Embedding entrepreneurship and technology literacy in the student curriculum: A case study of a module for real estate students

By michaelkilmister Comment Closed

 

By: Dr Matteo Borghi, Henley Business School, m.borghi4@henley.ac.uk
Decorative image
Exclusive study visit to Savills headquarters in London by students, one of the practical employability outcomes of the curriculum and assessment redesign © Matteo Borghi

Overview

The Managing Change in the Real Estate Sector module was redesigned to embed entrepreneurship (the ability to identify and seize business opportunities) and technology literacy, aiming to bridge academic learning with real-world industry demands. The initiative significantly improved student engagement, understanding of PropTech (technology-driven innovation in Real Estate) trends and practical application of entrepreneurial skills, as reflected in enhanced student satisfaction and successful project outcomes.

Objectives

Foster students’ entrepreneurship skills (such as opportunity recognition, innovation, and problem-solving) and technology literacy, particularly in the context of PropTech (short for Property Technologies).

  • Encourage creative problem-solving and the development of innovative business ideas.
  • Enhance students’ practical understanding of industry trends through direct engagement with experts.
  • Improve student confidence and readiness for entrepreneurial careers in real estate through authentic assessments.

Context

The Managing Change in the Real Estate Sector module was developed to address the evolving needs of the real estate industry, particularly the integration of technology literacy (the ability to effectively use and understand modern technologies) and entrepreneurial skills. It was introduced in response to industry demands for graduates proficient in PropTech (technology-driven innovation in Real Estate) and capable of innovative thinking. In this context, entrepreneurial skills refer to the ability to identify opportunities, adapt to changing circumstances, and implement creative solutions within the real estate sector. The module, which carries 20 credits, is compulsory for approximately 120 Level 5 students each year.

Implementation

To implement the module, several key steps were taken:

  1. Module Design and Collaboration: The curriculum was developed in collaboration with internal teams, including the Henley career services and the Henley Centre for Entrepreneurship, to ensure alignment with industry needs and academic goals.
  2. Guest Lectures and Forums: External experts were invited to provide insights into PropTech and entrepreneurship, culminating in the Global Henley PropTech Forum (GHPTF) where students engaged with industry leaders. In the GHPTF, we included a general Q&A and an interactive co-creation session where students collaborated with industry leaders to refine the business ideas they had developed with the seminar leader during the first six weeks of the module.
  3. Dragons’ Den Assessment: A competitive pitching event was organised, where student teams presented their business ideas to a panel of judges, simulating a real-world entrepreneurial experience. This event mirrored the format of the famous British television show Dragons’ Den, where aspiring entrepreneurs pitch their business ideas to a panel of investors (Dragons) seeking promising ventures. To prepare for the Dragons’ Den assessment, students engaged in weekly seminar sessions, mock presentations with cross-fertilisation between teams, and a dedicated ‘Pitching to Sell’ workshop.
  4. Continuous Feedback and Adjustment: Throughout the module, student feedback was actively solicited and used to make real-time adjustments, enhancing the learning experience and addressing concerns.
  5. Support Structures: The module included mentoring and support from faculty, promoting an environment conducive to innovative thinking and teamwork.
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Dragons’ Den 2024 © Erno Frak

Impact

The module successfully achieved its objectives, as reflected in students’ positive feedback on experiential learning methods (4.3/5). Integrating entrepreneurship and technology literacy greatly enhanced students’ understanding of real estate and PropTech. This resulted in improved business propositions and heightened student engagement, praised by both internal and external contributors. An unexpected outcome was the module’s selection as the main compulsory team project for future students. Additionally, a student venture developed during the module was shortlisted in the European PropTech competition, demonstrating the initiative’s success in fostering critical real-world skills such as problem-solving, creative thinking, digital proficiency, and the ability to navigate the intersection of technology and business.

Reflections

The success of the module stemmed from its integration of real-world experiences with academic learning, enhanced by effective collaboration with industry experts and external events. Key elements included the Global Henley PropTech Forum and Dragons’ Den assessments, which provided students with invaluable exposure to real-world scenarios and feedback. The responsiveness to mid-module feedback and adaptation of content and support mechanisms significantly contributed to student satisfaction and engagement.

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Global Henley PropTech Forum 2023 © Matteo Borghi

However, some challenges remained. Coordination issues with guest speakers and unexpected withdrawals from the Dragons’ Den highlighted the need for more robust contingency planning. Additionally, while student feedback on individualised guidance was addressed, further improvement in personal mentorship could enhance the learning experience. Future iterations could benefit from more structured self-assessment and additional real-world case studies to deepen students’ understanding and application of entrepreneurial concepts. Overall, the module demonstrated a strong capacity to evolve and adapt, ensuring its continued relevance and effectiveness.

