Supporting academic and social transition of first year speech and language therapy students

Supporting academic and social transition of first year speech and language therapy students

 

By: Mirjana Sokolovic-Perovic & Joe Spackman, Psychology and Clinical Language Sciences, m.sokolovic@reading.ac.uk, j.spackman@reading.ac.uk 
yellow smiley emoji balloons on grey textile
Photo by Tim Mossholder on Unsplash

Overview

This is an overview of a buddy system for speech and language therapy students which aims to support students’ academic and social transition to university and to enhance their sense of belonging and wellbeing. We paired each first-year student with a second-year ‘buddy’ and provided opportunities for the two cohorts to get together.

Objectives

  • To support academic and social transition of first year MSc and MSci speech and language therapy (SLT) students
  • To help build a community of students and a peer-support network
  • To support development of students’ sense of belonging, and to enhance their wellbeing
  • To enable students to start building a professional network

Context

Transition to higher education has been recognised as a multi-layered process involving academic, social and lifestyle adjustments. It has a long-term impact on students’ academic achievement and satisfaction, social integration, mental health and wellbeing, and retention rates (Briggs et al., 2012).

Peer support has been suggested as an effective strategy in supporting various aspect of student transition (Heirdsfield et al., 2005). For students on allied health programmes, Health Education England (HEE) have advocated for a student buddy scheme in HE institutions, advising it provides educational, social and pastoral support (Stokes, 2022). Peer-to-peer support adds an extra layer of student support and is often the first step in accessing professional services. HEE report on attrition and retention (Lovegrove, 2018) found that healthcare students who had participated in a buddy scheme felt it was important to settling into the course and helped with engagement, learning and any possible anxieties and fears.

This has led us to consider how the existing SLT peer-support scheme could be improved to aids SLT students’ academic and social transition.

Implementation

Recent feedback indicated that first year students felt anxious and sometimes lonely, not knowing what to expect from the programme and from day-to-day life as SLT students. They needed a wider community of SLT students they could reach out to for advice and support.

A buddy system has existed in Clinical Language Sciences department in the past, where each first-year student was paired with a second-year student (there are currently around 215 students on the two SLT programmes: approximately 40–45 students in each MSci cohort, and 20–30 students in each MSc cohort). However, it was left to students to initiate and maintain contact, and consequently the uptake was low and there was little impact on student experience. Unfortunately, during the Covid-19 pandemic and in the following years, this has fallen away, and the scheme was abandoned.

In academic year 2023–24, we decided to reconsider our approach and to revive the SLT buddy scheme, by not only pairing students from different cohorts, but also by providing them a safe space on campus where they could meet and socialise with students from the year above.

Students were allocated a buddy at random. Pairings were shared with both cohorts via email and advertised in teaching sessions. Students were invited to an informal get together where buddies could both meet each other in person and get to know the other cohort. Students were encouraged to either contact their buddy beforehand or to arrange to meet at the get together. Two different formats were used for MSci and MSc students because of different cohort sizes.

For the MSc SLT cohorts, which are smaller than the MSci groups, a room was booked on campus at a lunch time and both cohorts were invited. Attendance was high for this meeting. We organised a small ice-breaker activity and had talking point questions and well-being activities (colouring-in, pom-pom making) available. The students were very welcoming of each other and conversations started immediately and spontaneously throughout the session.

The MSci SLT cohorts are larger, and for this buddy get-together we booked two rooms, with the same format. However, the attendance was lower, so in the end we only used the larger room.

Impact

Participants were asked to complete a MS Forms questionnaire about their experiences. Student feedback was very positive overall, demonstrating achievement of our initial objectives:

‘It was so reassuring talking to the 2nd year students and widening our network of SLTs in the department. I intend to keep in touch with my buddy.’

‘Really good opportunities to mingle and talk. Like that it was a big group so we could meet more people than just our buddy….’

‘I thought it was a lovely idea. I got to speak to my buddy in a chilled environment.’

‘The informality of the session worked really well to get to know each other and find out about the specific information….’

Reflections

Buddy meet-up sessions were very successful. The atmosphere was relaxed and student feedback suggested that it helped them settle better into the new environment.

First year MSc students reported that speaking with a second-year buddy alleviated some of their anxieties about the workload and studying on a professional course. They suggested that they would prefer the buddy system to start earlier in the academic year, and to have regular meetups, which is something we will try to implement for the next year.

Our reflections on the lower attendance for the MSci cohort led us to consider whether there was some uncertainty among the second-year undergraduate students about the role of a buddy and expectations in terms of their engagement. We could have provided more support on this. HEE suggests creating a buddy fact sheet/contract to explain the scheme and boundaries (Lovegrove, 2018). Next year we plan to introduce this at the beginning of the process.

Following some feedback about the impact of interacting in a large space with multiple students, we will investigate different options for the environment to support students who may find this uncomfortable or challenging.

Follow up

Using an adapted Learning Cycle (Kolb, 1984), we will continue to refine the format of the buddy scheme, based on feedback from this year’s cohorts and subsequent cohorts, making sure that these events benefit all groups of students.

The reflections and recommendations on the SLT buddy scheme have been shared at an Advance HE Conference (May 2024) and PCLS Teaching and Learning Away Day (July 2024).

Links and further reading

References

ChatGPT: A conversational language study tool

ChatGPT: A conversational language study tool

 

By: Jackie Baines and Edward A. S. Ross, Department of Classics, School of Humanities, j.baines@reading.ac.uk and edward.ross@reading.ac.uk
classical Greek/Roman style columns on a classical ruin with a bright futuristic sky background
Photo by Yusuf Dündar on Unsplash

Overview

This project outlines the work undertaken in the Department of Classics to demystify generative artificial intelligence for ancient language staff and students over the 2023-2024 academic year.

Objectives

  • Codify and standardise methods for using conversational AI models (such as ChatGPT, Claude-2, and Google Bard) in ancient language classes.
  • Produce tested guiding phrase documents for students to copy and paste into conversational AI models so that their outputs are standardised to match course expectations.
  • Lead interactive testing sessions in all levels of ancient language classes (i.e. Latin and Ancient Greek) to test these documents and inform students about the ethical considerations for using generative AI.

Context

At the time when this project was instigated, there was a dramatic surge of generative AI development and use at a generally accessible level. This led to extreme anxiety among educators and students alike as to how these tools could impact the known models for teaching, learning, and assessment in classics and beyond. We sought to approach this issue ‘head on’ in order to contextualise the nature and value of generative AI tools for staff and students, dispelling any unwarranted preconceptions and informing them of necessary ethical considerations.

