Daniel Grant, Associate Professor in Clinical Pharmacy & Pharmacy Education, Pharmacy Director of Teaching & Learning & Dr Taniya Sharmeen Research Fellow
Click here to read the full report.
This slide summarises the project:
Madeleine Davies, Cindy Becker and Michael Lyons- SLL
A feedback audit and consultation with the Student Impact Network revealed a set of practices DEL needs to amend. The research produced new student-facing physical and online posters, designed by a ‘Real Jobs’ student, to instruct students on finding their feedback online, and generated ‘marking checklists’ for staff to indicate what needs to be included in feedback and what needs to be avoided.
The ‘DEL Feedback Action Project’ addresses the persistent issue of depressed NSS responses to Department of English Literature assessment and feedback practices. The responses to questions in ‘teaching quality’ sections are favourable but the 2018 NSS revealed that, for English Studies, Reading is in the third quartile for the ’Assessment and Feedback’ section and the bottom quartile for question 8 (scoring 64% vs the 74% median score) and question 9 (scoring 70% vs the 77% median score).
In October 2018, DEL adopted eSFG. An EMA student survey undertaken in January 2019 polled 100 DEL students and found that, though students overwhelmingly supported the move to eSFG, complaints about the quality of DEL feedback persisted.
Michael Lyons began the project with an audit of DEL feedback and identified a number of areas where the tone or content of feedback may need improving. This material was taken to the Student Impact Network which was shown anonymised samples of feedback. Students commented on it. This produced a set of indicators which became the basis of the ‘marking checklist’ for DEL staff. Simultaneously, DEL staff were asked to discuss feedback practice in ‘professional conversations’ for the annual Peer Review exercise. This ensured that the combined minds of the whole department were reflecting on this issue
Student consultation also revealed that many students struggle to find their feedback online. With this in mind, we collaborated with TEL to produce ‘maps to finding feedback’ for students. A ‘Real Jobs’ student designer converted this information into clear, readable posters which can be displayed online or anywhere in the University (the information is not DEL-specific). The posters will be of particular use for incoming students but our research also suggested that Part 3 students are often unaware of how to access feedback.
The results of the initial audit and consultation with students indicated where our feedback had been falling short. We wrote a summary of these finding for DEL HoD and DDTL.
Research into marking rubrics revealed that DEL marking would not be suited to using this feedback practice. This is because they can be inflexible and because DEL students resist ‘generic’ feedback.
The student-facing posters and staff-facing ‘marking checklist’ speak to two of the main issues with DEL feedback that were indicated by students. The latter will deter overly-brief, curt feedback and will prompt more feedforward and comment about specific areas of the essay (for example, the Introductory passage, the essay structure, referencing, grammar, use of secondary resources, etc).
With DEL staff now focused on the feedback issue, and with students equipped to access their feedback successfully, we are hoping to see a marked improvement in NSS scores in this area in 2020-21.
For ‘surprises’, see ‘Reflections’.
The pressure on academic staff to mark significant amounts of work within tight deadlines can lead to potential unevenness in feedback. We are hoping that our research prompts DEL to streamline its assessment practice to enhance the quality and consistency of feedback and feedforward.
Students’ responses in the Student Impact Network also suggested that additional work is required on teaching students how to receive feedback. Over-sensitivity in some areas can produce negative scores. With this in mind, the project will terminate with an equivalent to the ‘marking checklist’ designed for students. This will remind students that feedback is anonymous, objective, and intended to pave the way to success.
Monitoring NSS DEL feedback scores in the 2020-21 round, and polling students in the next session to ensure that they are now able to access their feedback.
Continuing to reflect on colleagues’ marking workload and the link between this and unconstructive feedback.
Daniela Standen, ISLI
ISLI teaches almost exclusively international students. Many of our programmes run all year round, so ISLI had to move to teach exclusively online in the Summer Term. This case study outlines the approach taken and some of the lessons learnt along the way.