Follow up

Since the module’s implementation, it has garnered additional industry support. Savills, a prominent global real estate services provider, has endorsed a revised version of the Dragons’ Den, featuring a grand final and a study visit for the winning team (see title image above). Additionally, an exclusive internship opportunity was offered by one of the Dragons. The 2024 winning team, Senspore, also achieved significant success by securing £3,000 for the best commercialisation idea for China at Henley Business School’s IDEAFEST student business idea competition.

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Senspore winning the best commercialisation idea for China at Henley Business School’s IDEAFEST student business idea competition © Matteo Borghi

Links

The published article can be downloaded for free from Innovations in Education and Teaching International.

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.

This entry is a first for the T&L Exchange. Liberated from the constraints of the usual case study, contributors are encouraged to present their writing in a style and format of their choosing. This format offers colleagues an opportunity to quickly share their research, practice and ideas in a way that is authentic to their research or project. These entries might be intended to inspire interest, stimulate debate, foster collaboration, propose new ideas or even entertain. If you would like to submit an entry like this, please email CQSDTandL@reading.ac.uk.

 

Designing an authentic assessment tailored specifically for Part 4 students

Designing an authentic assessment tailored specifically for Part 4 students

By michaelkilmister Comment Closed

 

By: Dr Julia Abery, Department of Mathematics and Statistics, j.abery@reading.ac.uk

Four people watching a Macbook

Photo by Mimi Thian on Unsplash

Overview

I designed a tailored applied statistics assignment for a UoR Part 4 Department of Mathematics and Statistics module (module code ST4MVA) which successfully met two distinct objectives. Firstly, the assignment tested advanced, specific masters-level skills, as outlined in the QAA framework. Secondly, the assignment incorporated the critical elements of authentic assessment as recommended by Ashford-Rowe et al. (2014).

Objectives

In designing the assessment, the objectives were as follows:

  • To test masters-level skills described in the QAA L7 descriptor and to conform to departmental guidelines for L7 assessment.
  • To align with the ALOs (assessable learning outcomes) of the Part 4 applied statistics module ST4MVA.
  • To incorporate the critical elements of an authentic assessment, aiming to improve student engagement and develop employability skills.

Context

I produced a Part 4 assessment in multivariate methods which tests specific, advanced level 7 skills including systematic subject knowledge, evaluation, analysis, creation and independent research, to align with our department’s aims for assessment at this level.

Following discussion with colleagues and students, I became persuaded that an authentic assessment could increase value and meaning to the student. This meant basing the assessment on engaging ‘real-world’ scenarios, and aiming to incorporate employability skills and to promote deeper learning approaches.

Implementation

I consulted ST4MVA ALOs and departmental guidelines for Part 4 assessment, and decided on a data analysis assignment requiring selection and implementation of a range of multivariate methods in the statistical computing package R, some of which are researched independently. I took direction from the QAA level 7 descriptor; ‘to deal with complex issues both systematically and creatively … communicate their conclusions clearly to specialist and non-specialist audiences; demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.’ I designed an open ended task, so students could be creative and direct their own work. I requested two written reports, for specialist and non-specialist audiences.

Having reviewed various articles, I elected to use a simplified version of Ashford-Rowe et al.’s (2014) list of critical elements of authentic assessment. The table below shows how the assignment addresses these elements.

Table with three columns - see file download for accessible version

Select here to download an accessible version of this table.

Impact

Feedback from internal and external examiners and other colleagues suggests the assignment successfully captures features of an authentic assessment and allows students to demonstrate higher level abilities and employability skills.  Some colleagues thought a similar approach might be used elsewhere in our programmes. Writing an assignment with close alignment to the principles of authentic assessment was instructive and will undoubtedly influence the way I approach assessment in other modules and at other levels.

Students reported that the tasks were genuinely useful ones to practise and master, and tested higher level skills such as evaluation, creativity and analysis. The assignment was felt to be challenging and at least moderately engaging and interesting. One student commented ‘being able to apply the techniques we had learnt in lectures onto “real world data” made it very applicable to a real-world scenario[s].’

Reflections

At least three features helped to ensure success: Firstly, obtaining data from an industry partner, and working on the project with them, helped to maintain a real-world focus and ensured employability skills were assessed. Secondly, detailed scrutiny of the assignment by experienced internal and external examiners resulted in making some changes and improvements which led to a better and more challenging assignment. This highlights the benefits of collaborating with colleagues and other academics when developing authentic assessment, and being open to constructive criticism. Thirdly, consulting the literature and identifying a checklist ensured that I had clear objectives and maintained a wide perspective on different aspects of authentic assessment.