Implementation

  • Surveyed ancient language teaching staff about the necessary elements of their courses.
  • Led sessions with staff to develop the departmental AI guidelines and citation guide in Summer 2023.
  • Led AI ethics information sessions for all undergraduate and postgraduate students in the Department of Classics over the Autumn 2023 term.
  • Held survey sessions with all ancient language students studying Ancient Greek and Latin, gathering data on their views on generative AI before and after the information sessions, in Autumn 2023.
  • Hired three undergraduate research assistants to test guiding phrases on a variety of conversational AI tools to determine the effectiveness of the tools and guiding phrases for supporting various aspects of their ancient language learning.
  • Published the tested guiding phrases as a digital and physical pamphlet for staff and students to freely use in March 2024.
  • Recorded and published a series of tutorial videos on generative AI ethics and digital tools for Classics.
  • Carried out a follow-up survey in Spring 2024 with the same ancient language students that completed the Autumn 2023 survey to gauge the impact generative AI had on their studies over the 2023-2024 academic year.
  • Analysed and published survey data in two academic journal articles (one is currently in press) and on secure data repositories.

Impact

The initial intention for this project was to investigate how effective generative AI tools were for supporting ancient language teaching and learning, but our research and response from students led us to work more towards improving general AI literacy among humanities teachers and students. When we were giving our ethics presentations, teachers and students were shocked by the ethical considerations behind generative AI, especially the environmental and copyright implications, and as soon as they saw this and learned that their own work could be used to train these models, they were much more sceptical of using the tools. At the time of writing, the tutorial videos and guiding phrase pamphlet have been downloaded around 150 times each, and this continues to grow as we present our tutorials to future course groups.

Reflections

We found this work was successful in many ways, particularly through our collaboration with our undergraduate students. By working with our students, who are seeing large swaths of generative AI tools on a daily basis, we were able to get a wider perspective on the impact and use cases of these tools for ancient language teaching and learning. Any research into generative AI and teaching and learning should involve student-teacher collaboration. In some aspects, we were also interdisciplinary in our reach, making some presentations for the Modern Languages Department, but there is scope for many more interdisciplinary collaborations for this work. In the future, we intend to continue making ethics tutorials for ancient language students, and the materials developed during this TLEP-funded project will help us illustrate the current issues more effectively.

Links

Further reading

  • Ross, E. A. S., & Baines, J. (2024). Treading water: New data on the impact of AI ethics information sessions in classics and ancient language pedagogy. Journal of Classics Teaching25(50), 181–190. https://doi.org/10.1017/S2058631024000412
Introducing self-practice/self-reflection sessions on the high-intensity training course in cognitive behavioural therapy (CBT)

Introducing self-practice/self-reflection sessions on the high-intensity training course in cognitive behavioural therapy (CBT)

 

By: Julia Limper, Charlie Waller Institute, j.limper@reading.ac.uk
Pink flamingo on water during daytime
Photo by Chris Stenger on Unsplash

Overview

This article discusses the integration of Self-Practice and Self-Reflection (SP/SR) into our as part of cognitive-behavioural therapy (CBT) programs. SP/SR is designed to enhance therapists’ practical skills and emotional resilience by addressing gaps in traditional training methods and helping trainees manage the emotional demands of their learning.

Objectives

The primary goal of introducing SP/SR was to deepen trainees’ understanding of CBT through reflective practices, by supporting trainees to move from rigid adherence to more flexible and competent use of CBT techniques. Additionally, the program sought to provide emotional support during the intensive training process by incorporating opportunities for reflection and normalisation of course challenges smaller groups.

Context

Self-Practice/Self-Reflection (SP/SR) is recognised as a valuable tool for acquiring and refining CBT skills, enhancing both competence and emotional resilience (Bennett-Levy et al., 2009). This approach involves practicing CBT techniques on oneself (self-practice) and then reflecting on both personal benefits and challenges, as well as potential implications for patient work (self-reflection).The approach aligns with the NHS England Curriculum for HI (high intensity) trainees, which emphasises experiential learning and self-reflection (NHS England, 2022). While longer SP/SR formats exist and offer more extensive evidence of their benefits, the shorter format used here was designed to meet the course structure’s time constraints and to lay the groundwork for trainees to continue the practice independently.

In practice, many trainees acknowledged the importance of SP/SR but found it difficult to engage with SP/SR as a solely self-directed element due to the demanding nature of their course. This reflects the broader challenges faced by trainees in intensive programs (Boud & Walker, 1998).

The course involves intensive clinical training, provided through a mixture of lectures which include practicing clinical skills through role-plays, and supervision, provided in smaller groups of a maximum of four students. The lectures allow trainees to learn core skills, whilst supervision supports refining these skills and applying them to specific patient challenges.

Implementation

To address these challenges, SP/SR was integrated into four structured supervision sessions The format included:

  • Initial lecture: Introducing goals, ground rules, and safeguarding strategies.
  • Four SP/SR sessions (scheduled for 1 hour and 45 minutes)
      1. Setting and discussing personal goals.
      2. Evaluating techniques and maintenance cycles (maps that show how the trainees beliefs and behaviours could be maintaining a challenge).
      3. Open discussion on selected topics related to personal or professional challenges.
      4. Reflecting on endings and future use of SP/SR in professional practice.

To support trainees, a handbook, screencasts, and ongoing supervision guidance were provided, encouraging engagement and accountability in the reflective process.

Results and impact

The feedback from trainees, gathered through an online questionnaire showed positive reception to SP/SR in terms of its impact on skill development, wellbeing, and group cohesion. The whole cohort (N=28) was asked for feedback, with 17 responses received (61% response rate).

  • Around 70% agreed that SP/SR sessions contributed significantly to their growth as CBT therapists, with most others somewhat agreeing.
  • 64% found the sessions beneficial for their overall wellbeing.
  • 76% felt SP/SR improved their connection with peers and supervisors, fostering a greater sense of group cohesion.

In terms of session frequency, just over half of the cohort felt the number of sessions was ideal, with some wanting more opportunities to engage in the practice.

Qualitative feedback revealed that the dedicated time for SP/SR in supervision sessions was particularly appreciated. One trainee noted the value of having structured time for reflection on CBT practices, which might otherwise be neglected. Supervisors also observed that discussing SP/SR in small groups led to a deeper understanding among students and highlighted its potential to improve clinical practice.

Discussion and limitations

While SP/SR was well received by trainees, the evaluation had certain limitations, most importantly the reliance on self-reporting. The lack of objective measures of SP/SR’s direct impact on clinical practice or wellbeing leaves room for further investigation. Moreover, focusing primarily on professional self-reflection may limit its effectiveness. Expanding the approach to include reflections on both personal and professional challenges could enhance its utility (Chaddock et al., 2014).

Reflections

The introduction of SP/SR demonstrated its value in supporting both the professional development and emotional resilience of HI trainees. However, refining the programme, incorporating objective outcome measures, and addressing both personal and professional reflections may enhance its impact. Ongoing adjustments will be needed to further align SP/SR with the evolving needs of trainees.

