T&L Exchange – Page 17 – Centre for Quality Support and Development

Using Blackboard Collaborate for small group tutorials with distance learning students

12 December 20184 October 2019 By peteandrews Comment Closed

Adrian Aronsson-Storrier, School of Law a.m.storrier@reading.ac.uk

Context

LLM International Commercial Law (Distance)

Description

 Adrian held small group seminars with groups of around 5 students per online workshop.
Workshops were scheduled in all of the distance LLM modules, and ran weekly through the
Spring and Autumn terms. Collaborate was also used for individual dissertation supervision
sessions.
 These were Postgraduate Masters level distance learning students enrolled in a range of
optional LLM modules. Students attended from across the UK and the world.
 The Law School already offered online workshop sessions using a competing webinar product
(Adobe Connect). This software was complex for students to use, not supported centrally by
the University and was paid for from the School’s budget. We sought to investigate alternative
web conferencing solutions that would be simpler for our students whilst maintaining
equivalent functionality (slide sharing, chat, whiteboard etc).
 Blackboard Collaborate was chosen to replace Adobe Connect as it was simpler for students to
use (a more straightforward interface reduced initial student training time, the integration into
Blackboard made it simpler for students to log in and participate).
 Preparation was similar to distance workshops previously delivered with the earlier Adobe
Connect web conferencing tool. For some workshops slides were prepared, in others a series
of tutorial style questions were circulated to students in advance for discussion.
 After giving students an initial training session, delivering a class on Collaborate took no more
effort than delivering an equivalent session in an on campus module.

Impact

 Students quickly adapted to Collaborate. They made frequent use of the chat function and the
‘raise hand’ function, particularly in larger groups where many students wished to contribute to
a discussion.
 Student’s enrolling in the distance LLM are required to have access to their own computer,
headphones and internet connection.
 From a support perspective, the move to Collaborate required less ongoing staff and student
training than our previous web conferencing software – once set up on Blackboard it was simple
for students and staff to access Collaborate sessions for their weekly workshops.
 Blackboard Collaborate achieved everything we had previously delivered to students using
Adobe Connect. It had the advantage of being simpler for students to use, and the blackboard
integration made connecting to the sessions simpler.

Thoughts and Reflections

 Lecturers in the school of law tended to use Collaborate from their homes (distance workshops
are often scheduled outside core hours, to accommodate students in diverse time zones). This
required staff to have sufficient equipment (laptop, headphones or a headset).
 One challenge – which often impacts distance learning when working with students in less
economically developed nations – was issue of the student’s poor internet connection
impacting sessions. At times students (particularly in Africa and the Middle East) had poor
internet connections which prevented full video streaming. While the software does allow
students to participate by providing streaming audio only, this is less immersive for the student.
 Ensure that all participants are making use of headphones or a microphone headset. If students
rely on computer speakers there will often be some level of echo introduced into the web
conference, which can be distracting. Students without headphone should be encouraged to
mute their microphones when not speaking.
 Provide students with an introductory session on the software before beginning online
instruction. We used a general online induction day for students as a trial, allowing them to test
that the software worked and giving them time to learn the functionality before being required
to use it in class.

Update on making Word and PowerPoint accessible

6 December 201817 January 2020 By peteandrews Comment Closed

Richard Mitchell, Computer Science, r.j.mitchell@reading.ac.uk

Preamble

Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected our experience of implementing the University’s policy on Inclusive Practice in T&L, which is available here.

Since that blog was written, the University has included Ally into Blackboard, which provides academics with a view on how accessible our documents are and step-by-step guidance on how to make them accessible. In this blog I reflect on Ally and other developments, including the part of the recent Accessibility Audit Report from JISC which covered one of my courses.