On reflection, a fuller understanding of authentic assessment may be achieved by consulting local employers, identifying skills they look for when they recruit and checking whether assessments align well with these. More feedback from students would be beneficial, clarifying the extent to which claims in the literature of enhanced learning, increased engagement and motivation play out in students’ experience.

The assessment has now been released, completed and marked but only for a small number of students to date, meaning that a full evaluation is yet to happen. A possible extension of the practice would be to implement authentic assessment at programme level – so each student can benefit.

 

References

 

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.

Learning to Interpret and Assess Complex and Incomplete Environmental Data

By aaroncooper Comment Closed

Andrew Wade a.j.wade@reading.ac.uk

Department of Geography and Environmental Sciences

Overview

Field work is well known to improve student confidence and enhance skills and knowledge, yet there is evidence for a decline in field work in Secondary Education, especially amongst A-level Geography students. This is problematic as students are entering Geography and Environmental Science degree programmes with reduced skills and confidence around field-based data collection and interpretation, and this appears to be leading to an apprehension around data collection for dissertations. A simple field-based practical where 47 Part 2 Geography and Environmental Science students tested their own hypotheses about factors that control water infiltration into soils was developed. Improved confidence and appreciation of critical thinking around environmental data was reported in a survey of the student experience. Student coursework demonstrated that attainment was very good, and that skills and critical thinking can be recovered and enhanced with relatively simple, low-cost field-based practical classes that can be readily embedded to scaffold subsequent modules, including the dissertation.

Context

The importance of field work is well established in Geography and Environmental Science as a means of active and peer-to-peer learning. However, students appear to have little confidence in designing their own field work for hypotheses testing when they arrive for Part 1, probably due to a decline in field work in Secondary Education (Kinder 2016, Lambert and Reiss 2014). Within the Geography and Environmental Science programmes, there is a part two, 20 credit ‘Research Training’ module that develops the same skills. However, this research training module and the dissertation are seen by the students as being of high risk in that they perceive a low mark will have a significant negative impact on the overall degree classification. Consequently, students are seemingly risk adverse around field-based projects. The idea here is to make field-based training more commonplace throughout multiple modules through inclusion of relatively simple practical training, so that hypotheses testing, critical thinking and confidence with ‘messy’ environmental data become intuitive and students are at ease with these concepts. In parallel, GES module cohorts have increased in recent years and this is an additional reason to develop simple, low-cost practical classes.

Objectives

The aim of the project was to determine if a simple, field-based practical would help boost student confidence around field data collection and interpretation, and hypotheses testing. The objective was to give the students a safe and supportive environment in which to develop their own hypotheses and method for field data collection, and to learn to interpret often ‘messy’ and ‘complex’ environmental data.

Figure 1: The practical class took place on the hill-slope on campus between the Atmospheric Observatory and Whiteknights Lake on the 28 October 2019 over 4 hours in total.

 

Figure 2: Students used a Decagon Devices Mini-Disc Infiltrometer to measure unsaturated hydraulic conductivity to test their own hypotheses about the factors controlling infiltration

Implementation

A practical was designed where 47 Part 2 students, working in groups of four or five, developed their own hypotheses around the factors controlling rainfall infiltration on a hill-slope in the class room following an in-class briefing, and then tested these hypotheses in the field using Mini Disc infiltrometers (Figs. 1, 2 and 3). There was a further follow-up session where each student spent two hours processing the data collected and was briefed on the coursework write-up.

Figure 3: The students tested hypotheses around distance from the lake, vegetation and soil type, soil moisture and soil compaction. Each student group spent two hours in the field.

Impact

Of 40 students who responded to an on-line survey:

  • 37 agreed the practical helped develop their critical thinking skills around complex and incomplete environmental data;
  • 36 agreed they were now better able to deal with uncertainty in field-based measurements;
    and 38 feel more confident working in the field.

Student quotes included:

  • “The practical was very useful in helping to understand the processes happening as well as being more confident in using the equipment.”
  • “I thought the practical was good as it was another way to process information which tends to work better for me, doing and seeing how it works allows me to gain a higher understanding in the processes”

The majority of students gained first class and upper second-class marks for the project write-up and the reports submitted demonstrated good critical thinking skills in the interpretation of the infiltration measurements. There has been a noticeable increase in the number of students opting for hydrology-based dissertations.

Reflections

Confidence and critical thinking skills can be enhanced with relatively simple, low-cost field-based practicals that scaffold subsequent modules including Research Training for Geographers and Environmental Science, and the dissertation, and focus on hypotheses testing in addition to knowledge acquisition. Each student spent 2 hours in the field on campus and 2 hours processing their data, with further time on the coursework write-up. This seems a reasonable investment in time given the benefits in confidence, skills and knowledge. Embedding such practicals should not replace the larger skills-based modules, such as Research Training, nor should such practical classes replace entirely those that focus more on knowledge acquisition, but these practical classes, where students explore their own ideas, appear to be a useful means to boost student confidence and critical thinking skills at an early stage. The practical was also an excellent means of encouraging peer to peer interaction and learning, and this and similar practical classes have good potential for the integration of home and NUIST students.