Follow up and future directions

Future evaluations should focus on the long-term impact of SP/SR on trainees’ clinical practice and emotional well-being. Additionally, exploring how trainees continue to use SP/SR after formal training and how services can support this practice is essential. For future cohorts, a more formalised assessment process, combining both quantitative and qualitative feedback, will provide clearer insights into SP/SR’s effectiveness.

References

  • Bennett-Levy, J., McManus, F., Westling, B. E., & Fennell, M. (2009). Acquiring and refining CBT skills and competencies: which training methods are perceived to be most effective? Behavioural and Cognitive Psychotherapy, 37(5), 571–583.
  • Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in higher education23(2), 191–206.
  • Chaddock, A., Thwaites, R., Bennett-Levy, J., & Freeston, M. H. (2014). Understanding individual differences in response to Self-Practice and Self-Reflection (SP/SR) during CBT training. The Cognitive Behaviour Therapist, 7, e14.
  • NHS England (2022). Curriculum for High-Intensity CBT Trainees.
  • Thwaites, R., & Bennett-Levy, J. (2014). Using Self-Practice and Self-Reflection (SP/SR) to Enhance CBT Competence and Metacompetence. How to become a more effective CBT therapist: Mastering metacompetence in clinical practice, 239–254.
How should MSc Placements be assessed?  Gathering the views of students to inform assessment

How should MSc Placements be assessed? Gathering the views of students to inform assessment

 

By: Paul Jenkins, School of Psychology & Clinical Language Sciences, p.jenkins@reading.ac.uk
two women sitting on stairs having a conversation
Image credit: Buro Millennial on Pexels.

Overview

The School of Psychology and Clinical Language Sciences (PCLS) offers several postgraduate degree programmes, nearly all of which include a placement element.  Getting the assessment right is an important challenge to fairly evaluating students on placement.  As part of an ongoing review of programmes with placement components, a piece of work was commissioned to look at how placements should be assessed within PCLS.

Objectives

The primary aims of this project were to explore:

  • What elements of placements MSc students felt were important to assess; and
  • How MSc students felt these elements should be assessed.

Context

As a ‘taught’ component of the course, any assessment needs to be carefully planned and contribute “directly to learning and skill development” (UoR, 2023).  Student feedback indicated that the current method of assessing placements, which comprises a written report of what was done and learned on placement, was unsatisfactory.  For instance, students felt that it did not reflect the amount of work put in over the course of the placement and that the final grade was too reliant on one piece of written work.

It was felt that gaining insight into current students’ views would be helpful to inform future changes to the way(s) in which MSc placements might be assessed, making this process proportionate and more useful for students.

Implementation

In February 2023, a grant from the UoR T&L Initiatives Fund was awarded to address the question of how MSc placements should be assessed.

A focus group discussion was conducted in June 2023, with participants recruited from PCLS MSc students. The focus group lasted around 45 minutes.  In addition, a 1:1 interview was held in July 2023 with another individual who wanted to share their views on the subject, and this is included to add detail to the data obtained from the focus group.

To frame the focus group and interview, open-ended questions were developed to explore participants’ experiences, opinions, and thoughts regarding placement and its assessment. The facilitator (a member of staff within PCLS) was present to encourage a relaxed atmosphere and supplement prepared questions with prompts to gather participants’ views and pursue themes relevant to the research questions.  The following is a sample of the questions asked during the interview:

  • What are the important elements of an MSc placement to be assessed?
  • How do you think MSc placements should be assessed?

The focus group was audio-recorded and the facilitator also kept notes to help keep track of themes and provide a more holistic picture of the discussion (Kornbluh, 2023).  The students were also given a document on different types of assessment and an exemplar of how a placement might be assessed to act as ‘stimulus material’ to prompt detailed discussion of their views on assessment.

Impact

The findings of the discussions provided insight into how students think placements should be assessed.  In terms what students considered important to be assessed, several different themes emerged:

  1. Assessing what was learned

Students talked about the importance of assessing what was learned, as opposed to a more cursory assessment of the time or activities spent in placement; for instance if: “technically, you put in the work but you didn’t actually apply it to anything”.  They reflected on the different environments and services within which placements took place, such as some being online and others being conducted in-person, and the importance of asking students “to prove” that they have engaged with placement.  The importance of certain skills (e.g., teamworking, presentation skills) learned on placement was highlighted, and also how such skills relate to students’ futures.

  1. Reflecting on one’s own development

Several students commented on how they have developed over the course of placement, and how this could be included in the assessment.  For instance, one student suggested that assessments could cover “what skills are we learning and how much are we able to apply it… and how we’re changing”.  Another noted discussions they have with their supervisors, whereby they “don’t just talk about what I do… [but] also some sort of reflection,” and that this brings in “reflection of how you see yourself”.

  1. Capturing diversity of experiences

The discussion also covered the reality that students will have different experiences of placement and how it can be “a very subjective experience,” including different types and levels of supervision.  For instance, one student commented that “the difference between person to person doesn’t always end in […] what they’re doing but also where they started from, because we also came into the programme with very different experiences”.  Students also highlighted differences in effort put in by those on placement, sharing the perception that there were some students “who are doing everything they possibly can” and others who “slowly move to the back… waiting for things to be handed to them”.

As part of the project, students also discussed how these skills and elements of placement should be assessed and, again, several themes arose:

  1. Continuous assessment

Students discussed having the opportunity to reflect ‘as they go’ and potential problems with a unitary, retrospective assessment.  Whilst they felt that having a reflective piece is “a nice idea,” one student commented how a lot of experiences gained on placement are difficult to recall at the time of submission.  They were also wary of having too much overlap between pieces of assessment, such as a reflective report and report of activities, and one student suggested being “forced to keep track of what you have been doing… in a detailed manner”.

Having been offered a list of potential assessment types to review in the focus group, one student felt that Reflective Diaries could be a better approach, perhaps used alongside an hours log.  Another suggested that Learning Logs with “certain points to learn about” could be helpful, perhaps covering “small reports on small things”.  Another suggested a “spaced out diary… or some form of input from our supervisor” could be of use, although also stated that they were unsure “how feasible that would be”.  It was also suggested that a website (or blog) could be used to help students log experiences and remain accountable.  Of note, some students chose to do this independently, with one saying: “I keep a log for myself”.

  1. Oral presentations

Many students mentioned advantages of an oral presentation over written work, including being “better able to express what I’m doing when I speak”.  Another commented that “when you write, you downplay” what was done on placement and that an oral form of assessment can be less constrained by “academic rules”.  Another student agreed, saying that a presentation would “let someone express [their experience] much better” and another concluded: “I think just talking would be better [than a written assignment]”.

