Decentring Ableism: Creative Applications of Film Accessibility in Film/TV Practical Teaching

Decentring Ableism: Creative Applications of Film Accessibility in Film/TV Practical Teaching

By michaelkilmister Comment Closed

Shweta Gosh, Department of Film, Theatre & Television, shweta.ghosh@reading.ac.uk

 

A man wearing a grey T-shirt and black pants against a yellow wall. He is sitting on the floor next to his laptop, with his hands making a film frame as he discusses a shot from a film playing on his laptop. The caption reads [Epic action film music].

Overview

In this blogpost, Lecturer in Screen Practices and Industries Shweta Ghosh discusses her recent exploration of a new approach to teach film sound design using captions. Based on Shweta’s research on filmmaking and accessibility, this exploration serves as the foundation for a toolkit of film practice teaching methods that she intends to develop through 2023/24, which draw on principles of universal design and decentring ableism in the creative industries.

Objectives

The primary aim of the activity was to explore possible pedagogical applications of research on film accessibility in practical Film/TV teaching at the Department of Film, Theatre & Television. Key objectives were:

  • To develop student awareness of disability and Deaf culture, and the need for accessibility
  • To develop student capacities for confident exploration of diversities in audio-visual experience and development of creative ideas based on accessible filmmaking principles
  • To build accessibility into creative work with a foundational approach rather than incorporating it as an afterthought

Context

My doctoral research on filmmaking and accessibility revealed that filmmaking continues to centre nondisabled perspectives and practices, both on and off screen. Accessibility measures such as captions and audio description are often inserted in film/TV/video content as afterthoughts and accessible filmmaking research as well as practice demonstrates that the same measures considered at early stages (ideation, pre-production and planning) can make film and TV outcomes more accessible by default.

Additionally, accessibility measures can offer exciting possibilities to develop creative aspects of one’s work. The University of Reading Curriculum Framework outlines the need for teaching and learning practices to be accessible to all, and a key programme learning outcome of the new BA in Film & Television at the Department of Film, Theatre & Television programme is to “Create creative practice that is informed by an understanding of accessibility, sustainability and/or social engagement”. In alignment with these visions and outcomes, my exploratory activity was aimed at understanding student and staff response to the use of accessible filmmaking methods in film/TV practice teaching and learning.

Implementation

The activity involved working with two tutorial groups in the Part 1 Film/TV practice in Autumn term 2022 called ‘Introduction to Filmmaking’ (FT1ITF).

The idea was to explore the creative potential and inclusive outcomes of using creative captioning in Film/TV outputs. Group A and B tutors (Dr. James Kenward and I respectively) used a video by Artist Christine Sun Kim on rewriting closed captions from a Deaf perspective as a prompt for seminar discussion (released in advance on Blackboard), and facilitated student reflection on how captions can communicate diverse sound perspectives and the filmmaker’s creative intentions.

Initial discussion explored how the use of captions is widespread and how it makes audio-visual content accessible for Deaf viewers. This helped gauge student awareness and understanding of disability rights and accessibility more generally. Further discussion explored creative dimensions of captions in relation to ‘aural worlds’ (i.e., how each ‘world’ within an audio-visual work is built with different sound components and perspectives).

A screenshot from an animated film. We see two hands, one on top of another, feeling the vibration of sound from a speaker. On the top-left is the following text that identifies the film and production details: Embrace (Animated Short), 2014, Debopriya Ghosh, National Institute of Design. The caption reads [Film Audio]: Muffled Music and static.

Students were then encouraged to identify the different components of the aural world in the video as well as the classroom, and map these on to a sound design template. This template, used by Part 1 students as a formative development blog submission, facilitates thinking and planning for practical project sound design, where each column represents a component of the aural world (ambient sound, voice/dialogue, etc.) and which can subsequently be mapped on to sound design and mixing software.

A discussion connecting these various elements enabled students to apply insights to develop creative ideas for the sound design of their own practical projects. Questions used by tutors to facilitate discussion were based on the following themes:

  • How do the captions in this video describe the creator’s intention? For example, what is the intended mood and tone with respect to the violin music in the captions before and after Christine Sun Kim changes them?
  • How do the detailed captions help us imagine / create an aural world that is more complex + inclusive?
  • If you had to caption your 10-shot sequence, how would you caption it with your sound design intentions? Have a go based on your current rough cut (in class / before your next edit session with the rough cut copy / during the edit with the captioning tool).
  • How can your ‘captioned’ intentions be mapped on to a sound design plan (esp. Mood section)?

The activity was successful in achieving its intended objectives. Practical subgroups in A tutorial group used captions during the workshop to develop creative intentions for sound design. One of the practical subgroups in tutorial group B explored the use of creative captions in their final practical output. While their use of captions was not assessed summatively, formative feedback was provided at an editing supervision meeting, and their attempt to understand and engage with captioning was positively recognised.