Follow up

Embed similar practical classes in part one modules to build confidence at the outset of the degree programme and, at part three, to further enable integration of home and NUIST students.

Links and References

Kinder A. 2016. Geography: The future of fieldwork in schools. Online: http://www.sec-ed.co.uk/best-practice/geography-the-future-of-fieldwork-in-schools/ (Last accessed: 03 Jan 2020).

Lambert D and Reiss MJ. 2014, The place of fieldwork in geography and science qualifications, Institute of Education, University of London. ISBN: 978-1-78277-095-4. pp. 20

Can Online Learning Facilitate Meaningful Interpersonal Connection?

By aaroncooper Comment Closed

Shelley Harris

shelley.harris@reading.ac.uk

Overview

As part of my role as a Creative Writing lecturer, I link undergraduates with professionals from the publishing industry, offering – among other things – extracurricular events for students in the School of Literature and Languages. In the past, these have broadened students’ understanding of the roles involved in publishing and given them hands-on, CV-friendly experience of the skills required in those roles. The goal is to improve students’ knowledge, confidence and employability rather than secure them a job, though sometimes they are given an unexpected leg-up: after a course in 2018, the visiting editor was so impressed by one of our students that he introduced her to a contact at Hachette.

Whatever the specifics of the event, I always seek to bring those professionals into the room – in part to demystify this competitive sector, and in part because, as a ‘high context’ industry (Hall 1977), it has a historically offered jobs to the privileged: those with cultural capital. My aim is to give all our students the chance to accrue such capital.

 

 

Objectives

My ambition for the online event remained the same as its original iteration: to facilitate meaningful connections between our students and the industry guests.

Context

In Spring 2020 I organised an event for Professional Track which – after a panel discussion – would put students into informal breakout groups with early-career publishing professionals. This sort of personal contact is rare, and hugely beneficial for students with an ambition to work in publishing.

The event was scheduled for April, the tea and cake were ordered – and then lockdown occurred. With some trepidation, I redesigned it as an online experience using Blackboard Collaborate. But could an online event really enable the sorts of human connection offered by a face-to-face meeting?

Implementation

TEL’s one-to-one help sessions were a gamechanger for this project, with TEL advisor Chris Johnson offering expert guidance, including the sorts of troubleshooting tips that make all the difference to an online project. There isn’t enough space here to detail them all, but I would hugely recommend making the most of TEL’s expertise.

On the day, the event began with a conventional panel discussion in which I interviewed the guests (an editor, a publicist, a books marketer and a literary agent’s assistant) about their routes into publishing and their experience of work. Students turned off their mics and video, watched the panel and put questions into the text chat, which I then moderated. Next, I put students into small groups using Collaborate’s ‘Breakout Groups’ feature. Each included one publishing professional. I invited all participants to turn on their cameras and mics so that discussion could be more personal and informal. As facilitator, I moved between groups – not participating, but making sure things were running smoothly.

Impact

To what extent was meaningful interpersonal connection facilitated by this online event? Qualitative feedback from students suggests that the ensuing discussions were fruitful. One respondent said: ‘Engaging with the industry professionals in the smaller groups was something that I found to be particularly helpful’, while another said they appreciated ‘talking to individuals with real experience in the sector I am curious about working in.

As with the previous course, one student benefitted in an immediate way; with a guest speaker offering to show her artwork to a children’s publisher. It was encouraging evidence that remote events can bring people together.

Indeed, there were aspects of the online event that seemed to offer advantages over face-to-face meeting; online, there’s a hierarchy of depersonalisation, from a simulacrum of face-to-face (cameras and mics on) through audio only, to text chat which identifies students by name and finally the anonymity of Collaborate’s whiteboard function. This is hard to reproduce in a bricks-and-mortar seminar room – and it liberates participants.

An example of that liberation came in two of the small group discussions, when talk was slow to start and the guest speakers asked students to put questions into text chat instead. Conversation picked up, and once it was under way, students were invited to activate their cameras and microphones. On reflection, I’d start all small group discussion like this next time. The feedback below (in answer to a question about the ways in which the online event was better than an in-person one) suggests how much safer this can make students feel, and how it can lower inhibitions about joining in.

Reflections

We all accept that in-person encounters offer us ways of connecting to each other that are hard to reproduce online, but the reverse is also true. It’s something our neurodivergent students already know (Satterfield, Lepage and Ladjahasan 2015), but my experience on this project has made me sharply aware of the ways in which all participants stand to benefit.

