Outward mobility and real world engagement

By peteandrews Comment Closed

Alison Nader and Ali Nicholson, Lecturers, International Study and Language Institute                                                                                            a.m.nader@reading.ac.uk     a.v.nicholson@reading.ac.uk                                                                                                                                                    Year of activity 2017/18

Overview

For the past 2 years UoR students taking IWLP French 20 credit optional modules have had the opportunity to undertake 2 weeks of intensive language study in France at CUEF, Université Grenoble Alpes.

Students arrange their own travel and accommodation with light touch support from IWLP staff.

They now have the possibility to take a credit module based on their experience, in the academic year following their return from France.

 IWLP Students arriving at the CUEF, Université Grenoble Alpes, France

Objectives

  • To give students the opportunity to study and live independently in France for a short period of time.
  • To improve language skills, in particular speaking and listening in real world situations.
  • To offer the opportunity to use their real world experience on a credit bearing IWLP language module.

Context

  • In SSLC meetings and end of year module evaluations, students had been asking for the opportunity to spend a short period of time in France.
  • The placement needed to fit around the students’ core studies.
  • Recognition by UUki that outward mobility experiences are increasingly important for graduate attributes.
  • University of Reading’s ambitious outward mobility targets.

Implementation

Initially this experience was conceived of as a trip abroad, responding to student requests for recommendations of where they could go to take a short intensive language course.  Two members of IWLP staff researched short language courses offered by French universities.  Having identified CUEF, a part of l’Université Grenoble Alpes, as having a suitable offering, IWLP staff visited the Centre, met the French staff and observed teaching on the courses.

Before leaving for France, students are supported with briefing sessions given by IWLP French staff but have to organise travel, accommodation and where necessary visas, themselves.

The classes take place outside UoR term time and to date students have either chosen to go for two weeks during the Easter holidays or in early September.

In the first year 2016-17, 10 students took up the opportunity and this year the expectation is that numbers will increase, 10 have just returned and more will be travelling out in September.  Students have to pay the fees, travel and accommodation.  So far each cohort has received a small bursary from UoR but this is not guaranteed.

In 2017-18 students were offered the opportunity to select a credit bearing placement module on their return.  A small number of students opted to take the module and the improvement in their ability to undertake an oral presentation in French was truly remarkable.

Impact

From the student perspective, their competence in speaking and listening in French demonstrably improved.  The improvement for those who took the credit bearing module was measurable from comparative assessment results before and after the placement.

Students also acquired transferable skills and increased their independence, confidence and motivation.  In feedback one of the students commented: “going by yourself from a country to another implies responsibility and independence” and another mentioned how the experience increased her general confidence.

These gains also came from practising in a real world situation and, for those who had not visited France before, a greater cultural understanding of the country where the language is spoken.  Increased linguistic confidence and cultural awareness was cited in feedback by a student who commented on his motivation for going on the placement, to improve his French as well as to “really understand what it takes to learn French by understanding the culture”.

The mobility opportunity also contributes to the UoR Global engagement strategy and outward mobility targets.

Reflections

Quite apart from an increase in students’ linguistic competence, they gain in independence and heighten their intercultural awareness.  The cohesive group that went to France this spring are themselves from eight different countries.  This time, as a “bonus” they experienced at first hand strikes and blockades of university buildings: coping with all of this strengthened their group cohesion.

In general, on their return, students are enthusiastic ambassadors for learning a language.

Short-term mobility opportunities can attract students who would not be able to go abroad for longer periods, though Home students have said that even a small study abroad bursary or help with the travel costs would encourage more of them to take up this opportunity.

Follow up

Scaling up the offering may be challenging from the organisation and staffing point of view, however it is hoped to extend the opportunity to other languages in the near future.

As the IWLP modules are offered to students from Schools across the university, the mobility placements can contribute to the internationalisation of students university-wide.

Ensuring inclusion, finding sustainable ways of financially supporting students and resourcing staffing are top priorities for future development.