Reflection

Positive feedback from the group A tutor summarises the strengths of this activity and reaffirms that this can be an effective and interesting way to teach students film practice and accessibility.

“This was a very useful exercise and encouraged students to think about their creative practice in new and inventive ways. Students were not ‘taught’ accessibility, but utilised standard accessible filmmaking practice as a foundation to explore sound design choices in their films. Accessible practice was thus a given, ingrained into the work itself, rather than something to be viewed as separate or additional.

As the exercise confronts practitioners’ inherent biases as well as their expectations for the viewer, it works effectively to encourage students to critically analyse and evaluate their sound design choices in a targeted fashion. Given improving the quality of students’ sound design is a specific area of focus for the department, this exercise would be beneficial for students across practical modules.”

This exploratory project has also confirmed that there is an appetite amongst students to understand and engage with audio-visual perspectives that are different to their own, whether on and off screen. This is crucial to develop future film/TV makers whose practices are built on the principles of empathy and inclusion.

Follow up

The verbal feedback from students and interesting themes emerging from the trail this year (such as creative intentions, creative control, accessibility tools as enhancers or limiters of creativity), will be used to develop a detailed yet flexible version of this exercise, which can be used in next year’s Introduction to Filmmaking module as well as adapted for relevant Part 2, 3 and MA Film/TV practice modules. A seminar + workshop format (or critical discussion + sound design template application activity) will support students to connect critical themes to creative applications fruitfully. Student and staff feedback at the end of these sessions will be invited to further my understanding of engagement with accessibility methods and how these might enhance creativity and empathy, as well as key pedagogical challenges.

If you’d like to know more or would like to talk about this project, you can reach me at shweta.ghosh@reading.ac.uk or my personal website.

Links

DIGITAL EDUCATION & ACCESSIBLE LEARNING

By aaroncooper Comment Closed

Prof Suzanne Graham: s.j.graham@reading.ac.uk;

Prof Richard Mitchell: r.j.mitchell@reading.ac.uk

Dr Yota Dimitriadi:  y.dimitriadi@reading.ac.uk

Schools: MPCS and Institute of Education

Overview

This article reports on the joint Institute of Education / Department of Computer Science Leverhulme funded project concerned with improving online learning for three groups of students. Various recommendations are made, some relating to the Yuja lecture capture system. More details are on our DEAL site https://blogs.reading.ac.uk/deal/.

Objectives

  • To identify optimal conditions for presenting learning information for students in HE, specifically across three student groups: – deaf/hearing impaired (DHH); with dyslexia (DYS), those with English as a second language (L2)
  • To establish a platform for developing an agile system responsive to different user needs
  • To use this evidence base to inform the development of guidance to providers of online learning

Context

Although the prime focus of the project was on Deaf and Hard of Hearing (DHH) learners, research suggests that students with literacy and language difficulties also benefit from captioning and visual materials. We used material from two of the University’s well established MOOCS on FutureLearn Begin Robotics and Understanding Anxiety, Depression and CBT which had material in various formats.

Implementation

We created two versions of online learning materials across these content areas. One version of the materials was ‘unenhanced’ – termed MOOC. The other version was ‘enhanced’ to offer greater support to learners (for example, through British Sign Language, BSL), termed DEAL.

Participants (109, randomly allocated to conditions) viewed the materials in an online interview after completing tests of literacy and prior knowledge. After viewing they completed quizzes to assess learning, and questionnaires and an interview to gauge their views on and attention to various features of the materials. Additional participants (26) viewed the Robotics materials while their eye-movements were tracked.

The University’s lecture capture system Yuja stores information from the lecturn computer and an optional camera. Students can view any result on the YuJa server, controlling captions and the two streams from the computer and camera. The camera can be used to record a signer live, but a video of a signer done elsewhere can be merged with that from the lecturn.

Impact

The project recommends

  • Adding Advance Organisers (signposts given to students before they undertake an activity to help them structure the information they are about to learn and to direct their attention to key points).
  • Pre-viewing explanations of key subject specific terminology.
  • Breaking some of the information down into smaller segments with summaries.
  • Adding British Sign Language to video clips.
  • Drawing participants’ attention to how to modify and use captions.

The overriding message for online learning is that personalisation of modifications is key, and that can be achieved by systems such as

  • Ally, where students can access material in different formats
  • YuJa, where students can personalise captions and signing.

Reflection

  • For both content areas, post-viewing quiz scores for MOOC and DEAL were very similar.
  • For Robotics, DHH DEAL participants had higher average post-viewing scores than DHH MOOC participants, giving some indication that the DEAL modifications helped.
  • Across all groups, DEAL modifications were found helpful by many participants. There was however a lot of individual variation regarding what was helpful/unhelpful. Participants wanted to be able to personalise their viewing: for example, by moving the BSL to a certain area of the screen, to lessen cognitive overload.