Students suggested that oral presentations offer a chance to “talk through your experience” and also to field questions (e.g., “What do you think you specifically learned?”), which “makes you reflect a lot more”.  They also commented on the advantages of having other individuals present.  A student noted that presenting in a group means that you “get to see what other people have been doing [and] how they’ve developed their skills” which could even “change your perspective”.  It was commented that this approach can be “helpful to your peers as well, not just you”.

In a similar vein, one student suggested a viva voce (a one-to-one oral examination) whereby students “talk to our supervisors… and have that discussion” about their experiences.

  1. Assessing the thoroughness of the experience

One student suggested that having written assignments can limit introspection, and get one “writing it for the sake of having a reflective piece to submit” rather than discussing “how much have I grown”.  By contrast, they suggested that, in oral presentations, “flow is better – easier – and it really gives you cause to think about how you have developed”.  Further reflecting on oral presentations, one student commented that “it’s up to you how you present it and how you convey how much you’ve learned, what you’ve learned, how much you’ve grown” and “how you justify what you’ve done in your placement hours”.

Reflections

The insight gained from this work has proved invaluable when formulating assessment for the coming academic year.  Students’ views on the possibility of interpersonal assessment has informed the structure of oral presentations where students are given the opportunity to discuss an aspect of placement in front of their peers.  The marking criteria have been developed to incorporate some of this feedback, such as inclusion of autonomy, personal development, and showing relevant skills.

Whilst it only represents a small study, some practical suggestions could be proposed.  For instance, when evidencing and discussing their placement experiences, students were clear that oral presentation offers several advantages over written methods (a more common approach to work-based assessment; Ferns & Moore, 2012).  The importance of assessing skills development over time was highlighted, which could be considered when setting and providing structure for both formal and informal assessment (e.g., Bates et al., 2013).  Finally, it is perhaps also important for educators to keep in mind that students begin placement with different experiences, variation which has the potential to impact both their learning and achievement.

Follow up

The summer of 2024 will be the first-time oral presentations have run for several ‘placement’ modules.  We shall continue to refine the assessment itself (and marking criteria) based on further feedback and look into whether concerns about the written reflective piece remain; if so, an assessment that relies more on continuous engagement could be considered.

References

  • Bates, J. et al. (2013).  Student perceptions of assessment and feedback in longitudinal integrated clerkships.  Medical Education, 47, 362–374. https://doi.org/10.1111/medu.12087
  • Ferns, S., & Moore, K. (2012).  Assessing student outcomes in fieldwork placements: An overview of current practice.  Asia-Pacific Journal of Cooperative Education, 13(4), 207–224.
  • Kornbluh, M. (2023).  Facilitation strategies for conducting focus groups attending to issues of power.  Qualitative Research in Psychology, 20, 1–20. https://doi.org/10.1080/14780887.2022.2066036
  • University of Reading. (2023, December).  Assessment and the Curriculum Frameworkhttps://sites.reading.ac.uk/curriculum-framework/assessment/
Adapting a carousel technique from face to face to remote teaching on Blackboard Collaborate

Adapting a carousel technique from face to face to remote teaching on Blackboard Collaborate

 

By: Anjali Mehta Chandar, Charlie Waller Institute, School of Psychology and Clinical Language Sciences (SPCLS), a.m.chandar@reading.ac.uk
Decorative image
Photo by Jhon Paul Dela Cruz on Unsplash

Overview

Our vocational postgraduate courses in Low Intensity Cognitive Behavioural Therapy  for Children and Young People include a mix of face to face, and remote teaching on Blackboard, at an almost 50/50 split since the COVID-19 pandemic. It is important that trainees engage well with digital methods of learning, and a carousel technique was adapted for Blackboard Collaborate, with hugely positive feedback from the trainees.

Objectives

My objectives for this project were as follows:

  • adapt the carousel activity from face to face teaching to remote teaching,
  • gain feedback from trainees about the effectiveness of this strategy and,
  • make changes as necessary for future implement with other cohorts.

Context

The Educational Mental Health Practitioner (EMHP) programme is a one-year vocational postgraduate course. The trainees are employed by an NHS trust, local authority or charity, and study in the Charlie Waller Institute (within SPCLS) to become qualified mental health practitioners working in primary and secondary schools.

Since the pandemic, trainees have half of their teaching face to face on campus, and half of it via Blackboard Collaborate. Teaching days are 9:30-4:30pm. It has been important, and a learning curve, to ensure online teaching remains as engaging as face to face teaching. It is suggested that a lack of engagement with digitally enhanced learning leads to students being academically disadvantaged (Francis & Shannon, 2013). It is also important that group work is still utilised despite a larger amount of remote teaching than before, as it is an effective method for fostering wider knowledge, clarification on a topic and evaluation of peers’ ideas (Hassanien, 2006).

Carousel activities are an engaging teaching method, and are commonly used in face to face teaching. With this technique, trainees work in small groups to complete an assigned task. Half of the trainees then stay with their projects to explain them, whilst the other half circulate around the room to hear about the other projects. The trainees then switch around, enabling everyone to have a chance to present to their peers, and hear about all the other projects and outcomes too. It was therefore important to try to emulate this for online teaching, as it was a well-received method in face to face teaching.

Implementation

I designed the teaching activity to be 30 minutes of small group work in breakout rooms, and then wanted some trainees to be able to move themselves to three  different breakout groups (one every 5 minutes), before moving back to their own original group. Meanwhile the other half would stay in their own group for the first 15 minutes, explaining to their peers about their project ideas, before then moving around 3 groups for the last 15 minutes.

I was able to research how to adapt settings on Blackboard Collaborate to allow this to happen. By clicking ‘allow attendees to switch groups’ when setting up breakout rooms, trainees can move themselves.

Trainees were given strict instructions about the task, including what their project was about based on what group number they were, how to make notes of their project for presenting to their peers after, and how/when to switch groups to hear about other’s ideas. See slides below, which are also available for download as a PowerPoint file:

Groups of 4-5 You will be allocated one of the following: - peer relations - bullying - exam stress - social media There may be multiple groups presenting for each topic You will be given an activity related to your topic Discuss, design, create your topic (30 mins) make notes on a shared screen. Perhaps one of you share your screen on a Word doc, or use the whiteboard feature. Present to others using carousel technique (30 mins)

2 people ('explainers') stay in your breakout room to explain your concept to other people coming in 2-3 people ('learners') move into other breakout rooms to learn about other group's ideas. Every 5 minutes, 'learners move around to the next group (e.g., if you're group 5, move to group 6), so you should look at 3 other groups. After 15 minutes, 'learners' and 'explainers' swap around, so you all get a chance to explore a bit more. All posters to be saved and sent to me so I can add to BB afterwards please!