In April 2020 as the country was into lockdown and most of the University had finished teaching, ISLI was about to start a ‘normal’ teaching term. The Pre-sessional English Programme was about to welcome 100 (mostly new) students to the University. The January entry of the International Foundation Programme was less than half-way through their studies and the Academic English Programme was still providing language and academic literacy support to international students.
Moving to online teaching was greatly facilitated by having in house TEL expertise as well as colleagues with experience of online teaching, who supported the upskilling of ISLI academic staff and were able to advise on programme, module and lesson frameworks.
We thought that collaboration would be key, so we put in place numerous channels for cross-School working to share best practice and tackle challenges. ISLI TEL colleagues offered weekly all School Q&A sessions as well as specific TEL training. We set up a Programme Directors’ Community of Practice that meets weekly; and made full use of TEAMS as a space where resources and expertise could be shared. Some programmes also created a ‘buddy system for teachers’.
Primarily the School adopted an asynchronous approach to teaching, synchronous delivery was made particularly difficult by having students scattered across the globe. We used a variety of tools from videos, screencasts, narrated PowerPoints and Task & Answer documents to full Xerte lessons. Generally using a variety of the above to build a lesson. Interactive elements were provided initially mostly asynchronously, using discussion boards, Padlet and Flipgrid. However, as the term progressed feedback from students highlighted a need for some synchronous delivery, which was carried out using Blackboard collaborate and TEAMS.
It has not been easy, but there have been many positive outcomes from having had to change our working practices. Despite the incredibly short timescales and the almost non-existent preparation timel, our PSE 3 students started and successfully finished their programme completely online, the IFP January entry students are ready to start their revision weeks before sitting their exams in July and international students writing dissertations and post graduate research were supported throughout the term.
As a School we have learnt new skills and to work in ways that we may not have thought possible had we not been forced into them. These new ways of working have fostered cross-School collaboration and sharing of expertise and knowledge.
We have learnt a lot in the past three months. On average it takes a day’s work to transform one hour of face to face teaching into a task-based online lesson.
Not all TEL tools are equally effective and efficient, below are some of our favourites:
If time were not a consideration Xerte would also be on the list.
Copyright issues can have a real impact on what you can do when delivering completely online. Careful consideration also needs to be given when linking to videos, particularly if you have students that are based in China.
ISLI is now preparing for Summer PSE, which starts at the end of June. Many of the lessons learnt this term have fed into preparation for summer and autumn teaching. In particular, we have listened to our students, who told us clearly that face-to-face interaction even if ‘virtual’ is really important and have included more webinars and Blackboard Collaborate sessions in our programmes.
Zainab Abdulsattar (student – Research Assistant), Tamara Wiehe (staff – PWP Clinical Educator) and Dr Allán Laville, firstname.lastname@example.org, (Dean for D&I and Lecturer in Clinical Psychology). School of Psychology and CLS.
To help Part 3 MSci Applied Psychology students address the emotional aspect of engaging with and interpreting assessment feedback, we have created a Blackboard feedback tool, which draws on self-help strategies used in NHS Mental Health services. This was a TLDF funded project by CQSD and we reflect upon the usefulness of the tool in terms of helping students manage their assessment feedback in a more positive and productive way for both now and the future.
Assessment and feedback are continually rated as the lowest item on student surveys despite efforts from staff to address this. Whilst staff can certainly continue to improve on their practices surrounding providing feedback, our efforts turned to how we could improve student engagement in this area. Upon investigation of existing feedback-focused tools, it has become apparent that many do not acknowledge the emotional aspect of addressing assessment feedback. For example, the ‘Development Engagement with Feedback Toolkit (DEFT)’ has useful components like a glossary helping students with academic jargon, but it does not provide resources to help with feedback related stress. The aim was to address the emotional aspect of interpreting feedback in the form of a self-help tool.