Ally in Blackboard

As is explained on the TEL Support Site, Ally is an add on to Blackboard which allows students to download your teaching material in alternative formats (such as in HTML for view on mobile phone, electronic braille, etc) and it provides an accessibility score on your material as well as feedback and guidance to enable you to make the material more accessible. Instructors can see a colour coded dial with a percentage:

If low, the file is deemed not accessible and needs immediate attention; if medium it is somewhat accessible and could use improvement; if high it is accessible but could be improved; and occasionally the file is judged perfect.

If you click on the icon, you are presented with a screen with the score, and an option to see all the issues. You can then see what you need to do, and how the score can be increased – though so far there is guidance on only some of the issues.

I then go back to the original Word or PowerPoint file, make the appropriate changes, and re upload them to Blackboard. I can then get a new assessment by Ally, though I tend to have to wait for it.

The percentages given can seem harshly low – I had a document with two images which I had not added Alt Text to (one being the University crest), and the score was about 50%. The file became perfect when I added suitable text to those images. I gather that Ally considers the lack of Alt Text as a more pressing issue, which accounts for the scoring.

It should be noted that Word and PowerPoint’s built in checker is satisfied if you enter a Title or Description to any Alt Text, but Ally is happy only if there is a description – so is there any point in adding a title?

I am told that Alt-Text is read by screen readers, which explains why Ally considers it important – whereas a Title can be what is shown when a mouse hovers over the figure.

Ally can’t assess how useful your Alt Text is, just that it is there – so you should use your judgement.

As we noted in the original blog, you don’t have to be perfect – most of my PowerPoint documents are rated as High, with a score of 99% – the concern being about contrast issues, but as of writing there is no guidance on where the issue occurs. I am occasionally judged as Perfect which is nice! However, this may be more of a judgement call, as it is usually obvious when viewed on the screen. Blackboard suggests downloading this tool to fix contrast issues.

One issue Ally flags is untagged PDF files. If, say, your source document is a Word file, and you correctly use styles such as Title, Heading1, Heading2, Normal, etc. and then decide to produce a PDF, I recommend that you do so by saving the document as PDF, but just before saving, press the Options button in the dialog box, and ensure the Document Tags for Accessibility option is ticked.

I have come to the conclusion, however, that it is better to upload Word or PowerPoint documents, rather than PDFs to Blackboard. Students can readily download such documents (in whatever format) and can change them as they require – such as adding notes to PowerPoint slides, for instance.

Using Notes in PowerPoint

In 2017, I attended one of the public lectures I help to organise for the local IET on the Internet of Insecure Things. It was a very engaging lecture, comprising slides mainly composed of pictures, which the speaker in effect used as prompts. In contrast, if a slide comprises text which the speaker reads, albeit with some embellishments, a lecture can be dull.

However, from an accessibility point of view, such an approach does not provide much support. A solution to this is to use the notes section in PowerPoint. In fact, there is brief guidance in a few web sites which recommend that it is good practice if slides are decluttered and detail put in the notes section, though not specifically from an accessibility point of view.

I therefore experimented with one of my modules in the Spring term, where I simplified the text on slides, moving and embellishing some of the text into the notes section. The slides are less cluttered, and the students have access to the notes as they can download the PowerPoint from Blackboard, and they can add more detail if they want. That module went much better.

In 2018, JISC did an accessibility audit of some of the university pages and systems, and two courses in Blackboard, one of which being my second year Neural Networks module. It was noted that my lecture notes did not utilise the notes section, but that did not matter as sufficient information was there, and there were other resources on the module. However, I took it as affirmation that decluttering slides and using the notes section were good from an accessibility point of view.

Therefore, as I had planned, for this year I have reduced the amount of material on the slides for all my courses, and utilised the notes section. For this to be effective in the lecture room, the lecturer needs to use Presenter mode, where the students see the full slide, but the presenter on their screen sees, the slide, the next slide, and the notes section.

I asked IT for guidance on how this is achieved, as searches I did online did not help, and was told the following

The reason presenter mode doesn’t work in the lecture theatres is that although there are 2 physical screens, the system behaves as if there is only 1, it duplicates the first across all others.