The ‘Get into Publishing’ event has left me cautiously optimistic about facilitating meaningful social connections in the online environment, and keen to further explore its unique social opportunities. And, as Gilly Salmon (2011) makes clear, those connections are not just ‘extras’ – they are absolutely central to successful remote learning.

Links and References

Hall E T (1977), Beyond Culture. Garden City, NY: Anchor Books

Satterfield D, Lepage C & Ladjahasan N (2015) ‘Preferences for online course delivery methods in higher education for students with autism spectrum disorders’, Procedia Manufacturing, 3, pp. 3651-3656

Salmon G (2011), E-Moderating : The Key to Online Teaching and Learning. New York: Routledge, p36

Inter-Professional Practical Workshop: Registered Intermediaries & Advocates in a Mock Criminal Court

By edwardwhite Comment Closed

Amanda Millmore, Law, a.millmore@reading.ac.uk  Alison Cox, PCLS, a.cox@reading.ac.uk

Overview

This was a collaboration between 2 schools (Law & PCLS) to introduce students to the work of Registered Intermediaries in Court in a practical way by offering co-curricular training. Registered Intermediaries are communication specialists who work in criminal cases to assist vulnerable people with significant communication difficulties to communicate their answers more effectively during a criminal trial. 30 students from across the 2 schools attended.

Objectives

  • Finalist Speech and Language Therapy students gained a practical understanding of criminal Court practice and procedure and experienced hands-on how Registered Intermediaries work with witnesses.
  • LLB Law students learned about the work of intermediaries and gained practical advocacy experience, learning how to question witnesses successfully, and work effectively with intermediaries in a mock courtroom setting.

Context

This was a co-curricular week 6 activity designed to provide students with real-life experiences of their potential careers. It was an interactive workshop to enable the students from the 2 schools to come together to learn more about the work of each other in the context of a mock criminal case. They gained practical understanding  of the practice and procedure of the criminal courts and of the work of intermediaries. This is so important as the Courts are becoming increasingly aware of the communication difficulties experienced by witnesses and Defendants and the importance of mitigating those issues.

Implementation

We planned a day of workshop activities, starting with interactive lectures from Amanda about the practice and procedure in the criminal Courts, and how to question a witness, then hearing from Alison about the work of intermediaries and how they assist vulnerable witnesses. The students were given a mock trial brief, and worked collaboratively as advocates and intermediaries to prepare for a robbery trial. Amanda created the legal briefs, whilst Alison prepared intermediary reports about the various witnesses for the intermediaries to use. We then ran 2 mock trials simultaneously, giving every student an opportunity to participate as a lawyer, intermediary or witness. Intermediaries were encouraged to speak up to intervene in the trial proceedings to require the advocates to improve their questioning techniques.

Impact

Students worked collaboratively all day and acquired a range of key employability skills and an insight into real life practice. Law students have highlighted this work within their LinkedIn profiles and when applying for work experience and placements.

Feedback from questionnaires completed at the beginning and end of the day showed that all students felt the day contributed to understanding of the roles of advocates and intermediaries:

Qualitative feedback included many positive comments including:

‘the trial was a unique experience putting theory into practice’

‘would be great to see more joint sessions with different courses’

‘enjoyed meeting and working with law students’

‘enjoyed learning the challenges of questioning vulnerable people’

‘absolutely wonderful!’ ‘positive atmosphere’,

‘loved the detail of criminal practice’

Final year law student, Oyin Arikawe said, "We were able to put what we learned into action towards the end of the day when we had a mock trial in which I got to practice my advocacy skills. The workshop was very useful and insightful as it gave me the opportunity to see and experience how intermediaries and barristers work together in court. I enjoyed every part of it!"

Whilst Part 1 student Kiiti Opesanwo said, "It was truly a great learning experience and provided great clarity towards how court cases are run in the UK. I am now encouraged to sit in at one of the Crown court trials in Reading to witness a real one.”

We were commended on Twitter by The Secret Barrister who is an award winning author on the subject of the criminal justice system.

Reflections

The planning process was extensive, but led to a really interactive, practical workshop. We now have a set of materials which can be reused for further workshops.

The real success of the activity was the positive impact of mixing students from 2 very different schools, and giving them the opportunity to work together. This added a deeper dimension to their learning and raised awareness of the work of other aspiring professionals and how their paths may cross in future.

Mentimeter feedback from the end of the day:

Follow up

We are now looking to see if we can secure sufficient funding to run the workshop again. We could have filled the places at the workshop twice over, and have had significant interest from other students who did not sign up initially.