Links

https://www.britishcouncil.org/sites/default/files/iu_bc_outwd_mblty_student_perception_sept_15.pdf 

http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/International/UK-Strategy-for-outward-student-mobility-2017-2020.pdf

http://www.reading.ac.uk/web/files/cqsd/University_of_Reading_Curriculum_Framework_for_web_with_infographic.pdf

Placement Modules

https://www.reading.ac.uk/modules/document.aspx?modP=LA1FP3&modYR=1819

https://www.reading.ac.uk/modules/document.aspx?modP=LA1FP4&modYR=1819

https://www.reading.ac.uk/modules/document.aspx?modP=LA1FP5&modYR=1819

 

Exploring different types of video cameras for use in practical classes and outreach By Dr Philippa Cranwell, Mrs Susan Mayes and Dr Jenny Eyley

By edwardwhite Comment Closed

A successful TLDF application in April provided us with funds to explore the use of different lapel-mounted cameras to look into student-student and student-staff interactions within a practical laboratory environment. This work is still ongoing, but we have learnt some interesting lessons about buying lapel-mounted cameras along the way, and have also used them successfully in outreach initiatives.

Cameras trialled

In total, four types of camera were trialled that cost between £49.95 and £120 (RRP; correct as of August 2017). With all the cameras we purchased additional memory cards, although some were supplied with small memory cards.

The first three were of a similar design; a camera, shaped like a USB stick, with a clip on the back to allow it to be mounted on a pocket. The cameras trialled were: the Veho VCC-003-MUVI-BLK MUVI Micro Digital Camcorder (RRP £39.95); the Conbrov® Spy Cameras DV12 720P (RRP £59.99); and the Conbrov® WF92 1080P (RRP £69.99). All arrived quickly and were very easy to set-up, although none had a screen so it was not possible to see the recording without putting the images onto a computer. We quickly realised that mounting these cameras on a lab-coat pocket was not satisfactory because they were quite weighty and fell forwards, resulting in a great deal of footage of the floor. A body harness was available for the Veho camera (RRP £39.95), which would have addressed this problem, but it was decided not to continue with this style of camera due to the lack of screen resulting in no real-time feedback of recording quality.

L to R: Veho VCC-003-MUVI-BLK MUVI Micro Digital Camcorder; Conbrov® Spy Cameras DV12 720P; Conbrov® WF92 1080P

The camera that was most suitable for our needs was the Apeman Underwater Action Camera Wi-Fi 1080P 14MP Full HD Action Cam Sports Camera 2.0 (RRP £119.90). This camera came with 2 batteries, each recording up to 90 minutes of footage. We purchased micro SD cards separately; cards over 32MB are not supported by this camera. In addition to the camera we purchased a Togetherone Essential Accessories Bundle Kit (RRP £59.99) that provided a large number of additional items to mount the camera as required. Some of the most useful items in the pack included a “selfie-stick” that was used by school children on an outreach visit, a body harness and a head-mounted harness. The camera itself arrived in a plastic container, which is waterproof and protects the camera, but when recording dialogue it is less useful as the sound is muffled. However, there are alternative holders so the camera can be mounted on the body or head in an open case allowing clear dialogue to be captured.

The Apeman Underwater Action Camera Wi-Fi 1080P 14MP Full HD Action Cam Sports Camera 2.0 and the Togetherone Essential Accessories Bundle Kit

Use in outreach

The cameras were successfully used by secondary school students who took part in a trip to Thames Water sewage treatment works. This trip was organised by the chemistry outreach team as part of the Chemistry for All project, in order to show students how chemistry is used in all parts of their daily life. The number of students able to have this experience was limited by the space on the observation platforms, therefore the students used the cameras to film their experience and produce a video diary of the day. The videos will be edited and shared with other students on return to school, widening the reach of the activity beyond the students who attended. The teacher who was in attendance with the students commented that “having the Apeman cameras during the tour meant they were more excited and enjoyed it more”

 

        

Photographs taken by the students at the Thames Water sewage treatment works

Outlook

The Apeman cameras have been a useful addition to the Department, particularly for outreach purposes. We will continue to use the cameras for outreach, and also to undertake some observations of students undertaking practical work for the TLDF-funded project and another internationalisation project in conjunction with ISLI.

 

 

Forecasting, Feedback and Self-reflection by Dr Peter Inness

By edwardwhite Comment Closed

Overview:

Each year a group of part 2 students from Meteorology make their way across campus to the Minghella Building to film weather forecasts in the professional “green screen” studio. As well as improving their forecasting ability this module also helps students to improve their presentation skills – a key employability attribute in many careers.

Objectives:

During the module students will;

  • make short video weather forecasts in a professional studio
  • receive feedback on performance in order to improve on the quality of the work
  • give peer feedback to fellow students in order to develop this useful life skill
  • reflect on their performance and consider how they can use the feedback to improve future performances.