Group 1 and 5: The local primary school have asked you to prepare a short presentation on 'bullying' for a year 6 school assembly Group 2 and 6: You have been asked by the local academy school to develop a newsletter on how 'how to cope with exam stress' for them to upload on the new school portal system for parents (particularly of GCSE students) to see. Group 3 and 7: The school council from a secondary school has requested a series of workshops on social media and online safety to a group of year 7 and 8 students Group 4 and 8: The local primary school SENCO has noticed a rise in referrals to the ELSA regarding peer relationship difficulties. they have requested some EMHPs to come and do some workshops with years 3-6 on 'positive peer relations'.

Feedback to wider class Any really interesting findings? Any difficulties arise?

I was then able to use the chat function to let everyone know to move to the next group (every 5 minutes).

I then closed all breakout rooms after all switches had been made, and we discussed the projects as a whole class.

Impact

Shortly after the carousel task was completed, trainees completed their usual feedback for the teaching day using Menti.

Below is the quantitative feedback about how satisfying, informative and engaging, the day was: (Note: this included other teaching techniques for three quarters of the day, and not just the carousel task in the final quarter.)

I am satisfied with the teaching - 9.3/10 The teaching was informative - 9.3/10 The teaching was engaging - 9.3/10

I was also able to see qualitative comments about the carousel task in particular, and noted how so many of the comments were specifically about this task. See below:

26 comments on the learning activity from students including 'liked the carousel activity' 'I liked the mixture of teaching style'.

It seems that trainees appreciated the real-life aspect of the group task, which is in line with research by O’Neill and Short (2023) who found that ”real-world relevant” group tasks in higher education tend to engage students more.

There were only three pieces of feedback about the carousel activity when trainees were asked what could be improved in the day:

  • “Carousel was a bit chaotic but enjoyed it more than I expected”
  • “The carousel was not so much fun”
  • “Felt rushed creating poster and then needing to share”

Whilst the first two are hard to make adjustments for as it is unclear what was not fun and what was chaotic, the third point can be solved by allowing more time for the task itself. However, I am also mindful that the majority of trainees completing the feedback did not state that this felt rushed. To balance this, I can check with trainees on the day if 30 minutes feels like enough time, and go with a majority vote for timing.

Overall, this activity was therefore able to meet its first two objectives:

  • adapt the carousel activity from face to face teaching to remote teaching, and
  • gain feedback from trainees about the effectiveness of this strategy.

The third objective was “to make changes as necessary for future implementation with other cohorts.” This has yet to be carried out due to the fact this teaching day resumed to face to face teaching the following year, but a similar technique can be utilised for other teaching days and content.

Reflections

Overall, I feel that the carousel technique was well implemented and only minor changes need to be taken forward. Specifically, this is about ensuring all trainees feel they have enough time for the initial project creation element.

From the feedback, I think trainees enjoyed the task. Clear instructions made this task work well, and  trainees enjoyed being able to move themselves around breakout groups. This was perhaps more novel than usual, which may have sparked interest. Similarly, Meng et al. (2019) found that novel techniques in the pharmacy field led to improved learning and communication abilities, and improved academic performance.

Furthermore, the creativity was acknowledged in another section of the Menti feedback –“this was night and day compared to some of the other less creatively organised sessions” – which is in line with research about the importance of creativity in successful and effective teaching in higher education (Bidabadi et al., 2016).

Follow up

Since this teaching, I have noticed how it has not been implemented with other teaching days. For my upcoming allocated teaching, I have mapped out remote teaching days where I can implement this strategy again.

I plan to use the same format for structuring the activities and slides, with the added element of elicited feedback from trainees before the task about whether they feel they have enough time to complete it. I could also enter the different breakout groups and check that they feel they have finished.

I also hope that by disseminating this technique more widely and in more detail than previously – I shared it in the Charlie Waller Institute Teaching and Learning Significant Interest Group – more lecturers will feel able to implement this strategy and gain feedback on future changes to make.

References

Bidabadi, N. S., Isfahani, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: requirements and barriers. Journal of Advances in Medical Education & Professionalism4(4), 170-178.

Francis, R., & Shannon, S. J. (2013). Engaging with blended learning to improve students’ learning outcomes. European Journal of Engineering Education38(4), 359-369.

Hassanien, A. (2006). Student experience of group work and group assessment in higher education. Journal of Teaching in Travel & Tourism6(1), 17-39.

Meng, X., Yang, L., Sun, H., Du, X., Yang, B., & Guo, H. (2019). Using a novel student-centered teaching method to improve pharmacy student learning. American Journal of Pharmaceutical Education83(2), 171-179.

O’Neill, G., & Short, A. (2023). Relevant, practical and connected to the real world: what higher education students say engages them in the curriculum. Irish Educational Studies, 1-18.


 

Using OneDrive to Address the Challenges of Online Groupwork

Natalie Drake, Gemma Peacock, Rachel Rushton – ISLI

n.drake@reading.ac.uk; g.peacock@reading.ac.uk;  r.rushton@reading.ac.uk

Link back to case studies on the T and L Exchange website

Overview

Moving two ISLI academic skills modules (IF0ACA and IF0RAS) to online delivery presented certain challenges for group interaction. In online learning environments building interpersonal relationships, and dealing with both connectivity issues and different time-zones can prove problematic for international students and their tutors. To address this, group OneDrive folders were set up as a repository for collaborative documents, such as research findings or presentation slides. Students interacted with these during online workshops and asynchronously, while tutors monitored group engagement and provided instantaneous feedback to students. It resulted in a positive student response and recognition of its transferability as a study skill and to face-to-face learning.

Objectives

The aims of this activity were:

  1. To facilitate online group work by providing collaborative spaces through OneDrive
  2. To develop transferable IT literacy skills
  3. To improve communication and interpersonal skills
  4. To develop independent study skills and transferable IT literacy skills
  5. To improve student engagement
  6. To improve the time efficiency of online activities

Context

Both skills modules are compulsory 20-credit modules for home Foundation students and focus on developing group work skills. In term two, in both modules, students are required to complete summative assessments that rely heavily on group work, which forced tutors to reconsider how to facilitate this online.

Implementation

The theory underpinning the use of OneDrive to facilitate groupwork is the Community of Inquiry model (Garrison, Anderson and Archer, 2001) where knowledge is formed and embedded within a social context. Since classes moved online it has become more important for us as educators to find ways to encourage interpersonal relationships online, not only between students and peers but also between students and their teachers. Using OneDrive addresses some of these social issues and helps students to build relationships while developing knowledge and skills online. Lipman applied the Community of Inquiry model to education and stated that ‘education is the outcome of participation in a teacher-guided community of inquiry’ (2003, pp.18–19)​. Using OneDrive allows teachers to scaffold tasks and to clearly direct students, offering an alternative to knowledge transmission whereby students can arrive at more higher ordered thinking critical for Higher Education. Using OneDrive synchronously or asynchronously in online learning satisfies the three essential elements of the Community of Inquiry model: social presence (how participants identify with their community), cognitive presence (how much learners can construct meaning through reflection together) and teaching presence (how we design and facilitate processes for realising learning outcomes).