Zainab Abdulsattar’s experience:
Firstly, we carried out a literature review on feedback in higher education and the use of self-help resources like cognitive restructuring within the NHS used to treat anxiety and depression. These ideas were taken to the student focus group: to gather students’ thoughts and opinions on what type of resource they would like to help them understand and use their feedback.
Considering ideas from the literature review and the focus group, we established the various components of the tool: purpose of feedback video, problem solving and cognitive restructuring techniques, reflective log and where to go for further support page. Then, we started the creation of our prototype Blackboard tool. At tool creation stage, we worked collaboratively with the TEL team (Maria, Matt and Jacqueline) to help format and launch the tool. Upon launch, students were given access to the tool via Blackboard and a survey to complete once they had explored and used the tool.
Our prototype Blackboard tool met the main objective of the project, to address the emotional aspect of the interpreting assessment feedback. The cognitive restructuring resource aimed to identify, challenge and re-balance students negative or stressful thoughts related to receiving feedback. Some students reported in the tool survey that they found this technique useful.
As well as this, the examples seemed to help students link their past experiences of not getting a good grade. Students also appreciated the interactive features like the video of the lecturer [addressing the fact that feedback is not a personal attack] and were looking forward to the tool being fully implemented during their next academic year. Overall, the student survey was positive with the addition of some suggestions such as making the tool smart phone friendly and altering the structure of the main page for ease of use.
Zainab Abdulsattar’s reflections:
The success of the tool lied in the focus group and literature review contributions because the students’ focus group tool ideas helped to further contribute to the evidence-based self-help ideas gathered from the latter. Importantly, the hope is that the tool can act as an academic aid promoting and improving students’ independence in self-managing feedback in a more positive and productive way. Hopefully this will alleviate feedback-related stress for both now and the future in academic and work settings.
In the future, we hope to expand the prototype tool into a more established feedback-focused tool. To make the tool even more use-friendly, we could consider improving the initial main contents page. For example, presenting the options like ‘I want to work on improving x’ then lead on to the appropriate self-help resource instead of simply starting with the resource options [e.g. problem solving, reflective log].
Melanie Jay and Suzy Tutchell, Institute of Education
Seeds of Diversity was an ambitious, enriching and highly creative project drawing together the University of Reading’s community of teachers and learners to produce a collaborative and evolving sculptural installation. This innovative project celebrated the University’s roots and growth over the past 90 years as well as reflecting future aspirations. Sculptural ceramic seeds were created over 10 months and planted within the campus grounds’ as an installation and a final cross-disciplinary celebration at the end of the academic year.
Seeds of Diversity is now a sculptural installation made up of hundreds of ceramic seed pods created by partnership schools, staff, students, pupils and visitors. The creation of the pods was overseen by art-based tutors commensurate with existing and experimental customs and inspired by contemporary ceramic practice. Participants were invited to sculpt a seed in clay or to decorate a readymade form with a design which reflected their connection to the University.
Importantly, the workshop involved our ceramicist-in-resident, Sue Mundy. Sue, who is a prestigious artist in the world of ceramics and is an integral part of our ongoing vibrant artist-in-residency programme at the IoE, enriched the process further with her professional expertise and knowledge-base. The project naturally evolved over the duration of the year in response to a widening community interest stemming from our initial workshops. This development included working with Grant Pratt, a local raku expert, owner of Blue Matchbox Gallery in Tilehurst. Two raku firings provided participants with the opportunity to experiment with glazing and firing their pods in an outside kiln – this was a truly magical experience for all involved, even on the coldest of days.
“It was like a multi-sensory experience, the smell of the wood and burning materials was evocative of a smoke-house in Whitby!” (Andrew Happle, Lecturer in Science Education).