Specifically for the DHH students, we recommend

  • Provide a BSL version that can be turned on or off. Not all DHH students find BSL helpful or use it as their first and preferred language so the option to select BSL is likely to be helpful.
  • The option to move the interpreter to other parts of the screen was also favoured, which can be achieved for instance by Yuja, see link below.

Follow Up

Currently, relevant videos in the Begin Robotics MOOC are being enhanced to incorporate relevant findings from the project. These will be available in future runs, which will also be taken by the first year Computer Science students.

Links

The project web site https://blogs.reading.ac.uk/deal/

Viewing a video and a signer on Yuja  https://reading.yuja.com/V/Video?v=186538&a=492227066

The CBT MOOC  https://www.futurelearn.com/courses/anxiety-depression-and-cbt

The Begin Robotics MOOC https://www.futurelearn.com/courses/begin-robotics

Using more low-tech hybrid/hyflex teaching methods in English Literature modules – benefits and limitations.

By aaroncooper Comment Closed

Professor Cindy Becker: l.m.becker@reading.ac.uk

Literature and Languages

 

Overview

During the pandemic, hybrid learning was used in two modules I taught – one at Foundation Level and one at Part One. I found it worked well for discussion-based sessions. I recognize that there are potential gains and losses to continuing this practice post-pandemic and I hope this case study might contribute to our institutional conversation.

Objectives

The objectives were to:

  1. Include as many students as possible in live teaching sessions.
  2. Maintain the energy of a group learning setting for all students.
  3. Reassure students that they were still part of their learning cohort, even off campus.
  4. Ensure good attendance and engagement on key modules at Foundation Level and Part 1, which might be seen as ‘at risk’ stages for student retention and attainment.

Context

Seminars in Arts and Humanities offer a specific type of learning experience, based upon developing ideas through discussion in a group setting. Students did not respond well to the idea of one-to-one (or two/three) sessions as a replacement if they were off campus. They struggled to attend or to engage in sessions which could become ‘information-giving’ tutorials rather than ‘knowledge-sharing’ seminars.

Implementation

Hybrid learning, in my case through a Blackboard Collaborate session running simultaneously with a campus seminar, was used for some modules in my department to include students who were unable to come onto campus due to the pandemic. I used the desktop computer in the teaching room, and I had the camera facing me (the online students preferred this to looking at their fellow students). The sessions were low tech, so I did no more than share my screen for visual material used in the seminar. I put the handouts in my Blackboard module and shared them in the Blackboard Collaborate chat. At the end of each seminar the online students stayed in the session so that I could check in with them once the on-campus students had left the room

For the Part 1 module, the module convenor alerted me to those students to whom I would need to send the Blackboard session link. No students other than these were offered the option of attending online

Impact

The first three objectives were achieved with the Part 1 module. An unplanned outcome was that we opened the hybrid sessions to a student whose mental health precluded on-campus attendance for two weeks, so the impact was wider than expected.

I then introduced hybrid learning in a Foundation module on which there had been poor attendance, for seminars in which I was offering important information about assessment.

I sent the online link to all students on the Foundation module. An unexpected outcome was that this did not significantly reduce the number of students who attended the on-campus seminar, but it did draw in the students on the module who had been regular nonattenders.

Reflection

I think hybrid teaching and learning worked well because our subject lends itself to relatively low-tech, conversation-based seminar learning. It worked for me as a seminar leader surprisingly well; this might in part have been because students were happy to give me leeway as I drifted off camera or took a few moments to catch up with their chat contributions.

On reflection I wish I had explored the option of students in the room interacting on their laptops with the online-only students. Responses would be passed to me from students online via students in the room on WhatsApp during general discussions, and I would have liked to facilitate that more formally. I wonder if we are underestimating our students’ abilities to multi-task in this way when we offer them campus-only sessions and I am keen to see whether the blended learning landscape of our future might also allow for more hybrid learning opportunities.

Follow Up

I led a professional conversation on this topic in my department to share our experiences and, perhaps, to consider what we might lose if we abandon hybrid teaching next year, weighing this against the potential risks that might be associated with its continuance. I would be pleased to hear from any colleagues who would like to become involved in a wider conversation.

Links

Note: this entry is submitted in conjunction with Gemma Peacock’s T&L Exchange entry in which she shares her experiences of hybrid/hyflex learning in language learning and academic skills development courses in ISLI (add link to that blog here).

Hybrid Teaching and Learning Network (on Teams) for sharing good practice: https://tinyurl.com/ye6awyuz

General survey on hybrid teaching and learning practice at the University of Reading: https://forms.office.com/r/bF9k3amY3d

Using more high-tech hybrid/hyflex teaching methods in language and academic skills learning contexts – benefits and limitations.

By aaroncooper Comment Closed

Gemma Peacock: g.peacock@reading.ac.uk

ISLI (International Study and Language Institute)

Overview

This case study reports on a successful pilot of hybrid/hyflex teaching in the International Study and Language Institute (ISLI) where one class contained fully online remote students and blended on-campus students together. There are both benefits and limitations to using this approach for language and skills learning contexts.

