Using OneNote to support collaborative group field work by Dr Alan Howard

By edwardwhite Comment Closed

Technology has played a core role in supporting learning and teaching on the GG2FC Crete Field Class module. The module typically enrols 30 students who work in small groups collecting data and evidence to solve Human and Physical Geography related problems in Sfakia, SW Crete. In previous years groups have completed daily blog entries or produced short video presentations in which they reflect on their academic and other experiences.

Students always maintain hand-written field notebooks which contain the evidence that forms the basis for writing their individual reports. Given that data collection is a collective group exercise, technology was used this year to try to enhance the collation and sharing of evidence. Each group was therefore required to maintain and update a shared OneNote notebook. By the end of the week the completed notebook formed a shared evidence base to support individual report writing.

Students in Sfakia, Crete: June 2012

OneNote is part of Microsoft Office 2010 and is available as a free Office Web App saved in cloud storage (SkyDrive). OneNote allows the user to create a notebook containing text, pictures, document print-outs and other multi-media. The software enables efficient filing and organisation of entries and may be a helpful aid to student note-keeping in general. The online version (which can be synced to the desktop application) enables easy shared access for collaborative working.

The user interface is similar to other Office 2010 applications and students required no special training. Groups enthusiastically updated their notebooks each day but perhaps focused more than necessary on production quality.  However the use of OneNote represented an enhancement because group members were able to share evidence easily including rich content such as photos and video clips.

For other colleagues interested in using OneNote to support collaborative group work I recommend utilising the Office Web App version. This is free and works in all modern browsers and can be viewed on mobile devices. The Office application version offers greater functionality but necessitates all group members having easy access to Office 2010.

A summary of my experiences on the PGCAP Course by Dr Samuel Laryea

By edwardwhite Comment Closed

When I got appointed as a Lecturer in 2010 I found that I had to do the PGCAP course as part of requirements for my probation. Initially I did not feel happy about this. I had quite a heavy teaching workload and also the pressure to develop research papers and grant proposals. I certainly felt the PGCAP course was a distraction to the ‘core’ aspects of my work in the university and unfortunately, I had no choice but to do it. Today, my view of the PGCAP course is completely different.

By the time I completed the programme successfully in July 2012, I found that participation in the course had helped me to develop greatly in all aspects of my career and academic aspirations. First, participation in the PGCAP course helped me to learn new ideas about teaching and learning and my role as a lecturer – including personal tutoring, supporting student learning, classroom teaching, assessment and feedback. One word I quickly became familiar with was ‘Pedagogy’. I began to develop a better understanding of the purpose of teaching which is to facilitate learning. I found the workshops extremely useful and by the time I was through a few of them, I felt that the course was right and very beneficial in terms of my own personal development as a lecturer and my understanding of the higher education environment and engagement with students. In short, the whole PGCAP experience was very developmental and I could feel its positive impact on my teaching, research, administrative duties and relationships with people across the university.

Participation in the course helped me to meet other new lecturers across the university so I made friends and this enabled me to share ideas and experiences. The course was clearly time-consuming but certainly worth every bit of the time invested. It is professionally useful to have the PGCAP qualification and Fellowship of the Higher Education Academy. Perhaps the two most useful aspects of the course for me were the project and portfolio. I learned much from my T&L project on feedback provision and use and fortunately the work was of significant benefit to my School. I enjoyed both project and portfolio equally – but I found the process of writing my reflective teaching portfolio very developmental, in that, the process enabled me to give more serious thought to my routine activities as a lecturer, reviewing my personal development over time, and identifying new ways to improve. The portfolio and project have helped me so much to develop in my understanding of pedagogical issues – and generated in me a permanent interest to engage in teaching and learning issues.

Today I am based in the School of Construction Economics and Management at University of the Witwatersrand in South Africa. I serve as Director of our undergraduate programme and the ideas and experiences gained on the PGCAP course are serving me extremely well. I fully understand pedagogic issues in a higher education environment and this plays a central role in the development of an effective approach for teaching and supporting student learning. The PGCAP experience has been hugely useful, making a difference, and providing an advantage not only for myself but also for the 400+ students I teach in my new university.