We worked with a varied and wide range of participants including:
The impact of the project was multitudinous as highlighted by the following participants’ responses:
“I feel the success of the project was heavily due to the incredible facilities that are available. Facilities that state schools cannot fund themselves and therefore providing the children with opportunities like this has been amazing.” (Katie Purdy, alumni and head teacher)
“Every time I arrive in the mornings, no matter the weather, it’s such a treat to see the pods dotted around the campus and remember their creative beginnings” (Dr. Yota Dimitriadi, Lecturer in Computer Studies and National Teaching Fellow)
“The range of adults and children involved in the project was incredible, and was reflected in the final ‘look’ of the installation – a whole field of sizes, shapes, colours and individual characteristics” (Charlie Atkins, Y3 BA Ed Art specialist student)
“The Seed Project was a truly collaborative venture exemplifying the University of Reading as a sharing institution working with communities building and sharing knowledge for the benefit of all. This venture worked across departments in the making and the firing. During the raku even passers-by dropped in.
Each Raku firing is a fresh and exhilarating process every time I come to it and I am sure others felt the same. There are always new things to learn and new processes to try. Only one person can have the exciting task of loading the kiln and plucking the red hot pieces from the furnace but everyone is caught up in the thrill and joy of creating. The energetic beauty of the firing, the random, the accidental the unintended is captivating. Raku is all about community and as the clay transformed and the bisque reached a new stage the bond of the people in the group grew closer. It was an equalising activity as all ages and abilities learnt together. Earth, fire, and water were combined and it felt like Vulcan was awoken in everyone one of us” (Brian Murphy, former Assistant Head teacher and Head of the Faculty of Art and Design at The Piggott School, Wokingham)
“I have been researching the University of Reading, London Road campus, but I went to the Raku firing out of an interest in the art rather than for my research. It did strike me that Art Education is still located in the same place that it was allocated when the University College moved onto the campus in 1905. And that the closest art building overlooks the lawns of the Palmer family home, where college staff played bowls during their leisure time” (Brian Richards, Emeritus Professor of Education)
The project was highly successful as:
Owing to the collaborative and visual success of this project, we bid for and were successful in securing money from the university’s Diversity and Inclusion Funds and T&L Dean Funds in order to launch and roll out a new creative project for this academic year 2019-20 called Stitches in Time: Inclusive Threads of Learning. ‘Stitches in Time’ brings together Institute of Education students, staff and partnership schools to explore and discover sensory creative skills and contemporary imaginative thinking relating to textile materials and the environment. The project is taking place across a number of student-led workshops over the course of this academic year and will culminate in an evolving and diverse textile installation made up of participants’ individual work.
Will Hughes – School of Built Environment (Construction Management & Engineering)
The personal capture pilot project helped me to develop and test ideas to advance what I had been previously trying using YouTube. One important lesson for me was that shorter duration videos better engage students. I also learned how to record videos featuring more than simply a talking head. Using this technology for augmenting the usual pedagogic techniques was very useful. I would like to replace some of my lecturing using screen-cast videos, but I have learned that there is more to this than simply recording pre-prepared lectures for my students.
My aim was to produce detailed explanations of points too elementary or too complex to address in lectures and to replace some one-to-one meetings. I aspired to produce a series of 5-10 minute videos that responded to specific student questions generated from lectures and emails. One specific idea was to support reflective portfolio writing.
My motivation to join the personal capture project was to acquire screen-casting skills and to better understand the technology.
There were two key groups I chose to produce recordings for:
I tried using the webcam and laptop provided in the pilot. With these, I made some videos using the Mediasite tool, but the video and audio quality were not as high as I would have liked and the editing offered by Mediasite was very primitive, with no opportunity to fix issues like colour grading, for example. I preferred using my own professional-grade camera, microphone and lighting. I realised that I needed much better software than Mediasite and bought a license for Camtasia, which opened up a lot of interesting possibilities and made it possible to achieve what I had in mind.
Dialogue with students was around presenting them with a video and asking them to let me know what they thought, whether it helped and what kind of things they would like me to cover in future.