Objectives

The objectives of the pilot were:

  1. To investigate and refine the technical aspects of running hybrid lessons.
  2. To develop guidance for teachers.
  3. To ascertain whether hybrid/hyflex teaching and learning methods can be used in contexts where more complex interaction patterns are required.
  4. To gather feedback from teachers and students on their experiences.

Context

The hybrid/hyflex pilot was run initially because small cohort numbers for ISLI’s autumn 2021 Pre-sessional English course precluded the running of two separate classes: one online and one on-campus. While evidence existed in other institutions of the successful adoption of hybrid in lecture-style classes, it was not known if hybrid would work in ISLI’s context as it specialises in English language teaching and academic skills development for international students. These fields require complex interaction patterns between students themselves and with their teachers.

Implementation

During the pilot we refined the technology and processes necessary to deliver hybrid successfully as follows:

  1. A Teams meeting runs during the lesson, displayed on a smart board. Remote students attend this meeting and on-campus students can also do the same using their own devices to receive documents or links easily in the chat during the lesson.
  2. A device called a Meeting Owl Pro takes a constant 360 degree panoramic shot of the whole classroom and also shares video and audio of the speaker as they speak and move around the room.
  3. Two monitors on the teacher desk means they can interact with the Teams meeting functionality (such as displaying slides or documents) and they can use the other screen for other purposes (such as teacher notes).
  4. Teachers are thus able to speak to all students and remote students can speak to and see on-campus students via the Owl and vice versa for the implementation of a wide variety of interactive tasks.
  5. Focus groups were held with teachers and students on the pilot to gather data on their experiences.

NB: Hybrid/hyflex is possible without a Meeting Owl so long as a reasonable quality microphone and camera exists in the classroom.

Impact

ISLI’s hybrid/hyflex pilot achieved its outcomes. We investigated and refined the technical aspects of running hybrid lessons through trial and error. This resulted in the production of:

  • a Meeting Owl Pro set-up guide for teachers.
  • a guidance document for teaching and learning via hybrid/hyflex methods.
  • a Teaching and Learning Sub-committee report on the pilot.
  • future recommendations for hybrid/hyflex delivery in ISLI.

The feedback gathered from teachers and students on their experiences was generally positive. When combined with the feedback from ISLI’s TEL team, it was agreed that while it is possible to use hybrid/hyflex in language learning or skills development contexts it may not be desirable. Some recommendations include:

  • Comprehensive teacher training in hybrid technology and pedagogy.
  • Lesson design and staging must enable both remote and on-campus students to participate equally and to receive equal attention from the teacher.
  • Where there is a small cohort (<5) these should be integrated into an online/F2F class to form a hybrid cohort to improve the student experience.

Reflection

The pilot study was successful as it allowed for on-the-job teacher-training through action research, and a more granular understanding of how hybrid/hyflex can work in terms of both technology and pedagogy. I believe ISLI’s expertise of hybrid/hyflex teaching and learning methods could be called on more widely across the university as the blended learning landscape of the future takes shape.

Hybrid/hyflex teaching and learning has been hailed as a more inclusive and accessible mode of study since it gives students agency to choose whether to study from home or on campus according to their immediate needs. This has proved beneficial in other teaching contexts (add link to Cindy Becker’s T&L blog post). Current visa regulations, however, do not permit international students on Pre-sessional English courses to switch between online and face-to-face delivery within a course, as students receive an offer for one mode of delivery only. This means that some of the potential benefits of hybrid/hyflex delivery are not available to them at this time.

 

Follow Up

Since the pilot, professional conversations about hybrid/hyflex have taken place with schools across the university to include the Department of English Literature and Henley Business School. In May 2022, presentations on hybrid were delivered to HE colleagues at the JISC Change Agent’s conference, and with English Language Teaching professionals at the IATEFL conference in Belfast. Data on hybrid methodology usage is currently being gathered from a survey Gemma Peacock and Cindy Becker have circulated with the aim of writing a journal article in the near future.

 

Links

Note: this entry is submitted alongside Cindy Becker’s T&L Exchange entry in which she shares her experiences of low tech hybrid/hyflex learning in English Literature seminars (add link to that blog here).

Hybrid Teaching and Learning Network (on Teams) for sharing good practice: https://tinyurl.com/ye6awyuz

General survey on hybrid teaching and learning practice at the University of Reading: https://forms.office.com/r/bF9k3amY3d

Blended Learning – Exploring the Experience of Disabled Law Students

By aaroncooper Comment Closed

Amanda Millmore, Sharon Sinclair-Graham, Dr. Rachel Horton, Darlene Sherwood, Sheldon Allen, Lauren Fuller, Konstanina Nouka, Will Page & Jessica Lane

a.millmore@reading.ac.uk 

School of Law (& Disability Advisory Service)

Overview

This student-staff partnership included students with disabilities and long-term conditions, academics in the School of Law and a Disability Advisor. Student partners ran a cohort-wide questionnaire and facilitated focus groups with disabled students to discover what has worked well this academic year with blended learning and where things could be improved. This work has provided a blueprint for those hoping to use blended learning to deliver accessible education for all.