Links and References

http://www.reading.ac.uk/Psychology/News/word-is-law.aspx 

http://www.reading.ac.uk/law/News/law-news-and-events.aspx 

Piloting General Practice (GP) experiential learning for MPharm Year 3 students

By edwardwhite Comment Closed

Catherine Langran, Lecturer in Pharmacy Practice, School of Pharmacy

Daniel Mercer & Selen Morelle, MPharm Part 4 students, School of Pharmacy

Background

Throughout the Masters of Pharmacy degree (MPharm) students undertake experiential learning in hospital and community pharmacies. Experiential learning through placements is an important approach to teaching and learning; providing a safe learning environment for students, bridging the gap between theory and practice, and encouraging independent learning and reflective practice.

In 2016, the National Health Service (NHS) launched a programme “Building the General Practice Workforce” creating a new career pathway for pharmacists performing clinical tasks in a primary care setting. Over the past 3 years a steadily increasing number of pharmacists are pursuing this career option, and this is now a graduate opportunity for our MPharm students.  It is therefore crucial that Reading School of Pharmacy provides undergraduate students with an opportunity to experience this new role to give students more insight into their career options, encourage professional and personal development, and boost employability.

This collaborative partnership project piloted placements within GP practices for Part 3 pharmacy students to assess the students’ perceptions and evaluate the benefits and practicality of the placements.

Method

59 Part 3 students (46% of the cohort) attended a voluntary session in November 2018, prior to submitting the PLanT application. This session demonstrated a high level of student interest in this placement opportunity and also involved discussion of the practicalities (e.g. placement length, positioning within timetable, location) and perceived advantages of offering GP placements.

Following a successful bid to the PLanT fund, a second voluntary session was attended by 22 students who collaboratively worked with the project lead to determine the process of student recruitment and allocation to placements, define the placement learning outcomes, placement activities, evaluation methods and how to collect feedback. Subsequently, the two project lead students worked with the lead academic to construct an online application process, review student applications, finalise the student handbook and evaluate the student feedback.

The main objectives of this project were:

  • To evaluate the benefits of undertaking the GP placements for MPharm students.
  • To evaluate the placement provider’s feedback on the acceptability, practicality and scalability of providing placements for students.

Five GP practices were recruited to take part in the pilot, located in Reading and London. From April-June 2019, a total of 37 part 3 MPharm students completed a half to one day placement in one of five GP practices. Students predominately shadowed the GP Pharmacist within a clinic environment, and others had the opportunity to shadow GPs, nurses, physician associates and reception teams to provide a greater understanding on how General Practices function as a business.

Data was collected via student completion of online questionnaires pre and post GP placements to compare their:

  • Understanding of the role of GP pharmacists and how GP surgeries work (with 0=no knowledge to 10=complete knowledge)
  • Confidence building rapport and being empathetic when talking to patients (0=no confidence to 10=fully confident)

Students also decided that they would like to prepare and deliver a short 5-minute verbal presentation to their peers and the project group to share experiences and insights from their GP placement.

We also collected feedback from placement providers after completion of the placements.

Results

37 students completed the pre-placement questionnaire, and 30 students completed the post-placement questionnaire. Analysis of the data shows that the students who undertook the placement displayed a significant improvement in their understanding of the GP pharmacist role and the structure and running of a GP practice. A moderate increase in empathy and building rapport was also seen.

Students’ evaluation of the GP placements were overwhelmingly positive, highlighting improved knowledge of the role of GP pharmacists and having gained insight into their potential career choices:

 

In their peer presentations, students described key learning points:

–  An understanding of how different health care professionals skills can work together to offer best care to patients

– The value of observing pharmacist consultations with patients, and reflecting on how treatment decisions are made

– An increased understanding of the options available to them after graduation, enabling them to make a more informed career choice.

Feedback from placement providers showed they found hosting the placement enjoyable/rewarding, they felt the students were enthusiastic, and the organisation/communication from the university was excellent.

Limitations

Whilst the cohort of students who attended the placement days appear to have improved their understanding of GP pharmacy, we are aware that the students undertook the placements voluntarily. These students had a desire to explore the role of GP pharmacists and this implies that they had an interest in the area prior to undertaking the placement. Therefore, opinions may be favoured towards the role.

Impact

The student co-design element ensured this pilot delivered an authentic and valuable experience, with high levels of student engagement.

As a result of this pilot, funding has been secured from our Head of Department to implement GP placements for all part 3 students (cohort size 106) from December 2019. Working partnerships have been established with the 5 GP practices and this has now been expanded to 16 GP practices for 2019/2020. Embedding GP placements for our students will have a positive impact on the MPharm re-accreditation by our regulators the General Pharmaceutical council in March 2020.

There is the potential for this project to have a long term impact on NSS and employability which will be explore in June 2020. Offering these placement sets us apart from other Schools of Pharmacies, and is a key selling point in our new UCAS brochure.