Heading to the Arctic to teach students about the wonderful world of “extreme” microbes by Dr Rob Jackson

By edwardwhite Comment Closed

In July, Rob Jackson and Ben Neuman led nine Part 3 students from the School of Biological Sciences to the University of Akureyri in Northern Iceland, about 100km south of the Arctic circle. At UnAk, they met with Dr Oddur Vilhelmsson, his PhD student Auður Sigurbjörnsdóttir and 8 Icelandic Masters and undergraduate students. This was the inaugural joint UK-Icelandic module, Arctic Microbiology Field Trip. One might wonder, why Iceland? Simply put, Iceland is a land of extremes – summers are mild and winters can be severe; the land has different types of geothermal, volcanic regions as well as permanently frozen glacial zones. Unlike many organisms, microbes thrive in these zones, and in doing so they have evolved remarkable tolerances eg some microbes can live in boiling mud pits at 120oC, while others are still living in glacial ice after being deposited there 1000 years ago. So this is a great place for students to see first-hand the types of environments the microbes live in – rather than just being given a culture on a plate. Moreover, students learn in-field sampling techniques as well as the practical applications of using the novel microbes. Of course, the students see some amazing countryside and sights.

University of Reading and University of Akureyri staff and students at a lava cave after sampling microbes living on the cave walls and floor.

Designing the course was hard work, especially for three microbiologists who have never led a field trip let alone designed one, especially a joint module. For example, Dr Vilhelmsson translated an entire 20-page coursebook from Icelandic into English. The course was structured as a mixer starter event for all the students followed by three field days and 7.5 lab days to analyse samples taken during the trip. Interspersed were 8 lectures (some by guest lectures from different institutes in Iceland), a free day, a preparation day followed by a student symposium where students gave oral presentations on their experiences and results. At the end, a feedback session was held to discover how the course could be improved. The students were assessed for their symposium talk, and later their lab books and a dissertation.

From the start, one UK and one Icelandic student were paired up for the entire course – this turned out to be a masterstroke as it promoted teamwork and they were also teaching each other techniques learnt in their home university. Staff, as well as students, were also learning new research and teaching approaches, which should help for future trips and professional development. Moreover, it was great for social and cultural interaction – one of the students started learning Icelandic two days in! Also early in the course, all the students had friended each other on Facebook, and unbeknownst to the lecturers, a Facebook group had been set up by all the UK students before heading off to Iceland to help them work together on preparing for the trip. During the course, staff and students alike found the three back-to-back field days with evening labs very tiring, so we adapted to provide a morning off for recovery and catch-up time for reading and lab book completion. The feedback session was very useful and most points were fairly simple, requiring some minor changes to the structuring of the course. Importantly, feedback from the students provided an overwhelming endorsement to run the course next year. Several want to learn more about microbiology, with some finding the research aspect of the teaching experience changing their minds and inspiring them to wanting to do PhDs! The UK staff were really grateful to their Icelandic colleagues for arranging accommodation, food and transport, plus labs. Although it was physically and mentally tiring, the staff are already looking forward to running the course next year and making new discoveries!

Reading’s museum collections online by Rebecca Reynolds

By edwardwhite Comment Closed

Museum ethics, display design and object-based research are some of the areas for which online resources are being developed in a JISC-funded project between the University of Reading, University College London and the Collections Trust.

The project, called Object-Based Learning for Higher Education, prioritises usability and aims to make the resources part of syllabuses. On the Reading side the resources are primarily designed for the new Museum Studies joint honours due to start at Reading in October 2013, based at the Museum of English Rural Life.

human skeleton, Cole Museum

The skeleton in the picture on the left is from the collection at the Cole Museum of Zoology part of a resource on display ethics, looking at how museums make decisions about displaying human and animal remains.

In February 2012 we carried out a small-scale research study into students’ preferences regarding online learning, which found that the most important consideration for students was that online learning resources are relevant to course tasks. The report is here online learning preferences research report.

In addition, as part of the project many collections at the University’s museums are being digitised, adding images of objects and documents to the museums’ online databases.

For more information, visit the project blog at http://blogs.reading.ac.uk/oblhe/ or contact Rebecca Reynolds.