Context:

Presentation skills are a crucial aspect of many jobs, whether it be in front of a camera or face to face with an audience. Lecturers in Meteorology may not always be the best people to coach these skills so we draw on experience in a School where performance and presentation is at the heart of everything they do.
Students spend 4 sessions in the TV studio, working up to the filming of a “live” TV weather forecast. After each rehearsal, students receive detailed feedback on their performance from staff and also from their fellow students. Crucially they are also asked to reflect on their own performance and how they might improve it. This self- reflection aspect is something we would like to encourage across the Meteorology department as it is a skill which perhaps doesn’t come naturally to a scientific discipline in the same way as it does in a performance related discipline such as film and theatre.

Impact:

Students are very appreciative of the high level of feedback on performance in this module, as evidenced in module evaluation questionnaires. The feedback also has a massive impact on improving the students’ performances across the module, resulting in some near professional standard performances by the end.

It is obvious that the encouragement to reflect and take on board feedback is a major driver of improved student performance in this module.

Reflections:

Working in an environment in which feedback and self-reflection are built into the activities has made me as a module convenor in a science department realise that this is something we can use more effectively across many of our other modules, not just those which involve presentation.

Self-reflection and peer feedback have a clear impact on performance in this module and we need to find ways to incorporate more of these activities into the rest of our taught modules.

I am now actively looking at ways that we can make reflection an integral part of how our students approach their learning.

 

Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman

By edwardwhite Comment Closed

In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to develop and deliver the Positive Minds pilot programme to 150 university students. The programme provided students with evidence-based cognitive and behavioural tools and techniques to manage pressure and build psychological resilience. The programme’s aim was to support students’ transition from school to university, help them to manage the pressures of university life, and develop the skills required to thrive in today’s workplace.

Benefits for students:

  • They learnt a range of adaptive psychological techniques and coping strategies that can help them to fulfil their potential, manage periods of pressure and decrease the likelihood of psychological ill health.
  • They acquired their adaptive life skills that can be used to better manage transitions and uncertainty.
  • They developed their emotional literacy to reduce stigma and shame associated with psychological ill health 
Introduction – This session introduced the importance of psychological wellbeing for sustaining high performance, presenting tools and techniques that could help students manage periods of stress, pressure and change. 500 students attended an introductory talk supported by the Positive App in October 2016. Following this, 150 students volunteered to attend a four-module programme from January to April 2017. 
Focus Deeper – Improving attentional focus is a crucial factor in achieving academic and career success; this session focused on being mindful and separating ‘useful’ and ‘useless’ worries. 
Connect Better – This session introduced the knowledge and tools designed to increase positive emotional contagion and communication, enhancing trust, compassion and understanding. 
Read the detailed outcomes and how students felt before and afterwards here [link to PDF], but some key highlights are:89% of students surveyed said that, as a result of the Positive Minds programme, they had better levels of controlling unnecessary worries. 70% of students surveyed said that their ability to deal with pressure and setbacks at university has improved as a result of the programme.
  • The Student Success & Engagement team are currently exploring how to extend the Positive Programme further, so watch this space
  • 63% of students surveyed said that their ability to focus on their academic work has improved with Positive Minds.
  • Think Brighter – This session demonstrated how adopting a flexible cognitive style can enable more optimistic, positive patterns of thinking and behaviour.
  • See More – This session looked at ‘emotional literacy’ – understanding why and how we react to situations, particularly stressful ones.
  • The Programme Outline:
  • Introduction – This session introduced the importance of psychological wellbeing for sustaining high performance, presenting tools and techniques that could help students manage periods of stress, pressure and change. 500 students attended an introductory talk supported by the Positive App in October 2016. Following this, 150 students volunteered to attend a four-module programme from January to April 2017.See More – This session looked at ‘emotional literacy’ – understanding why and how we react to situations, particularly stressful ones.

    Focus Deeper – Improving attentional focus is a crucial factor in achieving academic and career success; this session focused on being mindful and separating ‘useful’ and ‘useless’ worries.

    Think Brighter – This session demonstrated how adopting a flexible cognitive style can enable more optimistic, positive patterns of thinking and behaviour.

    Connect Better – This session introduced the knowledge and tools designed to increase positive emotional contagion and communication, enhancing trust, compassion and understanding.

    Read the detailed outcomes and how students felt before and afterwards Reading_Evaluation_Report_June2017, but some key highlights are:

    89% of students surveyed said that, as a result of the Positive Minds programme, they had better levels of controlling unnecessary worries.

    63% of students surveyed said that their ability to focus on their academic work has improved with Positive Minds.