Clinical skills development: using controlled condition assessment to develop behavioural competence aligned to Miller’s pyramid

By edwardwhite Comment Closed

Kat Hall,  School of Chemistry, Food and Pharmacy, k.a.hall@reading.ac.uk

Overview

The Centre for Inter-Professional Postgraduate Education and Training (CIPPET) provide PGT training for healthcare professionals through a flexible Masters programme built around blended learning modules alongside workplace-based learning and assessment.  This project aimed to evolve the department’s approach to delivering one of our clinical skills workshops which sits within a larger 60 credit module.  The impact was shown via positive student and staff feedback, as well as interest to develop a standalone module for continuing further learning in advanced clinical skills.

Objectives

The aim of this project was to use controlled condition assessment approaches to develop behavioural competence at the higher levels of Miller’s pyramid of clinical competence 1.

Miller’s Pyramid of Clinical Competence

The objectives included:

  1. engage students in enquiry by promoting competence at higher levels of Miller’s pyramid
  2. develop highly employable graduates by identifying appropriate skills to teach
  3. evolve the workshop design by using innovative methods
  4. recruit expert clinical practitioners to support academic staff

Context

Health Education England are promoting a national strategy to increase the clinical skills training provided to pharmacists, therefore this project aimed to evolve the department’s approach to delivering this workshop.  The current module design contained a workshop on clinical skills, but it was loosely designed as a large group exercise which was delivered slightly differently for each cohort.  This prevented students from fully embedding their learning through opportunities to practise skills in alongside controlled formative assessment.

Implementation

Equipment purchase: As part of this project matched funding was received from the School to support the purchase of simulation equipment which meant a range a clinical skills teaching tools could be utilised in the workshops.  This step was undertaking collaboratively with the physician associate programme to share learning and support meeting objective 2 across the School.

Workshop design: the workshops were redesigned by the module convenor, Sue Slade, to focus on specific aspects of clinical skills that small groups could focus on with a facilitator.  The facilitators were supported to embed the clinical skills equipment within the activities therefore promoting students in active learning activities.  The equipment allowed students the opportunity to simulate the skills test to identify if they could demonstrate competence at the Knows How and Shows How level of Miller’s Pyramid of Clinical Competence.  Where possible the workshop stations were facilitated by practising clinical practitioners.  This step was focused on meeting objectives 1, 2, 3 and 4.

Workbook design: a workbook was produced that students could use to identify core clinical skills they required in their scope of practice and thus needed to practise in the workshop and further in their workplace-based learning.  This scaffolding supported their transition to the Does level of Miller’s Pyramid of Clinical Competence.  This step was focused on meeting objectives 1 and 3.

Impact

All four objectives were met and have since been mapped to the principles of Curriculum Framework to provide evidence of their impact.

Mastery of the discipline / discipline based / contextual: this project has supported the academic team to redesign the workshop around the evolving baseline core knowledge and skills required of students.  Doing this collaboratively between programme teams ensures it is fit for purpose.

Personal effectiveness and self-awareness / diverse and inclusive: the positive staff and student feedback received reflects that the workshop provides a better environment for student learning, enabling them to reflect on their experiences and take their learning back to their workplace more easily.

Learning cycle: the student feedback has shown that they want more of this type of training and so the team have designed a new stand-alone module to facilitate extending the impact of increasingly advanced clinical skills training to a wider student cohort.

Reflections

What went well? The purchase of the equipment and redesigning the workshop was a relatively simple task for an engaged team, and low effort for the potential return in improved experience.  By having one lead for the workshop, whilst another wrote the workbook and purchased the equipment, this ensured that staff across the team could contribute as change champions.  Recruitment for an advanced nurse practitioner to support the team more broadly was completed quickly and provided support and guidance across the year.

What did not go as well?  Whilst the purchase of the equipment and workshop redesign was relatively simple, encouraging clinical practitioners to engage with the workshop proved much harder.  We were unable to recruit consistent clinical support which made it harder to fully embed the project aims in a routine approach to teaching the workshop.  We considered using the expertise of the physician associate programme team but, as anticipated, timetabling made it impossible to coordinate the staffing needs.

Reflections: The success of the project lay in having the School engaged in supporting the objectives and the programme team invested in improving the workshop.  Focusing this project on a small part of the module meant it remained achievable to complete one cycle of change to deliver initial positive outcomes whilst planning for the following cycles of change needed to fully embed the objectives into routine practice.

Follow up

In planning the next series of workshops, we plan to draw more widely on the University alumni from the physician associate programme to continue the collaborative approach and attract clinical practitioners more willing to support us who are less constrained by timetables and clinical activities.

Based on student and staff feedback there is clearly a desire for more teaching and learning of this approach and being able to launch a new standalone module in 2020 is a successful output of this project.