Meteorology and Film, Theatre & Television unite for innovative teaching collaboration by Dr Simone Knox and Ross Reynolds

By edwardwhite Comment Closed

The 2011/12 academic year saw a teaching initiative that brought together two of the University’s distinguished departments, Meteorology and Film, Theatre & Television, using the excellent facilities in the Minghella Building. Second year undergraduates in Meteorology have for some time undertaken a module that partly involves ‘bench’ forecasting, when they learn, for example, how to predict, to a strict deadline, overnight minimum temperature and the risk of showers at Reading or another UK location. Ross Reynolds, who teaches the module, thought to utilise the arrival of colleagues on campus from Bulmershe to explore the possibility of students developing their work further by presenting an assessed, polished TV weather forecast. Dr Simone Knox was the television expert who enthusiastically became involved in what proved to be a very successful albeit nerve-wracking few sessions for the students.

After an introductory lecture on the cultural significance of TV weather forecasts in Britain, and with the able assistance of technician Dave Marron, cameras rolled for workshops, rehearsals and finally the telling, ‘live’ session. Students were guided in this truly experiential learning in sessions that drew on the principles for teaching critical practice that Film, Theatre & Television is renowned for. In front of the ‘green screen’ in the Minghella Film & Television Studio, the forecasters had to think carefully through both the meteorological content as well as their use of posture, voice, costume and physical use of space in order to address and effectively communicate with their audience.

This experience is an invaluable addition to presentation skills embedded in the undergraduate programmes in Meteorology. As transferable skills that generally enhance the students’ employability, they are in particular looked upon favourably by potential employers at the UK Met Office and private forecasting companies. Ross and Simone look forward to developing this teaching collaboration further in the coming academic year, when, thanks to a grant from the Teaching & Learning Development Fund, a new piece of equipment (a DVI input board) will further aid the professionalization of this learning experience in the multi-camera studio.

photos feature student Martin Oakes, photos taken by student Robbie McKane

Rebuilding the ancient world, digitally by Dr Matthew Nicholls

By edwardwhite Comment Closed

I was glad to find out recently that I’m a Digital Hero. Though disappointed that the title does not appear to confer any super-powers, I’m glad that the University recognises the innovative work that many of us are doing in our different fields – Reading feels like a place that values digital innovation and encourages its staff to take the lead. Having had a lot of support from CDoTL’s Teaching and Learning Fellowship scheme and the Annual Fund I was very glad to come along to the recent Digitally Ready Day and explain to colleagues what I’ve been working on.

The Campus Martius, the area of flat land in the loop of the River Tiber. Prominent monuments here include the Theatre of Pompey and the Pantheon.

During my time in Reading I’ve been developing a huge digital architectural reconstruction model of ancient Rome. I use this a lot in research, in teaching, and in outreach talks. I’ve also licensed it to commercial broadcasters and am working with Typography and Systems Engineering to turn it into a smartphone app for tourists.

Theatre of Pompey - Julius Caesar's colleague and rival Pompey the Great built this spectacular theatre from the spoils of his campaigns in the east. Julius Caesar eventually met his fate in the meeting hall at the end of the portico.

Students react very well to digital visualisations – they help give a vivid, instant impression of life in the ancient city – and have played a part in its creation through UROP placements. Seeing students enthusiastically contribute digital content of their own encouraged me to build this into the formal curriculum, so I’ve offered optional digital modelling assignments in existing courses, with uniformly high standards in the work submitted so far. From next academic year I’ll be running a new module, ‘Digital Silchester’, in which students will collaborate on a reconstruction of our local Roman town.

The software needed to get started in this sort of work is reasonably easy to pick up (I taught myself to do it) and some of it is available free. Among other things I use a modelling package called SketchUp which you can download for nothing to try out: http://www.sketchup.com/intl/en/index.html. I am sure this sort of work could be used in all sorts of academic disciplines and student projects, and hope that others will be encouraged to give it a go.

Findings of QAA/NUS Research into the Student Experience

By edwardwhite Comment Closed

Four mini-reports have been published by the NUS following a 12 month, QAA commissioned, research project into the UK higher education student experience.

Below are the links to each of these reports which have the following themes: Teaching and Learning; Independent Learning and Contact Hours; Subject Differences and First Year Student Experience.