Setting up OneDrive for activities requires several steps. Firstly, module folders are set at the top level of the OneDrive folders, then within those class folders are created.

 

The next level contains specific assignment folders and within those folders are group folders which contain any necessary files or folders from teachers, course directors or students themselves.

 

Once students are added to groups within their class for a particular assignment, a link is generated for the relevant folder. Students are introduced to their group OneDrive repository and link via an email and encouraged to save the link as a bookmark for ease of access.

 

There are three main ways in which we implemented OneDrive in our courses. Firstly, we used it in asynchronous group tasks through Blackboard. Tutors could check student engagement and prepare feedback before the live session after the task deadline. This worked well when students needed to prepare information or brainstorm ideas before a synchronous task in the live session.

 

The second way was through synchronous group tasks in the live sessions themselves. Students accessed their OneDrive group document during the live session and worked collaboratively on documents. The tutor could monitor the students’ work and comment live.

 

The final way was through asynchronous group tasks and weekly group meetings for assignments such as a group presentation, where students continued to collaborate on group OneDrive documents such as a PowerPoint file and the tutor monitored and commented on the documents as appropriate.

Impact

The use of OneDrive documents and folders achieved our main objective of facilitating groupwork while satisfying the essential elements of the Community of Inquiry model.  Students were able to construct social presence and cognitive presence by working collaboratively on, for example, a group ground rules document (see snip 7) and a research repository document.

 

Being able to synchronously edit the ground rules document meant that students could hold a faster discussion on the relative merits of rules, along with agreement on the day/time of a weekly group meeting. Tasks where students added to a collaborative document, such as in the research of key terms, enhanced the sense of group identity and also served to highlight levels of participation. This often negated the need for tutor intervention in the early stages. The third essential element of teaching presence was realised in synchronous sessions, through immediate tutor input on documents which gave advice to help the group work towards the learning outcomes in a friendly, non-judgmental way.

 

This, and asynchronous tutor input, also provided a permanent record of tutor feedback which the group could revisit. This is perhaps more effective than the usual tutor comments given orally, useful in the moment but unrecorded.  One outcome which we had not anticipated was that for many students this was the first time they had worked simultaneously on one document. This led to students viewing groupwork in a more positive light as an opportunity to develop communication and IT skills which was reported in end-of-course student feedback. Furthermore, the pass rate for the assignment was high and most students achieved the learning outcomes, which indicates impact and effectiveness.

Reflection

Using OneDrive is not without challenges, notably the initial set-up procedure, implementing live sessions with large classes, and filling the digital gap for tutors and students. Also, the current practice is for a member of staff to host the OneDrive folders. We believe, however, that the benefits far outweigh these primary hurdles.

These benefits included improved IT skills and increased familiarity with UoR tools which is transferable to other modules, as well as building confidence for Foundation students by providing a scaffolded approach to groupwork. Using OneDrive made collaboration online easier and tutor comments were still available after the live sessions so students could reflect on these. Students reported feeling supported with groupwork and commented on how using OneDrive developed group communication skills as well as editing and computer skills.

Benefits for tutors in the asynchronous learning environment include that it was easier to monitor student engagement in tasks as it was clear to see which group members had participated.

 

Likewise, in the synchronous learning space, tutors were able to monitor student participation in live sessions and it allowed tutors to be ‘present’ in collaborative documents (see snips 9 – 10 above). We believe this emulated the F2F classroom in terms of when teachers monitor students and move from desk to desk checking students’ work. One downside of teacher presence in online student documents could be potential inhibition of less confident students, however we saw all student names participating so believe this may just be a necessary learning curve students need to make.

Follow up

Since trialling the use of OneDrive, these ideas have been disseminated to colleagues at the ISLI-based Learning & Teaching Research Forum via a presentation and Q&A session. In this academic year (2021-22) IFP plan to introduce OneDrive earlier and be more explicit on its transferability to other modules and assessments, thus encouraging students to become more autonomous. OneDrive may also be used in Pre-sessional year-round English courses this academic year to support online students’ participation in Academic Reading Circle activities and to share their Independent Reading Records with both peers and tutors.

 

References

Garrison, D. R., Anderson, T., Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education.  American Journal of Distance Education15(1).

Lipman, M. (2003). Thinking in Education. (2nd ed.). Cambridge: Cambridge University Press. pp.18-19

Online Delivery of Practical Learning Elements for SKE

Jo Anna Reed Johnson, Gaynor Bradley, Chris Turner

j.a.reedjohnson@reading.ac.uk

Overview

This article outlines the re-thinking of how to deliver the science practical elements of the subject knowledge enhancement programme (SKE) due to the impact of Covid-19 in March 2020 and a move online.  This focuses on what we learnt from the practical elements of the programme delivery online as it required students to engage in laboratory activities to develop their subject knowledge skills in Physics, Chemistry and Biology related to school national curriculum over two weeks in June and July 2021.  Whilst there are some elements of the programme we will continue to deliver online post Covid-19, there are aspects of practical work our students would still benefit from hands on experience in the laboratory, with the online resources enhancing that experience.

Objectives

  • Redesign IESKEP-19-0SUP: Subject Knowledge Enhancement Programmes so it was COVID-safe and fulfilled the programme objectives in terms of Practical work
  • Redesign how students could access the school science practical work with no access to laboratories. This relates to Required Practical work for GCSE and A’Levels
  • Ensure opportunities for discussion and collaboration when conducting practical work
  • Provide students with access to resources (posted and shopping list)

Review student perspectives related to the response to online provision

Context

In June 2020 there was no access to the science laboratories at the Institute of Education (L10) due to the Covid pandemic. The Subject Knowledge Enhancement Programme (SKE) is a pre-PGCE requirement for applicants who want to train to be a teacher but may be at risk of not meeting the right level of subject knowledge (Teacher Standard 3) by the end of their PGCE year (one-year postgraduate teacher training programme).  We had 21 SKE Science (Physics, Chemistry, Biology) students on the programme, 3 academic staff, one senior technician and two practical weeks to run.  We had to think quickly and imaginatively.  With a plethora of school resources available online for school practical science we set about reviewing these and deciding what we might use to provide our students with the experience they needed.  In addition, in terms of the programme content for the practical weeks we streamlined our provision, as working online requires more time.