This can be changed by holding the windows button + P. Then you can switch from ‘duplicate’ to ‘extend’ screens with the keyboard directional arrows + enter.

Once you have set the screen to extend, the PC will recognise 2 separate windows to operate with, and so presenter mode will work.

Please reset the room to the way you found it whenever you use this function, by pressing windows button + P and reselecting ‘duplicate’.

I have found that this works in some rooms – but not all, though I am lobbying.

What I can say is that I feel the lectures are going better, are more engaging, but it works best when the notes are visible (and hence provide some prompts) to the presenter.

Summary

From my experience, Ally is a useful tool for accessibility, though I do not have experience of students downloading material in alternative formats. There are some discrepancies between the assessment of accessibility between Ally and Word and PowerPoint, such as in the use of Alt Text. The score given by Ally seems disproportionate and it is a shame that you don’t get an immediate reassessment when you uploaded a changed version. It will be better when there is more guidance on addressing issues.

I also recommend the use of the notes section in PowerPoint, and believe it to be good practice in general and for accessibility. I hope that Presenter view will be working in all lecture theatres.

Adopting a flipped classroom approach to meet the challenges of large group lectures

5 December 20184 October 2019 By peteandrews Comment Closed

Amanda Millmore, School of Law, a.millmore@reading.ac.uk

Overview

Faced with double-teaching a cohort of 480 students (plus an additional 30 in University of Reading Malaysia), I was concerned to ensure that students in each lecture group had a similar teaching experience. My solution was to “flip” some of the learning, by recording short video lectures covering content that I would otherwise have lectured live and to use the time freed up to slow the pace and instigate active learning within the lectures.

Objectives

Record short video lectures to supplement live lectures.
Use the time freed up by the removal of content no longer delivered live to introduce active learning techniques within the lectures.
Support the students in their problem-solving skills (tested in the end of year examination).

Context

The module “General Introduction to Law” is a “lecture only” first year undergraduate module, which is mandatory for many non-law students, covering unfamiliar legal concepts. Whilst I have previously tried to introduce some active learning into these lectures, I have struggled with time constraints due to the sheer volume of compulsory material to be covered.

Student feedback requested more support in tackling legal problem questions, I wanted to assist students and needed to free up some space within the lectures to do this and “flipping” some of the content by creating videos seemed to offer a solution.

As many academics (Berrett, 2012; Schaffzin, 2016) have noted, there is more to flipping than merely moving lectures online, it is about a change of pedagogical approach.

Implementation

I sought initial support from the TEL (Technology Enhanced Learning) team, who were very happy to give advice about technology options. I selected the free Screencastomatic software, which was simple to use with minimal equipment (a headset with microphone plugged into my computer).

I recorded 8 short videos, which were screencasts of some of my lecture slides with my narration; 6 were traditional lecture content and 2 were problem solving advice and modelling an exemplar problem question and answer (which I’d previously offered as straightforward read-only documents on Blackboard).

The software that I used restricted me to 15 minute videos, which worked well for maintaining student attention. My screencast videos were embedded within the Blackboard module and could also be viewed directly on the internet https://screencast-o-matic.com/u/iIMC/AmandaMillmoreGeneralIntroductiontoLaw.

I reminded students to watch the videos via email and during the lectures, and I was able to track the number of views of each video, which enabled me to prompt students if levels of viewing were lower than I expected.

By moving some of the content delivery online I was also able to incorporate more problem- solving tasks into the live lectures. I was able to slow the pace and to invite dialogue, often by using technology enhanced learning. For example, I devoted an hour to tackling an exam-style problem, with students actively working to solve the problem using the knowledge gained via the flipped learning videos and previous live lectures. I used the applications Mentimeter, Socrative and Kahoot to interact with the students, asking them multiple-choice questions, encouraging them to vote on questions and to create word clouds of their initial thoughts on tackling problem questions as we progressed.

Impact

Student feedback, about the videos and problem solving, was overwhelmingly positive in both formal and informal module evaluations.