Teaching and Learning
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-1.pdf

Independent Learning and Contact Hours
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-2.pdf

Subject differences
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-3.pdf

First Year Student Experience
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-4.pdf

Reflective Teaching by Dr Natasha Barrett

By edwardwhite Comment Closed

Completing the Postgraduate Certificate in Academic Practice (PGCAP) portfolio provided the perfect opportunity for me to reflect on teaching and learning and how my approach has developed over the years. I was surprised at how well I mapped onto Kugel’s five ages of a lecturer (1993). I certainly started out at stage 1 (self) where the focus was on surviving each session with my dignity intact. I then started refining the content of my lectures as I gained confidence and moved to stage 2 (the subject). The transition from stages 1 and 2 onwards has gradually occurred with experience, but several of the PGCAP workshops really helped me move forward. Stages 3 (the student) and 4 (student learning) are very apparent to me at the moment and it is here that I have tried to apply some of the learning theories introduced in the PGCAP workshops. I’ve tried using Bigg’s (1999) constructive alignment theory, where learning outcomes dictate what is taught and assessment (particularly marks) can be used to drive the student to meet the outcomes, with pretty good success. I’ve also tried promoting active student learning (eg Kolb’s reflective cycles). Many students will readily “experience” and “conclude” teaching, but engaging the students in reflection and planning is not an area that I’ve had great success with (yet). I guess that this challenge will take me forward into Kugel’s 5th stage (student as an independent learner) and I look forward to applying some of the strategies to achieve this as I review my teaching material over the summer. I was really pleased to be awarded with the runner’s up PGCAP portfolio prize and would like to thank the CSTD, CDoTL and departmental staff for all their support.

Digitally Ready for the Future: Sharing Good Practice by Nadja Guggi

By edwardwhite Comment Closed

Digitally Ready for the Future: Sharing Good Practice
Thursday 19 July 2012
10.45 -15.00, Agriculture Building

The digital age has presented Higher Education with our greatest opportunity. We have new techniques, new technologies, changes in student expectations along with a phenomenal increase in access to information.

Amongst our colleagues are early adopters and forward thinkers who are keen to share and discuss their experiences. Join us and them for a day of ‘show & tell’ talks and workshops, to bring together those who are interested in using digital technologies in innovative ways, and to encourage discussion around digital issues.

19 July Event programme for staff

The Enhancing Fieldwork Learning Project by Dr Alice Mauchline and Professor Julian Park

By edwardwhite Comment Closed

Fieldwork is an important component of Higher Education in a number of subjects. As a Learning Space it provides good educational opportunities for students; including the teaching & practice of skills such as observation, data recording & analysis to report writing and teamwork.

Two University of Reading staff members, Julian Park and Alice Mauchline (together with colleagues from Chester & Sheffield Universities) have received HEA funding for the Enhancing Fieldwork Learning project which aims to develop and share ways to enhance fieldwork learning using technology. Incorporating appropriate technology into fieldwork teaching can be enabling, fun to use and can be cost effective. Importantly, it gives students problem-solving opportunities in the field and provides a vehicle for the development of a variety of subject-specific, generic and employability skills.

An important aspect of this project is about reaching and engaging fieldwork practitioners in Higher Education and creating a community to share ideas and good practice. The team regularly attend both subject-specific and T&L conferences to engage people with the project and run workshops to demonstrate the potential transferability of technology into practitioners’ own teaching.

Additionally, the team run their own events. A two-day ‘Transforming Fieldwork Practice Workshop’ has just been taken place at Hornton Grange, University of Birmingham. Four teams from different institutions each came along with their specific requirements and were supported in finding ways to develop, facilitate & sustain change in their fieldwork practice. Also, a Showcase event is taking place in September 2012 at which there will be demonstrations of a number of simple technologies which can enhance fieldwork learning e.g. how to shoot and edit videos using only a smartphone & applications of iPads in fieldwork.

The website for the EFL project contains a wealth of resources including literature on fieldwork learning, case study reports on the use of technology to solve pedagogic issues encountered during fieldwork and a blog & social media streams.

Therefore, we invite you to engage with the project; use the resources, attend a talk/workshop or come along to the Showcase event in September 2012. Enjoy!