Objectives

  • To magnify the voice of our disabled students
  • To understand the positives and negatives of blended learning from their various viewpoints
  • To improve current teaching, as well as planning for future teaching and learning activities.

Context

The move to blended learning during the Covid-19 pandemic led to many changes to of the way that Law was taught in the 20/21 academic year. Student-Staff Partnership Group (SSP) feedback indicated that disabled students were affected more than most by this change. This project was an opportunity to understand more about the impact on these students and to amplify their voices.

Implementation

Given the constraints of working during the pandemic, our partnership worked virtually throughout, using only MS Teams meetings and sharing documents. Students designed a cohort-wide questionnaire to find out about the wider student experience with different aspects of blended learning.

This was followed-up by student partners facilitating smaller focus groups of students with disabilities and long-term conditions.

The partnership then assimilated all of the evidence they had gathered to produce short term and long term recommendations as well as highlighting what has worked well with blended learning.

Together we prepared a report with our evidence and recommendations and this has been shared not only within the School of Law but widely across the University, including with the University’s Blended Learning Project, the Technology Enhanced Learning (TEL) team and the Committee on Student Experience and Development (COSED), as well as with colleagues in different functions and departments.

Impact

Positives from blended learning were highlighted including the flexibility of pre-recorded lecture videos, which enabled students to stop, pause and revisit lecture materials and work at their own pace and in their own time. Students preferred lecture recordings to be in the region of 20 minutes, as longer than that could pose a barrier for some students.

In the short term the partnership recommended the scheduling of lecture release days across core modules, so that lectures were made available on set days. 194 students were put into 46 study groups and a video to demystify the ECF process was recorded and shared widely (https://web.microsoftstream.com/video/714b6fa4-83f3-457c-a37b-3f4904e63691). These recommendations were all adopted.

Longer term the partnership recommended the consistent use of meaningful weekly plans (now part of the Teaching & Learning Framework for 2021/22) and improvements to Blackboard, notably a uniform layout across modules for Law students, including a single menu location for joining links to online classes.

The project and its recommendations have been shared within the School of Law, across the University and more widely at national conferences, all with students co-presenting the work.

Students were invited to the School of Law’s Blackboard Working Group and have been instrumental in driving forwards their recommendation for a consistent cross-module Blackboard layout for the next academic year. Students are also working with the TEL team to produce best practice videos for staff.

Reflections

This has been a hugely successful partnership project, not merely for the clear recommendations and tangible outcomes which are aimed to improve the experience of all students with blended learning this academic year and moving into the future, but also in the way that it has amplified the voices of students with disabilities and long-term conditions at School and University level.

As a partnership it has been influential, and the recommendations have been heard across the university and many have been adopted within the School of Law, but the positives for the individual student partners cannot be underestimated. They have gained valuable employability skills and experience in project work, presenting at conferences and advocating within meetings with staff. Moreover, as a project in which clear recommendations were given which have been heeded, it has improved the sense of community for all students, emphasising that the School of Law is a space where student views are important and they can contribute to their studies and make a difference.

Focus group participants with disabilities and long-term conditions have been empowered, with 2 first year participants subsequently volunteering for a new partnership project being run in the School of Law, as they can see the impact that their involvement can have.

Links and References

  • Amanda Millmore – “A Student-Staff Partnership exploring the experience of disabled Law students with blended learning at University of Reading, UK “ in Healey, R. & Healey, M. (2021) Socially-just pedagogic practices in HE: Including equity, diversity, inclusion, anti-racism, decolonising, indigenisation, well-being, and disability.mickhealey.co.uk/resources
  • Abstract for Advance HE Teaching & Learning Conference session: Teaching and learning conference – on demand abstracts_0.pdf (advance-he.ac.uk)
  • To follow – links to CQSD TEL videos & guidance (in progress).
  • We are happy to share the project report upon request – please get in touch if you would like a copy.

Supporting the Wellbeing of Trainee Psychological Wellbeing Practitioners

By aaroncooper Comment Closed

Will Warley and Allan Laville

Overview

This project aimed to provide Trainee Psychological Wellbeing Practitioners (PWPs) on the MSci Applied Psychology (Clinical) course with guides containing evidence-based techniques and strategies to manage their wellbeing and workload over the course of their placement year. Here we reflect on the benefits of completing this project as well as the potential benefits of these materials for future trainee PWPs.

Objectives

  • To create guides which would support the wellbeing and workload of trainee PWPs on the MSci programme.
  • To evaluate the impact of these materials via feedback from current trainee PWPs on the MSci Programme.