  • 70% of students surveyed said that their ability to deal with pressure and setbacks at university has improved as a result of the programme.The Student Success & Engagement team are currently exploring how to extend the Positive Programme further, so watch this space

     

     

Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio

By edwardwhite Comment Closed

Language learning and disability: how to avoid the ‘avoidance’?

When the university disability office was approached in 2003 by a new member of staff for guidance on the assessment of a dyslexic student enrolled on a language module, the reply was that students with dyslexia are better advised to avoid foreign language courses. Fast-forward to 2017, and issues of ‘course substitution’, or ‘avoidance’,[i] when it comes to the study of foreign languages and learning difficulties, are still emerging today, as anecdotally reported by prospective secondary school applicants to this university.

When the principles of inclusivity and diversity, fresh from the new University of Reading Curriculum Framework, were chosen as the focus of this year’s university Teaching and Learning conference (January 2017), the discussion and thinking it provoked pointed clearly towards the need – within our institution and within our discipline in this institution – for a thorough reflection on how our current language teaching practices, our language curricula, and the general university procedures can best support students with disabilities who do not wish to avoid learning a foreign language.

Reflecting on disabilities and language teaching and learning practices: a workhop

This is when the idea of the Disability and Language Teaching & Learning Workshop was born. On 18 May, 22 language teaching practitioners from the Institution-Wide Language Programme (IWLP), the Department of Modern Languages and European Studies (DMLES), the Department of Classics and the Institute of Education gathered to explore and discuss experiences and practices of, as well as aspirations to, inclusivity and diversity in language teaching and learning here at Reading. They were guided by Laura Brown from the university Disability Office, with the support of Regine Klimpfinger (DMLES Disability Officer), Daniela Standen (International Study and Language Institute Disability Officer), and Enza Siciliano Verruccio (DMLES Language Coordinator).

The workshop consisted of a blend of theory and practice, with a strong focus on group discussion and activity, given the collaborative approach we wanted to engender. We set the scene with Enza recounting the experiences described above. To further examine the kinds of assumptions we may make about certain disabilities, the group then engaged in a ‘Fact or Fiction’ exercise to indicate whether statements were true or false, unearthing potential stereotypes and preconceptions, such as ‘Students with Asperger’s Syndrome can’t do group work’.

In smaller groups, participants then prioritised skills and attributes needed to learn languages, such as phonological processing skills, memory, curiosity and motivation, using a pyramid shape to indicate the most important at the top ranging to least important at the bottom (Picture 1). Skills and attributes were discussed in terms of how disabilities can affect those skills and attributes, for example the advantage of extroversion in acquiring spoken fluency and how this can be impeded by severe social anxiety. This led to a broader presentation on the experiences that disabled students may have in relation to the four key aspects of language learning – speaking, writing, reading and listening – looking both at barriers and strengths that disabled students may experience in relation to various elements of a languages course, such as oral examinations, classroom conversation exercises, timed translation examination papers, etc.


 

 

 

 

 

  1. Groupwork: prioritised language learners’ attributes and skills

The group were then subjected to an impossible memory test and a note-taking exercise using their non-writing hand. These gave them a feel for what it can be like for disabled students to try to fit in with traditional assessment and teaching methods which are unsuited to their learning style.

The group reflected, via Mentimeter, on their experiences of students on their modules who, despite adequate intelligence and effort, struggled with aspects of language learning due to disability (Picture 2). This led to consideration of techniques that can be applied to enhance accessibility and inclusivity in language teaching, across the three core areas of curriculum design, delivery and assessment (Picture 3). The challenges and limitations in applying these techniques were acknowledged as well as the benefits.

 

 

 

 

2. Workshop attendees report own experiences.

 

 

 

 

 

 

  1. Laura Brown from the university Disability Office leads the discussion on embedding inclusivity and diversity in the language curriculum

Case study examples of disabled students successfully studying languages were presented, highlighting particular aspects that helped them to achieve – this led to one of the key messages from the day in the plenary discussion, that small changes can make a huge difference. We also emphasised how people are not on their own in supporting disabled students and that the day’s collaborative approach provided a platform for further building support networks.

Moving forward

The workshop left the participants with solid advice on how to support students as individuals, but more importantly with ideas and possibilities to explore to make the curriculum more inclusive.  From the feedback received there is a clear need and willingness to push these conversations forward. Many expressed the need for more specific information and a forum to share practical ideas and good practice about language teaching and disability, and felt it was paramount to do so collaboratively across departments in order to implement and embed changes. So, keep a look out for the Special Interest Group on disability coming to ISLI and DMLES soon!!