Videos can be of assistance if a student is absent, has a disability or wishes to revisit the material. Sankoff (2014) and Billings-Gagliardi and Mazor (2007) dismiss concerns about reduced student attendance due to online material, and this was borne out by my experience, with no noticeable drop-off in numbers attending lectures; I interpret this as a positive sign of student satisfaction. The videos worked to supplement the live lectures rather than replace them.

There is a clear, positive impact on my own workload and that of my colleagues. Whilst I am no longer teaching on this module in the current academic year, my successor has been able to use my videos again in her teaching, thereby reducing her own workload. I have also been able to re-use some of the videos in other modules.

Reflections

Whilst flipped learning is intensive to plan, create and execute, the ability to re-use the videos in multiple modules is a huge advantage; short videos are simple to re-record if, and when, updating is required.

My initial concern that students would not watch the videos was utterly misplaced. Each video has had in excess of 1000 views (and one video has exceeded 2000), which accounts for less than 2 academic years’ worth of student usage.

I was conscious that there may be some students who would just ignore the videos, thereby missing out on chunks of the syllabus, I tried to mitigate this by running quizzes during lectures on the recorded material, and offering banks of multiple choice questions (MCQs) on Blackboard for students to test their knowledge (aligned to the formative examination which included a multiple choice section). In addition, I clearly signposted the importance of the video recorded material by email, on the Blackboard page and orally and emphasised that it would form part of the final examination and could not be ignored.

My experience echoes that of Schaffzin’s study (2016) monitoring impact, which showed no statistical significance in law results having instituted flipped learning, although she felt that it was a more positive teaching method. Examination results for the module in the end of year formative assessment (100% examination) were broadly consistent with the results in previous academic years, but student satisfaction was higher, with positive feedback about the use of videos and active learning activities.

Links

University of Reading TEL advice about personal capture – https://sites.reading.ac.uk/tel-support/category/learning-capture/personal-capture

Berrett, D. (2012). How “Flipping” the Classroom Can Improve the Traditional Lecture. https://www.chronicle.com/article/how-flipping-the-classroom/130857. Chronicle of Higher Education..

Billings-Gagliardi, S and Mazor, K. (2007) Student decisions about lecture attendance: do electronic course materials matter?. Academic Medicine: Journal of the Association of American Medical Colleges, 82(10), S73-S76.

Sankoff, P. (2014) Taking the Instruction of Law outside the Lecture Hall: How the Flipped Classroom Can Make Learning More Productive and Enjoyable (for Professors and Students), 51, Alberta Law Review, pp.891-906.

Schaffzin, K. (2016) Learning Outcomes in a Flipped Classroom: A comparison of Civil Procedure II Test Scores between Students in a Traditional Class and a Flipped Class, University of Memphis Law Review, 46, pp. 661.

Curriculum Framework Review in Classics

26 November 2018 By edwardwhite Comment Closed

Barbara Goff, Director of Teaching and Learning, Classics b.e.goff@reading.ac.uk

In the Classics department we reckon we review our curriculum all the time. We are constantly designing new modules that take cognisance of the latest research and share it with our students. We teach with epigraphy and 3D modelling, we explore the language of ancient graffiti and the modern debates about postcolonialism. At the same time, we provide a solid background of language teaching in Latin and Ancient Greek, and core modules in the basics of ancient Greek and Roman history and literature. But it’s always a good idea to step back and view the curriculum as a whole, to check that it really serves our students, as well as corresponding to the overall University strategy.

Our focus

When the Curriculum Framework Review was launched, we were particularly pleased with the new Graduate Attributes, as we already think of our provision in terms of subject knowledge coupled with skills in research and enquiry. Since everything we do is about cultures other than the one we inhabit, we were sure too that our curriculum helps our students’ global awareness. The personal effectiveness of our students – maybe our colleagues too – can always use a little burnishing, of course.