Context

In their third year, students on the MSci Applied Psychology (Clinical) course train as PWPs. PWPs are trained to assess and treat a range of common mental health problems and work predominantly in Improving Access to Psychological Therapies (IAPT) services. Research indicates that wellbeing is poor among PWPs working in IAPT services; Westwood et al. (2017), in a survey of IAPT practitioners, found that 68% of PWPs were suffering from ‘problematic levels of burnout’. Given the prevalence of burnout among PWPs, it is critical that trainee PWPs are equipped with effective, evidence-based strategies to manage their wellbeing.

Will Warley (4th year student – MSci Applied Psychology) approached Allán Laville (Dean for Diversity and Inclusion & MSci Applied Psychology (Clinical) Course Director) about creating wellbeing guides for trainee PWPs.

Implementation

The preliminary stage of the project involved reflecting on the challenges which trainee PWPs face during their PWP training. As I had just completed my PWP training, I was in a good position to understand the challenges which are faced by trainees. These included: balancing university, placement and part-time work; ‘switching off’ after placement days; managing stress; organisation (in placement and in university); and clinical challenges, such as having a client not recover after treatment.

After reflecting on these challenges, I identified evidence-based techniques which could help students to overcome these challenges and tailored them to trainee PWPs. Using evidence-based techniques, underpinned by a well-founded model (such as Cognitive Behavioural Therapy), is important as techniques/strategies which lack evidence may be ineffective and, worse, could have the potential for harm.

A consistent approach to the design of the guides was adopted. This is highlighted below in the annotated ‘Stress Bucket’ guide:

 

Impact

Current trainee PWPs were asked to provide anonymous feedback 6 weeks after being presented with the wellbeing resources. Their responses are summarised in the infographic below (N.B. one response was excluded from the final data as the respondent identified that they had not used any of the resources).

The small number of respondents (N=5) limits the overall utility of the feedback. However, it was promising to see that 4/5 of respondents had used the information/advice to support their wellbeing.

 

Reflections

Allán Laville’s reflections:

It is really encouraging to see how students have used the resources and that they would recommend the resources to a friend. From previous cohorts, we know that the level of clinical work increases in Spring and Summer term, so it will be very useful to collect further feedback later in the academic year.

Will Warley’s reflections:

Prioritising one’s wellbeing is critical for clinicians at any stage of their career, but it is particularly important during training where many challenges are faced for the first time. It’s therefore very positive to see that the MSci trainees have found these resources helpful in supporting their wellbeing during their training year so far.

Follow up

The qualitative feedback from students highlights potential implications for similar wellbeing-related projects across the university. For example, one student highlighted that it was helpful to know potential difficulties and coping strategies ‘before they became a problem’. It may therefore be helpful for future projects to start by using existing data (e.g. from module feedback) and questionnaires to fully understand the challenges faced by students on that particular course, and then use this information to identify appropriate strategies students can use to overcome these challenges.

Current MSci students will be presented with the final two wellbeing guides at the start of the Spring term. These resources will also be presented to future Part 3 MSci students in order to support their wellbeing during their PWP training year.

Links and References

Westwood, S., Morison, L., Allt, J., & Holmes, N. (2017). Predictors of emotional exhaustion, disengagement and burnout among improving access to psychological therapies (IAPT) practitioners. Journal of Mental Health, 26(2), 172-179. doi:10.1080/09638237.2016.1276540

Introducing group assessment to improve constructive alignment: impact on teacher and student

By edwardwhite Comment Closed

Daniela Standen, School Director of Teaching and Learning, ISLI  Alison Nicholson, Honorary Fellow, UoR

Overview

In summer 2018-19 Italian and French in Institution-wide Language Programme, piloted paired Oral exams. The impact of the change is explored below. Although discussed in the context of language assessment, the drivers for change, challenges and outcomes are relevant to any discipline intending to introduce more authentic and collaborative tasks in their assessment mix. Group assessments constitute around 4% of the University Assessment types (EMA data, academic year 2019-20).

Objectives

  • improve constructive alignment between the learning outcomes, the teaching methodology and the assessment process
  • for students to be more relaxed and produce more authentic and spontaneous language
  • make the assessment process more efficient, with the aim to reduce teacher workload

Context

IWLP provides credit-bearing language learning opportunities for students across the University. Around 1,000 students learn a language with IWLP at Reading.

The learning outcomes of the modules talk about the ability to communicate in the language.  The teaching methodology employed favours student–student interaction and collaboration.  In class, students work mostly in pairs or small groups. The exam format, on the other hand, was structured so that a student would interact with the teacher.

The exam was often the first time students would have spoken one-to-one with the teacher. The change in interaction pattern could be intimidating and tended to produce stilted Q&A sessions or interrogations, not communication.

Implementation

Who was affected by the change?

221 Students

8 Teachers

7 Modules

4 Proficiency Levels

2 Languages

What changed?