The most well-received videos were those that summarised assignment guidance in 10-11 minutes. My video on research conceptualization proved popular. The assignment summaries in CEM102 Business of Construction, for a Reflective Portfolio and a Case Study, were very impactful and prompted a lot of student approval.
One unanticipated experience was in using the technology for replacing a lecture cancelled due to bad weather; 66% of the students accessed this 55-minute lecture but for an average view time of only 18 minutes which I found to be a depressing statistic.
Things improved as I progressed. Planned use of personal capture was much better than using it to overcome lecture cancellations. The pedagogical challenge is to figure out how to produce short videos that are useful to students. It was useful to work out how to provide simple overviews of things that would be helpful in the students’ learning and produce short videos based on this. I found filming at home better than filming in the office. I have learned the importance of issuing reminders about Blackboard-posted videos as students can miss the initial announcement and then never see the video produced for them.
I found the Mediasite tool itself clunky and challenging in terms of its permissions, lack of utility and quality.
I still believe personal capture is useful but I am thinking about changing my strategies for how to use it. The changes are not technical put pedagogical. As I move to part-time working and ahve less contact time with students, personal capture may become indispensable for me.
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.
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.
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.
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.
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:
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.
Kat Hall, School of Chemistry, Food and Pharmacy, email@example.com
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.
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:
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.
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.
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.
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.
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.
Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Acad Med, 65(9):S63-7.
Simon Floodgate, Institute of Education, firstname.lastname@example.org
A form of inter-active, reflective practice for students in which Playback Theatre (an improvisatory form) is used to ‘play back’ individual stories of students’ experiences regarding all aspects of their studies. This process can support emotional literacy and well-being and promote professionalism in students at all levels of study.
To address concerns regarding student well-being and emotional literacy as highlighted both nationally, within the University and the IOE where workload and pressures have specifically impacted upon initial teacher training (ITT) students who are transitioning into teaching professionals.
The pilot year, within the IOE, was focussed upon the training of a student performance group with a couple of performance-workshops undertaken with Secondary ITT students and IOE staff. Both sessions were evaluated and the students involved as the performance team, were also asked to evaluate the benefits to them of engagement in the project. The project enters a second year (2019-20), with further funding, to adapt the contact sessions. This will lead to two different versions of Stories of Our Studies. A full length, two-hour version will incorporate a full Playback Theatre performance of 1-1/2 hours duration in a more public setting. A second shorter version will align the performance elements with discursive and written aspects focussed upon critical incident analysis (Lister and Crisp, 2007). This will blend the elements for more captive audiences within module teaching sessions.
As a pilot project, Stories of Our Studies achieved its objectives. A student team was trained to deliver the contact sessions alongside the project leader. The project was presented to both PGCE Secondary ITT students and IOE staff, enabling feedback from different perspectives. Staff were able to appreciate the potential impact upon student well-being. The PGCE students were able to effectively reflect upon their learning, in particular focussing upon their school teaching placements. They were able to subjectively reflect upon how these experiences felt to them but also objectively appreciate what occurred, how their experiences were similar or different to others and to be able to consider themselves as professional teachers soon to embark upon their chosen profession. The TLDF priorities 2.2 and 2.3 were both met.
The enthusiasm and willingness of the UG students who trained in the form was exceptional and their empathy and artistry were commented upon following both performance-workshops. This was a major factor in the pilot’s success. The structure of the session with the main performance aspect following some Morenian sociometry facilitated a relaxed and intimate atmosphere thus enabling audience members to openly share. The use of the form – Playback Theatre – was vital to the success of the pilot.
Although participants gained a lot from their engagement in the session, there is a further need to develop the sustainability of the reflective process. To this end the project will be developed into longer and shorter iterations (as mentioned above). There remains some difficulty in encouraging students to attend extra-curricular sessions and, for many, to attend events in which drama/theatre are mentioned. This is a difficulty in attracting both student-performers and audience members. Word of mouth will help and, like a stone gathering moss, momentum will attract more interest and students to engage with it.