Links and References

Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Acad Med, 65(9):S63-7.

Developing the use of the interactive whiteboard for initial teacher trainees (2011-12)

By edwardwhite Comment Closed

Catherine Foley, Institute of Education
c.m.foley@reading.ac.uk

Overview

With interactive whiteboards becoming a well-established feature of English primary schools classrooms over the last decade, it is vital that the primary Post-Graduate Certificate of Education (PGCE) programme taught at the University of Reading’s Institute of Education prepares it graduates to be confident and competent in using interactive whiteboard technology in the classroom, including making pedagogically sound, informed decisions about when, when not, and how the interactive whiteboard can enhance learning.

Objectives

    • Explore how trainees can be supported to use the interactive whiteboard in their teaching of mathematics.
    • Gain an informed view of the entry- and exit-level interactive whiteboard skills and understanding of trainees to inform future programme planning.
    • Ensure that the trainee voice is incorporated into developmental planning.
    • Make recommendations regarding embedding the use of interactive whiteboard technology into our wider initial teacher training provision.

Implementation

Initial data collection was conducted through a questionnaire, which was administered towards the end of the trainees’ first week on the programme. This questionnaire was used to gather data on skills and competencies with regards interactive whiteboard technology.

The results of the initial questionnaire revealed that trainees on the programme generally had little or no experience of using interactive whiteboard technology, and that confidence levels for using the interactive whiteboard for general teaching and learning, and specifically within mathematics lessons, were low. The questionnaire had also asked trainees to rank statements in order to indicate the most important to meet their needs. The most preferred statement was that trainees would like support for the skills of how to use an interactive whiteboard. Second was that the use of the interactive whiteboard for teaching and learning be modelled within sessions.

On the basis of the questionnaire results, the following action plan was discussed and agreed with the programme director:

  1. Modelling of interactive whiteboard use throughout taught mathematics sessions. Where interactive whiteboard use was modelled, the ‘stepping out’ technique, as described in Lunenberg et al., was used explicitly to focus trainee’ attention on how the interactive whiteboard has been used, and more importantly, why and to what effect.
  2. Optional workshops during free-time within Autumn and Spring Terms.  These were aimed to ensure a basic level of skills, tied in with the interactive functions most likely to have an impact.  These workshops were limited to 10 trainees, to allow greater access to the interactive whiteboard and less pressure on ‘getting it right’.  The skills addressed during these workshops were based on a combination of student requests, the experience of the project leader, and those outlined in Beauchamp and Parkinson.
  3. Provision for peer sharing of resources created on school experience later in the programme.  In workshops, trainees who had developed interactive whiteboard skills while on placement were invited to share their expertise with other trainees.
  4. Opportunities for peer modelling within starter activities.  Trainees were encouraged to use the interactive whiteboard where appropriate in the presentation of starter activities to their peers, which occurs on a rolling programme throughout the module.

At the end of the module a follow-up questionnaire was administered. This contained a mixture of identical questions to the initial questionnaire, to allow comparison with the results that were gained at the beginning of the programme, and items designed to evaluate the different forms of support that had been provided.

Reflections

Trainees had, by the conclusion of the module, improved their experience with the use of interactive whiteboards, their confidence in doing so, their preparedness to use interactive whiteboard technology for the teaching of mathematics, and increased the level of skill they possessed in writing, manipulating shapes or images, and inserting children’s work or photographs.

It was possible as a result of the project to make the following recommendations for the Institute of Education, which may be useful for related subjects across the University of Reading:

  1. If staff are expected to integrate modelling of appropriate use of interactive whiteboards into their practice, they will need both technical and peer support in order to develop their own confidence. This could be tackled through teaching and learning seminars, practical workshops, software provision and technician time, in much the same way as the project itself supported trainees.
  2. Some of the technical skills could be integrated into ICT modules, allowing subject modules to focus on the most effective pedagogy within their subject.
  3. Primary programmes could consider some kind of formative collaborative tasks to develop and review interactive whiteboard-based activities within subject areas.
  4. The interactive whiteboard provisions in schools could be audited in order to ensure that the Institute of Education’s software and hardware provision is appropriately matched to what trainees will encounter, and incorporated a request for supervising students to comment on their tutees’ interactive whiteboard use as a quality assurance check.
  5. Time support so that trainees reach a basic level of confidence with the use of interactive whiteboard technology before their first school placement.

Links and Resources

Mieke Lunenberg, Fred Korthagen, and Anja Swennen (2007): The teacher educator as role model.  Teaching and Teacher Education, 23 (5)
Gary Beauchamp and John Parkinson (2005): Beyond the ‘wow’ factor: developing interactivity with the interactive whiteboard.  School Science Review, 86 (316)