  • The interlocution pattern changed from teacher-student to student-student, reflecting the normal pattern of in-class interaction
  • The marking criteria changed, so that quality of interaction was better defined and carried higher weight
  • The marking process changed, teachers as well as students were paired. Instead of the examiner re-listening to all the oral exams in order to award a mark, the exams were double staffed. One teacher concentrated on running the exam and marking using holistic marking criteria and the second teacher listened and marked using analytic rating scales

Expected outcomes

  • Students to be more relaxed and produce more authentic and spontaneous language
  • Students to student interaction creates a more relaxed atmosphere
  • Students take longer speaking turns
  • Students use more features of interaction

(Hardi Prasetyo, 2018)

  • For there to be perceived issues of validity and fairness around ‘interlocutor effects’ i.e. how does the competence of the person I am speaking to affect my outcomes. (Galaczi & French, 2011)

 Mitigation

  • Homogeneous pairings, through class observation
  • Include monologic and dialogic assessment tasks
  • Planned teacher intervention
  • Inclusion of communicative and linguistic marking criteria
  • Pairing teachers as well as students, for more robust moderation

Impact

Methods of evaluation

Questionnaires were sent to 32 students who had experienced the previous exam format to enable comparison.  Response rate was 30%, 70% from students of Italian. Responses were consistent across the two languages.

8 Teachers provided verbal or written feedback.

 Students’ Questionnaire Results

Overall students’ feedback was positive.  Students recognised closer alignment between teaching and assessment, and that talking to another student was more natural. They also reported increased opportunities to practise and felt well prepared.

However, they did not feel that the new format improved their opportunity to demonstrate their learning or speaking to a student more relaxing.  The qualitative feedback tells us that this is due to anxieties around pairings.

Teachers’ Feedback

  • Language production was more spontaneous and authentic. One teacher commented ‘it was a much more authentic situation and students really helped each other to communicate’
  • Marking changed from a focus on listening for errors towards rewarding successful communication
  • Workload decreased by up to 30%, for the average student cohort and peaks and troughs of work were better distributed

Reflections

Overall, the impact on both teachers and students was positive. Student reported that they were well briefed and had greater opportunities to practise before the exam. Teachers reported a positive impact on workloads and on the students’ ability to demonstrate they were able to communicate in the language.

However, this was not reflected in the students’ feedback. There is a clear discrepancy in the teachers and students’ perception of how the new format allows students to showcase learning.

Despite mitigating action being taken, students also reported anxiety around ‘interlocutor effect’.  Race (2014) tells us that even when universities have put all possible measures in place to make assessment fair they often fail to communicate this appropriately to students. The next steps should therefore focus on engaging students to bridge this perception gap.

Follow-up

Follow up was planned for the 2019-20 academic cycle but could not take place due to the COVID-19 pandemic.

References

Galaczi & French, in Taylor, L. (ed.), (2011). Examining Speaking: Research and practice in assessing second language speaking. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Dehli, Tokyo, Mexico City: CUP.

Fulcher, G. (2003). Testing Second Language Speaking. Ediburgh: Pearson.

Hardi Prasetyo, A. (2018). Paired Oral Tests: A literature review. LLT Journal: A Journal on Language and Language Teaching, 21(Suppl.), 105-110.

Race, P. (2014) Making Learning happen (3rd ed.), Los Angeles; London: Sage

Race, P. (2015) The lecturer’s toolkit : a practical guide to assessment, learning and teaching (4th ed.), London ; New York, NY : Routledge, Taylor & Francis Group

 

Developing psychoeducational materials for individuals with learning disabilities

By edwardwhite Comment Closed

Dr Allán Laville, a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology) and Charlotte Field (Research Assistant and student on MSci Applied Psychology)

Overview

To improve access to psychoeducational materials by addressing the diverse needs of those accessing Improving Access to Psychological Therapy (IAPT) services. We worked on creating materials that could be used to describe psychological disorders such as Depression and Generalized Anxiety Disorder (GAD) to those who have learning disabilities. Here we reflect upon the benefits of completing this project via a student- staff partnership as well as the potential benefits of using within IAPT.

Objectives

  • This project was funded by SPCLS Teaching & Learning Enhancement Fund and was to create psychoeducational materials suitable for those with learning disabilities that depict Depression, GAD and Panic Disorder.
  • To effectively utilise student and staff feedback in the creation of these materials.

Context

The above project was undertaken as within IAPT, Psychological Wellbeing Practitioners (PWPs) typically use materials that are text heavy when explaining psychological disorders. This can create access barriers to those with learning disabilities, arguably within service and at a university teaching level.

The aim of the project was to create visual representations of how the person may be feeling depending on the psychological disorder.

Implementation

Allán Laville (Dean for Diversity and Inclusion) designed the psychoeducational materials for learning disabilities concept and then approached Charlotte Field to see whether she wanted to take part in the development of these materials. It was important to include Charlotte here as she is training as a PWP and has also studied Art.