See above. The project has entered a second year with further TL enhancement (mini) funding. It is evolving with the incorporation of critical incident analysis and a further blending of the performance and written reflection elements.
We already have more performance-workshops booked in the diary for 2019-20 than for last year, including presentation at the University’s T&L conference in January 2020.
Contact has been made with the RUSU society, Open Minds, to investigate the potential of some performances to a larger student audience outside of timetabled teaching.
The performance-workshop, photographed last year, will be filmed to create a marketing online clip to promote the project. Recruitment of new student-performer members has already begun.
Photo of Playback Theatre in action
Kate Allen, Department of Art, email@example.com
An investigative artwork that explores identity using 360 cameras developed through practical, alumni led workshops and socially engaged art with current art students, school groups and the general public. Part of ArtLab Movement’ at Tate Exchange (TEx) 2019 at the Tate Modern on March and be archived on the ArtLab website.
- Contribute to live art event/out-reach work experience led by Alumni at Tate Exchange 1-3 March 2019
- Explore identity capture with 360 cameras
- 360 cameras experimentation including designing, capturing, printing and editing.
- Create portraits with purpleSTARS, people with learning disabilities and children from Widening Participation schools in Reading.
Reframing Identity explored self-portraits in shot in 360, developed as a response to Tania Bruguera’s Turbine Hall Commission concerning institutional power, borders and migration. Can 360 self-portraits raise awareness of how interconnected we are, when no person is ever behind the 360 camera, everyone is included.
Alumni and Virtual Reality artist Kassie Headon researched ideas in response to Tania Bruguera installation at Tate Modern inspired by Bruguera’s ideas on inclusion, connecting to Kate Allen’s research with purpleSTARS a group of people with and with learning disabilities who aim to make museums more inclusive. Kassie demonstrated to students and purpleSTARS how to use the GoPro Fusion Camera and the app to edit 360 content. Activities to share the 360 self portrait concept with visitors were developed including drawing cylindrical self-portraits which they could then wear on their heads for a 360 selfie. Students facilitated the Reframing Identity 360 workshop as part of ArtLab Movement at TEx. Using 360 cameras was a new experience and concept for our students and most people visiting the TEx. The 360 self-portraits were exhibited via live video stream from the 360 cameras on an iPad displayed at the Tate and let participants explore the views, which they could manipulate and distort to create the desired effect. Participants 360 self-portraits were also printed or sent to the visitors phone.
The impact of Reframing Identity 360 created access and inclusion with new technologies for students and the public. Experiencing the live video stream frequently gave visitors an ‘Oh Wow’ moment. TEx gave an opportunity for research led teaching with Dr Allen purpleSTARS, Alumni Kassie Headon and current BA students to explore the concept of 360 self-portraits gain professional practice experience facilitating the workshops and technical skills working, with the 360 camera. The 360 cameras are now part of the digital equipment available to students with a core team of ArtLab students now familiar with their potential and how to use them.
Working with new technologies in collaboration with Alumni, ArtLab students and purpleSTARS led to new perspectives on ideas of inclusion and self -portraiture. The experimental research occurred in response to work at the Tate and in collaboration with visitors to TEx. The project built capacity and awareness of new technology being introduced into the Art Dept learning through research and practical experiences the potential to create artworks and inclusive engagements.
Kassie Headen continued to work with the 360 camera collaborating with widening participation schools during the ArtLab summer workshops 2019 exploring spaces and manipulating 2d versions of 3d space.
We are developing further research collaborations and research led teaching opportunities for ideas exploring inclusion in museums and immersive virtual reality artworks/experiences using Oculus Rift technology.
We created a 360 recording of our Reframing Identity event at the Tate https://www.thinglink.com/mediacard/1158753748827242499?autoplay=0&autorotate=0&displaytitle=1&rel=1
ArtLab documents the workshop
purpleSTARS web documentation
Tate Exchange webpage