Implementation

In May 2020, the senior science technician was allowed access to the labs.  With a lot of work, she prepared a small resource pack with some basic equipment that was posted to each student.  This was supplemented with a shopping list that students would prepare in advance of the practical weeks.  For the practical week programme, we focused on making use of free videos that are available on YouTube and the Web (https://www.youtube.com/watch?v=jBVxo5T-ZQM

and https://www.youtube.com/watch?v=SsKVA88oG-M&list=PLAd0MSIZBSsHL8ol8E-a-xgdcyQCkGnGt&index=12).

Having been part of an online lab research project at the University of Leicester I introduced this to students for simulations along with PHET (https://www.golabz.eu/ and https://phet.colorado.edu/).

 

 

 

 

 

 

 

We also wanted students to still feel some sense of ‘doing practical work’ and set up the home labs for those topics we deemed suitable e.g. heart dissection, quadrats, making indicators.

 

 

Powerpoints were narrated or streamed.  We set up regular meetings with colleagues to meet in the morning before each practical day started.  We did live introductions to the students to outline the work to be covered that day.  In addition, we organised drop-in sessions such as mid-morning breaks and end of day reviews with the students for discussion.  Throughout, students worked in groups where they would meet, discuss questions and share insights.  This was through MS Teams meetings/channels where we were able to build communities of practice.

Impact

End of programme feedback was received via our usual emailed evaluation sheet at the end of the practical weeks and end of the programme.  5/21 responses.  The overall feedback was that students had enjoyed the collaboration and thought the programme was well structured.

I particularly enjoyed the collaborative engagement with both my colleagues and our tutors. Given that these were unusual circumstances, it was important to maintain a strong team spirit as I felt that this gave us all mechanisms to cope with those times where things were daunting, confusing etc but also it gave us all moments to share successes and achievements, all of which helped progression through the course. I felt that we had the right blend of help and support from our tutors, with good input balancing space for us to collaborate effectively.’

Student Feedback initial evaluation

‘I enjoyed “meeting” my SKE buddies and getting to know my new colleagues. I enjoyed A Level Practical Week and found some of the online tools for experimentation and demonstrating experiments very helpful’

Student Feedback initial evaluation

To supplement this feedback, as part of a small-scale scholarly activity across three programmes, we also sent out a MS Form for students to complete to allow us to gain some deeper insights into the transition to online learning.  22/100 responses.  For example, the students’ excitement of doing practical work, and the experience of using things online that they could then use in their own teaching practice:

‘…the excitement of receiving the pack of goodies through the post was real and I enjoyed that element of the program and it’s been genuinely useful. I’ve used some of those experiments that we did in the classroom and as PERSON B said virtually as well.’

Student Feedback MS Form

‘…some of the online simulators that we used in our SKE we’ve used. I certainly have used while we’ve been doing online learning last half term, like the PHET simulators and things like that…’

Student Feedback MS Form

The students who consented to take part engaged in four discussion groups (5 participants per group = 20 participants).  These took place on MS Teams and this once again highlighted the benefits of the online group engagement, as well as still being able to meet the programme objectives:

‘I just wanted to say, really. It was it was a credit to the team that delivered the SKE that it got my subject knowledge to a level where it needed to be, so I know that the people had to react quickly to deliver the program in a different way…’

Student Feedback Focus Group

There was some feedback that helped us to review and feedback into our programme development such as surprise at how much independent learning there is on the programme, and the amount of resources or other materials (e.g. exam questions).

Reflections

We adopted an integrated learning model:

 

We learnt that you do not have to reinvent the wheel.  With the plethora of tools online we just needed to be selective… asking ‘did the tool achieve the purpose or learning outcome?’.  In terms of planning and running online activities we engaged with Gilly Salmon’s (2004) 5 stage model of e-learning.   This provides structure and we would apply this to our general planning in the use of Blackboard or other TEL tools in the future.  We will continue to use the tools we used.  These are useful T&L experiences for our trainees as schools move more and more towards engagement with technology.

However, it was still thought by the students that nothing can replace actually practical work in the labs:

‘I liked the online approach to SKE but feel that lab work face-to-face should still be part of the course if possible. There are two reasons for this: skills acquisition/ familiarity with experiments and also networking and discussion with other SKE students.’                                                                                      Student Feedback MS Form

Where possible we will do practical work in the labs but supplement these with the online resources, videos and simulation applications.  We will make sure that the course structure prioritises the practical work but also incorporates aspects of online learning.

We will continue to provide collaborative opportunities and engage students online for group work and tutorials in future years.  We also found the ways in which we collaborated through communities of practice, on MS Teams Channels, was very effective.  We set up groups, who continued to work in similar ways throughout the course, who were able to share ideas by posting evidence, then engage in a discussion.  Again, this is something we will continue to do so that when our students are dispersed across the school partnership, in different locations, they can still be in touch and work on things collaboratively.

Links and References

Online Lab case Studies

https://www.golabz.eu/

https://phet.colorado.edu/

Practical week Free Videos

https://www.youtube.com/watch?v=jBVxo5T-ZQM

https://www.youtube.com/watch?v=SsKVA88oG-M&list=PLAd0MSIZBSsHL8ol8E-a-xgdcyQCkGnGt&index=12).

Flipped learning revisited

Dr Edward Tew – Lecturer in Accounting, HBS.

 

Flipped learning revisited

Due to the COVID-19 pandemic, many of us in UoR moved to ‘emergency’ remote teaching at the end of the spring term. Colleagues across the university were developing instruction using VLE platforms such as UoR Blackboard and students were studying and working online at a distance.

At the same time, we are urged to use different ways to provide meaningful online learning. In response, UoR has recently published a Teaching and Learning Framework for Autumn 2020 intending to balance the online delivery with interacting teaching. One particular point to note is that this framework is “influenced by pedagogical approaches used in flipped learning” (UoR, 2020). With this in mind, I thought of sharing with you my reflection on the Flipped learning, particularly on the framework proposed by Flipped Learning Network (FLN) (2014) and its application during this Covid-19 pandemic.

According to FLN’s (2014) definition, flipped learning is:

“a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”

With this definition, the flipped learning /classroom is built around the four “pillars” F- flexible environment, L- learning culture, I- intentional content, and P- professional educator (Flipped Learning Network, 2014). I believe these four “pillars” can be applied in online flipped lessons which students learn either synchronously or asynchronously. To meet the demand for distance/online learning, especially given the current pandemic, I hope to share my reflection on the use of flipped learning by considering the four pillars accordingly.

 

  1. F – Flexible Environment

In this pillar, educators allow a variety of learning modes in which students choose when and where they learn either group work or independent study.

Application: Select a platform that will be the hub of your online classroom and for all your instructional activities and resources.  In my module, I stick to use the Blackboard (BB) as my core online learning platform with students. Don’t be afraid to be experimental and mix the available tools on the BB, such as wikis to upload students’ group work, presentations, and research activities. There are many other platforms available such as Google Classroom, Microsoft Teams, Webex. The key is to use what is already familiar to students so that the learning process and activities are made easier for them to navigate and participate effectively.