At the time that the Curriculum Framework Review was launched, we were already discussing two specific aspects of our provision in our Teaching and Learning Committee. We wanted to review the core modules at Part 2, with a view to possibly replacing them, discontinuing the associated examinations, and changing the structure of the degrees. We also wanted to get a new textbook for Ancient Greek. This latter point will not resonate with many colleagues in other parts of the University, but it’s very important for us!

Another thing that concerned us as a Department was that our employability figures are not always very good compared to those of our competitor departments. We have an employability module that we regularly update, taking account of student feedback, but we needed to think about what else we might do.

Our preparations

We were helped in our endeavours by our School Director of Teaching and Learning, Prof. Matthew Nicholls, who is developing a range of ways to talk to students in the School of Humanities about the Graduate Attributes and how they work across the three years of our programmes. We also had good support from our partners in CQSD (Kamilah Jooganah and Aaron Cooper) and Careers (Kevin Thompson and Claire Mack). After a series of discussions with them, we ran an exercise in which we looked at the range of assessments we offer and the support that we give to students in preparing for them. This has since been used as an example by CQSD in other departments. This was part of our project to consider discontinuing exams, as in our partner Departments Philosophy and Archaeology, and also helped with reviewing students’ transferable skills.

After other discussions with colleagues, we worked in two directions. We obtained funding for an Awayday for all those who teach in the Department, including postgraduate researchers, along with our partners in Careers and CQSD, and in the Departments with which we share joint degrees. We also obtained funding for a series of focus groups with undergraduates in the Department. I want to put on record my thanks to the students who took part, and especially Aimee Grace Day who ran the groups and reported back to us – she has now gone on to a Masters degree, and we are sure of her success! The reports compiled helped us to see where our students’ strengths could use further development, and to what extent our vision of the curriculum was being effectively communicated.

Our Awayday

One of the best things about our Awayday was the location in Foxhill House, which none of us knew very well. We immediately felt that its old-fashioned charm would make it an excellent location for a Classics department! The lunch break was enhanced by a stroll down to the lake. On either side of lunch, we engaged in some serious discussion of assessment, the relation between cores and options, and employability. The reports from the student focus groups were prominent in our thinking.

It may not be a surprise – since we are a Department of Classics, after all – that we concluded our discussions by not changing very much. We decided to keep the few exams that we do still have, because of the important skills they help with – testimony from our postgraduate researchers helped our conclusions here. We decided to keep the same core modules at Part 2, but to modify the assessment to ensure that all our students have a chance to practise presentations as well as more traditional activities. The one major change we made was in relation to employability, where we are going to make our placement module a core instead of an option. This involves us in rewarding collaboration with the School’s Placement Officer. We also realised that our students have masses of transferable skills, developed through our teaching and assessments, but could use some help defining and describing them in relation to employment. The funding for this day was really helpful in allowing us time and space to discuss the important elements of our curriculum thoroughly, and to specify actions that will take us to the next steps.

Although we did not change much, then, we all aired our views, and ended up as a Department ‘owning’ our curriculum much more firmly than before. We have a newly keen sense of its possibilities, and a determination to help our students articulate their strengths and skills as they progress through our programmes.

And the Ancient Greek textbook? We are going to use the one that several of us learnt our Ancient Greek from, conceivably in Ancient Greek times…

Matthew Nicolls and Amy Smith — Our School Director of Teaching and Learning, Matthew Nicholls, and the Curator of the Ure Museum, Amy Smith, look serious!

Amy Smith and Jackie Baines — Amy and our Languages Coordinator, Jackie Baines, look cheerful!

The photos were taken on Prof. Peter Kruschwitz’s classic, steam-powered, Lubitel camera.

Improving the student experience through the IWLP Tandem Language Learning scheme

26 November 20184 October 2019 By edwardwhite Comment Closed

Ali Nicholson, International Study and Language Institute ali.nicholson@reading.ac.uk

Overview

Between 2016 and 2018 we have run a Tandem language scheme, whereby students studying a language with the Institution-wide Language Programme (IWLP) are paired up with a native speaker student, usually (though not always) a Visiting student. Once introduced, the students spend one hour a week at a mutually convenient time and place for independent language practice, speaking 30 minutes in English, and 30 minutes in the IWLP target language.

