaching - 9.3/10 The teaching was informative - 9.3/10 The teaching was engaging - 9.3/10

I was also able to see qualitative comments about the carousel task in particular, and noted how so many of the comments were specifically about this task. See below:

26 comments on the learning activity from students including 'liked the carousel activity' 'I liked the mixture of teaching style'.

It seems that trainees appreciated the real-life aspect of the group task, which is in line with research by O’Neill and Short (2023) who found that ”real-world relevant” group tasks in higher education tend to engage students more.

There were only three pieces of feedback about the carousel activity when trainees were asked what could be improved in the day:

  • “Carousel was a bit chaotic but enjoyed it more than I expected”
  • “The carousel was not so much fun”
  • “Felt rushed creating poster and then needing to share”

Whilst the first two are hard to make adjustments for as it is unclear what was not fun and what was chaotic, the third point can be solved by allowing more time for the task itself. However, I am also mindful that the majority of trainees completing the feedback did not state that this felt rushed. To balance this, I can check with trainees on the day if 30 minutes feels like enough time, and go with a majority vote for timing.

Overall, this activity was therefore able to meet its first two objectives:

  • adapt the carousel activity from face to face teaching to remote teaching, and
  • gain feedback from trainees about the effectiveness of this strategy.

The third objective was “to make changes as necessary for future implementation with other cohorts.” This has yet to be carried out due to the fact this teaching day resumed to face to face teaching the following year, but a similar technique can be utilised for other teaching days and content.

Reflections

Overall, I feel that the carousel technique was well implemented and only minor changes need to be taken forward. Specifically, this is about ensuring all trainees feel they have enough time for the initial project creation element.

From the feedback, I think trainees enjoyed the task. Clear instructions made this task work well, and  trainees enjoyed being able to move themselves around breakout groups. This was perhaps more novel than usual, which may have sparked interest. Similarly, Meng et al. (2019) found that novel techniques in the pharmacy field led to improved learning and communication abilities, and improved academic performance.

Furthermore, the creativity was acknowledged in another section of the Menti feedback –“this was night and day compared to some of the other less creatively organised sessions” – which is in line with research about the importance of creativity in successful and effective teaching in higher education (Bidabadi et al., 2016).

Follow up

Since this teaching, I have noticed how it has not been implemented with other teaching days. For my upcoming allocated teaching, I have mapped out remote teaching days where I can implement this strategy again.

I plan to use the same format for structuring the activities and slides, with the added element of elicited feedback from trainees before the task about whether they feel they have enough time to complete it. I could also enter the different breakout groups and check that they feel they have finished.

I also hope that by disseminating this technique more widely and in more detail than previously – I shared it in the Charlie Waller Institute Teaching and Learning Significant Interest Group – more lecturers will feel able to implement this strategy and gain feedback on future changes to make.

References

Bidabadi, N. S., Isfahani, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: requirements and barriers. Journal of Advances in Medical Education & Professionalism, 4(4), 170-178.

Francis, R., & Shannon, S. J. (2013). Engaging with blended learning to improve students’ learning outcomes. European Journal of Engineering Education, 38(4), 359-369.

Hassanien, A. (2006). Student experience of group work and group assessment in higher education. Journal of Teaching in Travel & Tourism, 6(1), 17-39.

Meng, X., Yang, L., Sun, H., Du, X., Yang, B., & Guo, H. (2019). Using a novel student-centered teaching method to improve pharmacy student learning. American Journal of Pharmaceutical Education, 83(2), 171-179.

O’Neill, G., & Short, A. (2023). Relevant, practical and connected to the real world: what higher education students say engages them in the curriculum. Irish Educational Studies, 1-18.

 

Whose getting the development here? Utlising SoTL frameworks to reflect on personal development modules for senior level apprentices

Whose getting the development here? Utlising SoTL frameworks to reflect on personal development modules for senior level apprentices

By michaelkilmister Comment Closed

 

By: Dr Elizabeth Houldsworth, Associate Professor of Leadership, Organisations and Behaviour at Henley Business School, liz.houldsworth@henley.ac.uk
Group of people sitting around a table looking at paper and a laptop
Photograph from a staff development workshop at Whiteknights Campus, July 2023 © Liz Houldsworth

Overview

This entry offers an overview of a collaborative study by Dr Elizabeth Houldsworth (Henley Business School) and Emma Watton (Lancaster University Management School)

The researchers met at both their institutions to review personal development (PD) materials and to hear reports from learners on the impact of PD modules on their development as reflective practitioners. An exploratory empirical study was designed using Henley Business School students to consider the relative degree of reflective thinking displayed by learners in their PD assignments.

The approach was informed by scholarship of teaching and learning (SoTL) frameworks designed by Boyer (1990) and Kern et al. (2015) and, in particular, the need to ‘go public’ about the study. The collaborators reflected that the study had an unexpected positive impact on their own personal development as reflective practitioners.

Selfie photograph of Liz Houldsworth and Emma Watton.
Liz Houldsworth (left) and Emma Watton (right) © Liz Houldsworth

The project has had the following outputs, which are available for download by selecting the links:

    1. A peer reviewed presentation to the Research in Management Learning and Education Conference in Banff June 2022 (abstract)
    2. A peer reviewed conference presentation to Advance HE on the SoTL aspects of the collaboration (abstract)
    3. Staff development workshops at Henley Business School and Lancaster University Management School. Materials from the final one, held at Whiteknights Campus in July 2023, is available for download here (PDF of PowerPoint slides)

References

  • Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.
  • Kern, B. Mettetal G, Dixson M, et al. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship of Teaching and Learning, 15(3): 1-14.

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