 

  1. L – Learning Culture

The learning culture in flipped learning has shifted the traditional teacher-centred model to a learner-centred approach. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a personally meaningful manner.

Application: Once you’ve chosen your platform, decide how you will organise learning to encourage a learner-centred learning culture. To do this, communication is the key. In my module, I made sure the module was easy to navigate. I made sure the learning aims and objectives are clearly stated so students can see what they were learning for each topic/ lesson. I also made use of the BB’s module page with folders created to indicate my teaching materials, learning activities and presentations etc. Next, I tried to encourage collaboration in learning using tools such as discussion boards, wikis, blogs or online meetings (i.e. WhatsApp, Team, Zoom). These would provide user-friendly spaces to get my students to work collaboratively and sharing ideas. With all these tools, I have constantly made it clear that students were expected to do their learning first before coming to meet together for critical discussion and interaction.

 

  1. I- Intentional Content

In this pillar, educators decide what they need to teach and what materials students should explore on their own. This pillar aims to maximise classroom time to encourage student-centred learning as considered in pillar 2 above.

Application: Intentional learning occurs when we purposefully select and deliver the content to actively engage students in learning. In my module, I always leave a ‘gap’ for students to further explore and research the subject topic in a group or individually. I used the discussion board and wikis to see their collaborative work and research on the subject matter. I also made sure they could apply what they have learned in an assigned case study. I intentionally used the assessment strategies that test students’ ability to conduct their research and critical thinking. Textbook’s resources and library learning resources are particularly useful in this respect.

 

  1. P – Professional Educator

FLN (2014, p.2) proposes that “Professional Educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur.”

Application: The teacher’s role in an online flipped classroom is to facilitate learning as in a physical classroom. In this case, it means it is essential to be available to your students virtually, providing instructional support and feedback. In my module, I monitored the online discussion board and provided feedback promptly.  I also used BB Collaborate to have 1-2-1 and group sessions with students to moderate students’ learning progress and provide constructive feedback.

This is a challenging time for numerous reasons particularly the anxiety of the unknown surrounding the virus. Given the current situation under the COVID-19 crisis, implementing online flipped learning/classroom makes sense so students do not fall behind in their learning. However, barriers and challenges to develop an effective one must be acknowledged. In this view, I resonate with FLN’s (2014) quote for Professional educators above as I need to be agile and robust to improve my instructional strategies, accept constructive criticism, and welcome controlled chaos in this online flipped classrooms. We must adapt, change quickly and moving forward effectively to counter the challenges in this unprecedented time.

 

References:

Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™ , Reproducible PDF can be found at www.flippedlearning.org/definition.

UoR (2020) Teaching and Learning: Framework for Autumn term 2020, available at: https://www.reading.ac.uk/web/files/leadershipgroup/autumn-teaching-proposal-v11.pdf

 

 

Still Learning Together

Professor Cindy Becker, School of Literature and Languages

Introduction

One of the most difficult aspects of lockdown has been the sense of disrupted conversations: the students you wanted to remind about how to plan an essay, the query you heard in a seminar discussion that you want to answer now that you have thought about it. For me, this was more troublesome than the empty corridors as students started to leave.

As lecturers, our whole lives are run to the rhythm of academic terms, and so to have ‘term’ still happening when I was stuck at home seemed like a daily set of missed opportunities, which led, inevitably, to increased anxiety about how my students were doing and how they could prepare well for the challenges ahead. Of course, I was not alone in this; we all felt it and found different ways to resolve that niggling feeling of unfinished business.

What was needed?

I realised that I needed to find a way to stay in touch with students, not just those who I would meet online as part of online teaching and formal meetings, but also those who might be worried but who would not know quite where to turn. Perhaps more important than that, I wanted to reassure students that we are still here, we still want to teach them, and we are as keen to stay in touch as they are.

From a teaching perspective, I also saw this as an opportunity to help students with some of wider aspects of learning and of assessment, rather than focusing just on subject specific material.

How I responded

I set up a YouTube channel, called Still Learning Together, and then, over the course of a month, I uploaded short screencasts to the channel three times a week. I thought it important that we stayed in touch when there were no scheduled activities, so I ran this project over the Spring vacation.

The screencasts covered a range of areas:

Still Learning Together: Eight things we do not need in an unseen exam answer

Still Learning Together: Five memory techniques

Still Learning Together: Ten things at the start of an exam

Still Learning Together: Seven fixes for writer’s block

Still Learning Together: Six rehearsals for a great presentation

Still Learning Together: Four thoughts on primary and secondary sources

Still Learning Together: Three fixes for a comma splice

Still Learning Together: Six steps to calmness

Still Learning Together: Five ways to conquer reading lists

Still Learning Together: Six things you need not include in your essay

Still learning together: Four steps to semi-colons

Engaging with students

Because I could not know which of our students might be feeling isolated or anxious at any point, I wanted to reach the widest range of students for each screencast. I used BB announcements, with email, for each year of each programme in our School. I also asked students to let me know if they would like me to make any screencasts especially for them, so some of those listed above were produced on request.

Students engaged with the resource, with more than 870 views of the channel since I created it, which I found pleasing. I am keeping my ears open for any requests for guidance from students that might be answered through future screencasts.

Looking ahead

Our Outreach Officer, Dr Neil Cocks, sent links to the channel to some local schools with which we have relationships and received a positive response (especially to the grammar help!). We have also added them to our Literature Launchpad YouTube channel.

I am planning to develop the channel later in the summer with our Foundation Degree students in mind, so that we can put links to the channel on their central BB sites. I am also trying to think of other ways in which we might develop and use the material. We might, perhaps, include links to the screencasts as quickmarks on turnitin, or perhaps have the links as a central resource on our BB sites…

I would also like to continue to involve students, and to help them remember that we really do want to stay close to them and to keep developing their learning skills with them. I am considering how to do this, including asking students for more suggestions and boosting usage of the YouTube channel over the summer and just before the Autumn Term.

I am enjoying mulling this over from time to time, and happy to hear any suggestions from colleagues about how I might develop the channel. As with everything to do with Teaching and Learning, as soon as you think a project is finished you find a little thread leading you on to the next part of the path…one of the joys of our profession, even in lockdown.

Update 31/07/20

It occurred to me that, if students have to self-isolate in the coming months, they could be left feeling a bit lost, especially if they had assumed that they would be on campus throughout the year. With this in mind, I created the following document which shows students where they can go for some instant help and support. I produced three clips and put them on the Still Learning Together YouTube channel and, although they are not the final word on online learning, they might reassure our students that we are ready to help.

If you become aware that one of your students is having to self-isolate at any point this year, you might like to send them this document. 

Word document download