Tandem language scheme

In 2016-17, a pilot scheme was run, involving only IWLP students of French and French native speakers, and this was supported by an International Study and Language Institute (ISLI) project fund. 40 students, or 20 paired ‘buddies’ enrolled. In 2017-18, the scheme was rolled out to a further 6 languages offered by the IWLP (German, Italian, Chinese, Russian, Arabic and Japanese) and around 100 students participated. This phase was supported by a Teaching and Learning Development fund. The scheme for this academic year has just been launched, this time to include Spanish, so 8 Tandem languages will be offered. Erasmus students were already enquiring about it in Welcome week.

Objectives

To increase the ‘resources’ offered by the IWLP to its students, at low cost to the University, thus improving the student experience of Home students
To improve the language learning of both Tandem ‘buddies’
To improve the student experience of international students by increasing their sense of belonging through linking them directly to ‘Home’ students
To increase intercultural awareness and competence of both parties

Context

The University of Reading has historically not been a particularly welcoming place for International students, falling in the bottom half of UK Universities for international students feeling at home, making friends with UK students and engaging with the host community, according to i-graduate International Student barometer research quoted by Vincenzo Raimo in his presentation on Global Engagement back in 2015.
Erasmus students are regularly dismayed at the low number of contact hours offered by UK universities; French students, for example, are used to classes from 9am to 5pm or even longer, so are actively looking for extra activities to keep them occupied during the day.
In student evaluations from IWLP students, extra contact hours are often perceived as a way of improving performance, and in the current climate, additional contact hours by staff are simply not an available resource for clear financial reasons.
Finally, in the UoR Curriculum Framework, global engagement and multi-cultural awareness are key attributes for UoR graduates to gain, and the Tandem scheme will help our students start to attain these desirable skills to enable them to become ‘global citizens’.

Implementation

Students enrol on to the Tandem scheme through a simple online form. The scheme is advertised to international students (for native speakers) through the Erasmus and Study Abroad Office in their Welcome Pack, through the Red Award magazine, and again through a short presentation in Welcome week. International students are also sent emails by IWLP tutors, informing them of the scheme and inviting them to enrol. Students studying languages through the Institution-Wide Language Programme (to form the other ‘half’ of the Tandem pair) are also invited by their tutors to enrol. The Tandem scheme is available only to IWLP students from Stage 2 (Post beginners) upwards, as it is felt that absolute beginners would find the idea of a one-to-one with a native speaker somewhat daunting.

Once enrolled, both the International students and the ‘home’ IWLP language students are invited to a short information session. Here they learn about the process of Tandem learning and about some resources made available to them (a Blackboard Organisation which includes some optional ‘tasks’, plus a website they can use for inspiration of what to talk about). Finally, with the atmosphere somewhat akin to Blind Date (for those who can remember that) or possibly Tinder, they are assigned their Tandem ‘buddy’. They are asked immediately to exchange mobile numbers and to fix the first Tandem meeting. It is recommended that this should take place within a week, and in a public place such as the Self Access Centre for Language Learning (EM230).

For the most part, Tandem buddies meet regularly and with no problems. Sometimes it is the start of a true friendship; occasionally, due to lack of time or (once) conflict of personalities, the pair only met on one occasion, never to be repeated…

My contact email is available to every Tandem student, regardless of language, and we offer to find a replacement partner if there is a problem.

Students are invited to occasional social events and once a term, to a meeting to discuss the scheme in order to discuss possible improvements. At the end of last year, a celebratory party was held where certificates were presented to students.