[i] DiFino, S. M. & Lombardino, L. (2004), Language Learning Disabilities: The Ultimate Foreign Language Challenge. Foreign Language Annals, 37, 3, pp. 390-400

 

 

 

 

 

 

Development of the BARS blog

By edwardwhite Comment Closed

Dr Francoise Mazet, Biological Sciences
f.m.mazet@reading.ac.uk
Year of activity: 2015/16

Overview

We developed BARS (Bioscience ARticles for Reading Students), a blog showcasing the written work of Part Three students from the School of Biological Sciences. The blog is managed by students working closely with academic staff. This project will increase students’ awareness and skills that are applicable to all areas of scientific writing.

Objectives

  • To establish a student-led scientific blog.
  • To increase the public profile and dissemination of student coursework.
  • To provide the opportunity for students to apply their academic skills in a professional context.
  • To develop an alternative resource for teaching and outreach.

Context

BARS is the extension of the module Seminars in Biology (BI3S78) which aims to introduce students to research seminars and scientific writing. The aim was to introduce an extra-curricular aspect that would give a ‘real world’ aspect to the coursework.

Implementation

The BARS blog was launched on the University of Reading server in April 2016 after initial discussions with the lead student. A small committee made up of students and staff was established to shortlist written work from the Seminars in Biology module using a set of guidelines (scientific accuracy, relevance, interest and style of writing. The blog was advertised through the Seminars in Biology module, social media (Twitter and Facebook) and the Reading University Biological Sciences Society (RUBSS).

Impact

Although the publication of the work only started in late April, the students were aware of the possibility for their work to be selected and published since early January. We noticed many students were more engaged and communicating more with the staff regarding the assignments.

The blog is being advertised to this year’s students as having examples of high quality scientific writing from their peers and we hope to see a continuing interest from the students to write with a wider audience in mind.

Reflections

Departing from a purely academic exercise for the assignments seems to have enhanced the students’ engagement with the research seminars, however we think the blog would have been more successful had the project been available at the beginning of the academic year. As it was, it did not begin before the middle of the Spring term and thus limited the opportunity for students to engage. With this in mind, any future modifications to or advertising of the blog will be started in the first week of the Autumn term. We also plan on advertising the blog more widely to staff who in turn could consider integrating the blog with their modules.

Follow up

Changes to the learning outcomes of the Seminars in Biology module will be integrated this year, and should increase the scope and diversity of the written material. We also aim to widen student participation to include other year groups, modules and programmes, and eventually students and staff from other Life Science schools.

Links

BARS blog

The Commercial Law LLM Programmes – Engaging PGT Law students as equal partners in the redesign of a core programme module with the support of a UoR T&L grant By Dr Despoina (Deni) Mantzari (School of Law)

By edwardwhite Comment Closed

Introduction: Students as Partners

In recent years, there has been an increased appetite in higher education to explore and enhance the ways in which students can become more involved in the design and delivery of their own learning experiences. A prominent way of doing so is engaging students as equal partners in a range of practices and pedagogies. Dubbed as ‘Students as Partners’ (‘SaPs) in the academic literature, this specific practice, or, perhaps, better put ‘ethos’, embraces students and staff working together on teaching and learning in higher education.

Context

The re-design of the LLM in International Commercial Law, in which I was actively involved, presented an excellent opportunity to explore in further detail the usefulness of this practice. Hence, in June 1016 I was awarded with a small UoR Teaching and Learning grant (£250) with the objective to involve a group of ten PGT students from the School of Law as equal partners in the process of redesigning the curriculum of a core PGT module. The PGT LLM module is entitled LWMTAI-Advanced International Commercial Law Issues (20 credits), and is one of the core mandatory modules of the new ‘LLM in International Commercial Law’.

Motivation

What motivated me in particular was the need to listen to the ‘student voice’ by actively and directly engaging students in the design of the curriculum. So far, ‘student voice’ is largely heard ex post; following the completion of the taught component of the module, e.g. on a Module Evaluation Form. I wanted to go beyond existing practice and listen to the ‘student voice’ ex ante; before delivery, by proactively engaging students/learners as equal partners in the redesign of the module. This does not only reflect a current, strategic Teaching and Learning Enhancement Priority of the University, but it is also vital to the success and effective delivery of the module and subsequently to the new LLM Programme. The broader aim was to promote partnership in teaching and learning, building a collective vision of the future of PGT commercial law subjects and programme.