Charlotte Field’s experience

The preliminary stage in the project involved doing rough sketches of how Depression, GAD and Panic would be represented. These were discussed and evaluated within an initial focus group with other students on the MSci Applied Psychology Cohort 5. The subsequent reflection and review of the feedback received enabled me to produce drawings that were more interactive as well as providing a more literal and figurative version of each disorder to help make things clearer. In doing so, making the drawings more accessible and appropriate for those with learning disabilities. I had the opportunity to review feedback on the completed drawings for a second time before the drawings were submitted.

Impact

Charlotte shares her view of the impact of completing this activity:

The materials here have been developed to add to the resources which could improve access for those with learning disabilities within Improving Access to Psychological Therapies (IAPT). As the rest of the MSci cohort and I are training as PWPs this was especially relevant to develop our clinical skills. These materials will be used in the training of future MSci cohorts – both within in-class role-plays and summative role-play assessments.

Reflections

Allán Laville reflections:

The student-staff partnership was key to the success of the project as we needed to ensure that the student voice was at the forefront. This was achieved in the work Charlotte completed herself as well as within the focus group and subsequent feedback on the psychoeducational materials over email. Based on this positive experience, we are keen to continue this approach to innovative T&L practices.

Charlotte Field’s reflections:

The student-staff partnership is of great importance as it builds collaboration and crucial links between students and staff. This is particularly important with projects such as this as it combines the knowledge and expertise from experienced staff members with the student’s current experience working within these services.

Follow up

In future, we will aim to develop similar psychoeducational materials for treatment interventions within Low Intensity Cognitive Behavioural Therapy. For example, materials for Behavioural Activation, which aims to increase individual’s routine, necessary and pleasurable activities to improve one’s mood.  This intervention would lend itself well to pictorial representations.

Developing and embedding electronic assessment overviews

By edwardwhite Comment Closed

Dr Allán Laville, a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe

Overview

To develop our assessment practices, we created electronic assessment overviews for all assessments in Part 3 MSci Applied Psychology (Clinical) programme. Here we reflect on the benefits of completing this project via a student-staff partnership as well as the realised benefits for students.

Objectives

  • To create electronic assessment overviews for all 8 assessments in Part 3 MSci Applied Psychology (Clinical).
  • To create the overviews via a student-staff partnership with Chloe Chessell. Chloe is a current PhD student and previous MSci student.

Context

The activity was undertaken due to the complexity of the Part 3 assessments. In particular, the clinical competency assessments have many components and so, only providing an in-class overview has some limitations. The aim was for students to be able to review assessment overviews at any time via Blackboard.

Implementation

Allán Laville (Dean for Diversity and Inclusion) and Tamara Wiehe (MSci Clinical Educator) designed the electronic assessment overview concept and then approached Chloe Chessell to see whether she wanted to take part in the development of these overviews. It was important to include Chloe here as she has lived experience of completing the programme and therefore, can offer unique insight.

Chloe Chessell’s experience

The first stage in assisting with the development of electronic assessment resources for MSci Applied Psychology (Clinical) students involved reflecting upon the information my cohort was provided with during our Psychological Wellbeing Practitioner (PWP) training year. Specifically, this involved reflecting upon information about the assessments that I found particularly helpful; identifying any further information which would have benefitted my understanding of the assessments; and suggesting ways to best utilise screencasts to supplement written information about the assessments. After providing this information, I had the opportunity to review and provide feedback on the screencasts which had been developed by the Clinical Educators.

Impact

Chloe shares her view of the impact of completing this activity:

The screencasts that have been developed added to the information that I had as a student, as this format allows students to review assessment information in their own time, and at their own pace. Screencasts can also be revisited, which may help students to ensure they have met the marking criteria for a specific assessment. Furthermore, embedded videos/links to information to support the development of key writing skills (e.g. critical analysis skills) within these screencasts expand upon the information my cohort received, and will help students to develop these skills at the onset of their PWP training year.

Reflections

Staff reflections: The student-staff partnership was key to the success of the project as we needed to ensure that the student voice was at the forefront. The electronic assessment overviews have been well received by students and we are pleased with the results. Based on this positive experience, we now have a further 4 student-staff projects that are currently being completed and we hope to publish on the T&L Exchange in due course.

Chloe Chessell’s reflections:

I believe that utilising student-staff partnerships to aid course development is crucial, as it enables staff to learn from student’s experiences of receiving course information and their views for course development, whilst ensuring overall course requirements are met. Such partnerships also enable students to engage in their course at a higher level, allowing them to have a role in shaping the course around their needs and experiences.

Follow up

In future, we will aim to include interactive tasks within the screencasts, so students can engage in deep level learning (Marton, 1975). An example could be for students to complete a mind map based on the material that they have reviewed in the electronic assessment overview.