Implementation

Both current and revised MDF forms of the module were circulated to a group of ten PGT students in the School of Law along with a questionnaire. Five of them were students that had completed the module in its pre-revised form and five were students that were not enrolled on the module. The latter group of students was valuable in offering a ‘naïve perception’ to the design of the module. Students were asked to reflect on the strengths and weaknesses of the module, as reflected in the MDF forms. Their answers to the different questions posed, along with other concerns/recommendations they wished to share, were discussed in a two-hour event, open to all staff involved in PGT Law teaching. Each participating student to the project was paid with vouchers that could be spent in in the Blackwell bookstore on campus.

Currently, as part of my EDMAP 3 project, I have extended the scope of this project by involving currently enrolled PGT Law students, who were the first to be taught the module in its revised form.

Beneficiaries

There are several beneficiaries of this project; direct and indirect. The project delivered considerable benefits to the students who took part in the process; they gained a better understanding of the teaching and learning process, and, furthermore, engaging students as equal partners fostered a sense of belonging and promoted inclusive learning. Secondly, future students will also benefit from a module that has been partly redesigned by students-partners. Thirdly, the insights gained through this project, and shared in the two-hour event, may potentially inform the design and delivery of other, future or existing, PGT modules. Finally, it is hoped that the project will inspire and motivate all staff involved in teaching and learning to think beyond the limiting ‘customer satisfaction’ model that tends to dominate Higher Education nowadays and towards a more challenging and rewarding relationship with our students based on genuine cooperation and trust.

 

 

 

 

 

Our new undergraduates will be Studying Smarter! By Dr Paddy Woodman & Dr Michelle Reid

By edwardwhite Comment Closed

Anticipation and nervousness, with a hint of bewilderment and panic – we’ve all seen these looks on our new Part 1 undergraduates. As established members of Reading’s academic community, we often forget what it feels like to step into an unfamiliar learning environment. Our increasingly diverse undergraduate intake means that we must recognise the diverse educational cultures experienced by different students prior to taking up their studies at Reading. We are also becoming more aware of the widening gap between expected approaches to learning at school/college and at University. All of this means that we need to be more pro-active in supporting our students’ transition to learning in HE.

To ease this transition, all our Part 1 students need a shared understanding of the principles and expectations of studying at university, and a welcome into our learning community at Reading. Study Smart: Your Essential Guide for University is a new online, pre-arrival course uniquely available to Reading students, which aims to fill this gap.

The Study Smart course will be launched in August 2017 for all new Part 1 undergraduates, with a three ‘week’ structure covering essential aspects of university study:

1) Academic Integrity

2) Communicating at University

3) Independent Learning.

Students will complete a series of steps including activities such as videos, articles, discussion boards, or quizzes. Course content is being developed by the Study Advice team (drawing on their experience advising new students across the University), in partnership with the Reading MOOC team, and the Student Development and Access team, overseen by Paddy Woodman.

The course will combine academic content with student-preferred delivery to encourage engagement. For instance, focus groups have shown that students like a mixture of film overlaid with animation to make key principles more memorable and ‘friendly’. We are working with Final year Typography students to create short animated films and a visual overlay style to make the lecturers that we film literally more ‘animated’. Students and student experiences will also feature in the videos, and student mentors will help facilitate course discussion boards.

Study Smart will be hosted on the FutureLearn platform which has already proven successful for the University’s popular external MOOCs. It will be suggested that students complete the course before they arrive, capitalising on anticipation and excitement at starting here at Reading. Each ‘week’ of the course will take roughly three hours, but content will be made available in one go so students can pace themselves or complete it in a single burst. They will be able to continue to complete the course during Welcome Week and up to Week 6.

We hope that Study Smart will also prove useful to academic staff by providing a shared start point for conversations with their Part 1 students about taking responsibility for their own learning. Completion of the course could provide a useful indicator of student engagement with self-development and independent study, enabling early light-touch intervention to avoid the need for more time-consuming support later. There is no final assessment, but students are encouraged to think about areas where they might need to find out more.

As we continue to develop course content over the next few months, we will keep you updated with our progress. Watch out for:

– a course teaser trailer

– staff information sessions

– a guide for Personal Tutors (http://libguides.reading.ac.uk/studysmart)

In the meantime if you have questions, or would like further information, please contact Paddy Woodman (p.e.woodman@reading.ac.uk) or Michelle Reid (michelle.reid@reading.ac.uk)

Five ideas on how to use Chromebooks in the Classroom By Daniela Standen FHEA

By edwardwhite Comment Closed

As part of my quest to encourage students to learn broadly as well as encouraging them to engage with Italian deeply (J. Biggs, 2003), I have experimented with using the Chromebooks, which have been recently purchased by ISLI (International Study and Language Institute), in the classroom. Chromebooks are a great tool: they are quick to set up, instinctive to use and create an immediate buzz in the class.  If you don’t have Chromebooks available, these activities can also be done by asking students to bring their own laptops.

I have been using them with my IWLP Italian stage 3 class (students transitioning from A2 to B1 Common European Framework of Reference for Languages) and my stage 1 (complete beginner class).

I found that through this work students were pushed to explore language away from their comfort zone and to apply language to practical purposes. More generally though, students worked collaboratively and reflected on own and fellow students’ work.

Read on for 5 suggestions on in-class activities with Chrome books. They are specific for language learning but could be adapted easily. Most are quick to prepare as it is the students that do the work, others require more preparation:  for example the creation of a class google account.

Really good learning came out of these activities and students found them interesting and engaging. I’d be interested to hear from you if you decide to try/adapt some of these activities in your classes d.standen@reading.ac.uk

Activity 1: Working together / Peer learning

Topic:    Preparing a set of common questions for an interview

Procedure:         Students develop a common set of questions to interview native speakers individually.  Students share the results of interviews and draw conclusions. In pairs, working from the class google account, students work on a different aspect of the interview. Students then read through the questions written by the other pairs and give each other feedback on accuracy and content.  A final set of question is agreed.

Learning outcomes:        Formulating questions, proof reading, giving and receiving peer feedback.

Activity 2: Using Tutor Feedback to improve writing skills

Topic:    Replying to a question on an on-line forum

Procedure:         Decide on the question you want to ask. Students work individually. Using Chrome books and the class google account.  Students start working on their answer, the teacher also logs into the account from the main computer. The teacher can access each student’s piece of work and using the ‘suggesting tool’ can make suggestions onto the student document in real time.  Work can be flashed on the smartboard to highlight common errors or share good work.  Students continue working on their piece from home and demonstrate how they have used the feedback to improve it. Students have access to each other’s documents and can also learn from looking at each other’s work.

Learning outcomes:        Writing (replying to a forum), improving work following feedback 

Activity 3: Using software in a foreign language

Topic:    Advertising an event

Procedure:         Decide on the type of event.  Students work in groups to gather information and make decisions. Using Chrome books and the class google account, which had been set up to be in Italian students create a poster using ‘google slides’ student create a poster.  All the commands within google are in Italian and students have to navigate the software in the target language.  While working on the poster, students compile a glossary of the various commands and create a Quizlet set. As the students are creating the posters, the teacher also logs into the google account and can flash the posters on the Smart board suggesting corrections and showing good examples of work. Students present their poster to the class.

Learning outcomes:        Developing vocabulary relating to operating software, agreeing and disagreeing, expressing a point of view, IT literacy and employability 

Activity 4:  Fact finding

Topic:    Music.

Procedure:         Before working on a song give the Chrome books to the students, and ask them to work in pairs to find some specific information about the song and the singer. Suggest a couple of websites but leave them free to choose other sources so long as they are in the target language.  Students share with the class the information they have found.

Learning outcomes:        Reading to find specific information, summarise, speaking, peer learning 

Activity 5: Fact finding

Topic:    Applying for a volunteering position.

Procedure:         Find a website with volunteering opportunities. Give the Chromebooks out and ask the students to find an opportunity they would like to apply for.  Students discuss why they have chosen that opportunity; complete an application form; and role play interviewing for the role.

Learning outcomes:        Reading skimming and finding specific information, talking about interests and their own abilities, completing forms, development of pragmatic skills, employability

 Presented at the ISLI Technology Enhanced Learning Special Interest Group 14th March 2017

 

Connecting with the Curriculum Framework in student participation at academic conferences

By edwardwhite Comment Closed

Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages
m.k.davies@reading.ac.uk

Overview

This entry offers a model of the way in which the aims embedded in the Curriculum Framework can be articulated via student engagement with research-led activity. Here we discuss the Framework-related teaching and learning benefits of involving our students centrally in the ‘Postmodernist Biofictions’ conference, held by the Department of English Literature on 25th March 2017. The term refers to the literary genre where ‘biography’ and ‘fiction’ connect; it is ‘postmodernist’ in its interrogation of the relationship between the two and in its troubling of the fact/fiction distinction.

Objectives

  • To involve University of Reading undergraduate and postgraduate students in professional academic conversations emerging from teaching and learning within the curriculum.
  • To engage with the Curriculum Framework and to produce a coherent narrative in relation to it.
  • To enhance students’ experience and employability.

Context

At the heart of the Curriculum Framework lie emphases on equipping students with a mastery of the discipline, skills in research and enquiry, personal effectiveness/self-awareness, and global engagement/multi-cultural awareness. Connected to these values are the terms that inform and produce them: ‘innovative’, ‘authentic’, ‘challenging’, ‘collaborative’, ‘inspiring’ and ‘coherent’. Finally, identifying the principles informing an engagement with 21st Century society and thought are the terms, ‘diverse and inclusive’, ‘research based’, ‘contextual’, ‘discipline based’, and ‘global’.

In organising and hosting a one-day conference in the Department of English Literature, ‘Postmodernist Biofiction’, Dr Bethany Layne and I made an early decision to connect with, and to articulate, the values of the Curriculum Framework at every level of the project. The conference developed from our work on our research-led Part Three modules and it was initiated in order to include our students in professional academic conversations and thus to extend their discipline-based expertise.

Implementation

To connect with the Curriculum Framework, Dr Layne and I involved our students in the organisation and proceedings of the conference. We recognised that the experience of working with us on event organisation, and participating in professional research activity, would provide valuable material for their CVs in ways that would enhance their employability.

Eight undergraduate students worked with us; they took photographs, managed the digital equipment, publicised the event, and oversaw logistical detail. In terms of the Curriculum Framework, we had confirmed our commitment to student employability, student engagement, and to the development of our students’ research skills and professional skill-sets.

Three of our Part Three students agreed to take part in a student panel at the conference and we were delighted to see that our keynote delegates, including Professor David Lodge, Professor Susan Sellers, and Professor Maggie Gee expressed a keen desire to hear their papers.

The students’ involvement was a tribute to their personal confidence (developed via the ‘double helix’ pedagogic model), and it also demonstrated their critical engagement with the material they had studied with us.

It was clear at the Conference that our undergraduates (some still at Part Two) felt a strong sense of belonging at the University. They were proud of the work of their peer group and proud of their identity as University of Reading students. Even at the end of their second year with us, our students were eager to work with us as colleagues and mentors rather than as ‘teachers’.

Our collaborative values were demonstrated by the Vice-Chancellor’s attendance at the afternoon sessions of the Conference. Sir David Bell chatted with our students and expressed a keen interest in them and their work, and his support of Dr Layne and I, spoke to our leadership’s commitment to collaborative knowledge sharing and to the development of productive, inclusive relationships.

Impact

We received excellent feedback from delegates following the event and there was a lively Twitter feed throughout the day expressing glowing appreciation. Our students were particularly grateful to us for including them in the conference.

The conference proceedings will be published in Postmodernist Biofiction (an edited collection with Cambridge Scholars) and our experience with student engagement in research-led activity will form the basis of a pedagogic publication. We are also expecting our student delegates’ performance in Finals to be significantly enhanced by their participation in the conference.

Delegates from competing universities commented enviously on the collegiate atmosphere between University of Reading staff and students, and also on the sophisticated critical work showcased by our student panellists. The reputation of the University of Reading was enhanced in every respect by the event.

Reflections

The Curriculum Framework expresses our professional values and pedagogic principles. Our commitment as academics to subject expertise and to the development of critically and culturally nuanced students is precisely what informs the Curriculum Framework. Engaging our students in this mission appears to be the difficult task.

However, our experience with the ‘Postmodernist Biofictions’ conference suggests that our students are eager for us to connect with them. When we reach out, they respond in ways that identify preconceptions about student disengagement as lazy and entirely misplaced.

What is important to understand about the Curriculum Framework is that colleagues around the University are already engaged in precisely the kind of work expressed in the Curriculum Framework’s values. Our challenge lies in moving the aims of the Curriculum Framework to the core of our activity and in expressing its principles in coherent narratives.

In the Department of English Literature, the values of the Curriculum Framework are being articulated through initiatives that not only locate the student experience at the heart of our research-led teaching, but that actively demonstrate it.

Follow up

Our undergraduate and postgraduate students have asked for more research events of the ‘Postmodernist Biofictions’ kind, and more opportunities for event organisation and participation.

We will move forward with the Curriculum Framework in additional projects including Focus Groups convened to involve our students in the diversification of assessment models and in a review of our provision. We will also centrally involve them fully in the organisation of forthcoming events including a visit and talk by Jess Phillips MP in June, and the Virginia Woolf International Conference in June/July.