Impact

We sent out a survey to the students at the end of the Autumn and Spring term, so they could evaluate the scheme. In December 2017, the overall rating for the Tandem scheme was 8.14 out of 10, where a rating of 0 was ‘terrible’ and 10 was excellent. 86% would recommend the scheme to others. In April 2018, the number recommending the scheme stayed constant at 86%, and the overall rating improved very slightly to 8.18. 78% stated that their motivation had increased in December, which increased again to 90% in April! Speaking and vocabulary were the two aspects which were felt to have increased the most, closely followed by cultural awareness in December; in the April survey, speaking and pronunciation were felt to have increased the most, followed by listening, vocabulary and cultural awareness.

Most students completing the survey made positive comments. Here are two examples:

“Thank you for creating such valuable opportunities. Please do continue to operate this wonderful scheme in the next academic year so that more students could benefit from it.”

“I guess the scheme itself is a wonderful opportunity for students to learn different languages and cultures.”

Reflections

The Tandem scheme is limited by the number of native speakers available. However, as awareness of the scheme builds, hopefully more Home students who are in fact native speakers of languages other than English will also participate, rather than just Visiting students, so the scheme can expand.

There are of course other Tandem platforms available outside the University, such as online, but it seems that one of the main reasons for the success of this locally based Tandem scheme is the face to face relationships formed. According to Doug Parkin (2017: 208) in his chapter on leading engagement: “there are four foundations or dimensions that help to optimise the student learning experience… (these are) motivation, relationships, environment and resources”.

Students want relationships with fellow students. These fellow students (Tandem partners) are themselves a rich and accessible resource. They are flexible and available on campus; and they provide both extrinsic motivation (exam results might improve/English language might improve) and intrinsic motivation (naturally satisfying to form a good friendship just because it is enjoyable). Thus, in the four dimensions proposed by Parkin, Tandem can contribute in a small but significant way to the student experience.

This year Tandem has moved on from being simply a language learning exchange. Due to the imbalance between supply and demand, on occasion tandem pairs have been formed between for example Japanese-French; French-Chinese; and French-German. Some Erasmus students requested more than one ‘buddy’. In the first example, both students spoke good English, so they decided that instead of the typical French/English exchange, the Japanese student would teach beginner Japanese to the French student, and the French student would ask a lot of questions in French about Japanese culture. This became a perfectly satisfactory exchange but was not the initial objective. A flexible approach led to a successful mutual gain, certainly in terms of intercultural awareness.

Follow-up

In 2018-19, the Tandem scheme should be sustainable in terms of staffing resource, as most of the systems have been set up already. More work will be done on raising intercultural awareness amongst participants, by producing an explanatory screencast and some optional tasks which tandem ‘buddies’ could complete in their pairs. Last year’s students requested a little more input from staff, so two sessions will be offered this term, one to discuss how to handle error corrections and to recommend suitable discussion topics; a second session would be purely social. Some students thought that changing Tandem buddies for the second term might improve the scheme. It is important though that this scheme is publicised, for its success. Please direct any interested native speaker students to me at ali.nicholson@reading.ac.uk.

Tandem students — Students receiving Tandem certificates – June 2018

Bibliography

Parkin, D. (2017), Leading Learning and teaching in Higher Education (Abingdon, Oxon: Routledge)

http://www.reading.ac.uk/web/files/curriculum-framework/UoR_Curriculum_Framework.pdf

http://www.reading.ac.uk/web/files/staffportal/GE_Strategy_18Mar15.pdf

University support to avoid plagiarism – Student’s perspectives

8 November 20184 October 2019 By edwardwhite Comment Closed

Angelique Chettiparamb and Lucy Newton, Henley Business School

a.chettiparamb@reading.ac.uk; l .a.newton@henley.ac.uk

Overview

Four enterprising and enthusiastic students from different programmes in Henley Business School enquired into the effectiveness of School/University measures to enhance and promote academic integrity. The students were Eilish McDonald, Hetvi Shah, Prinal Shah and Tillie Hunter The project leads were Dr Angelique Chettiparamb (Real Estate and Planning) and Dr Lucy Newton (International Business and Strategy).

Objectives

To review the support mechanisms available to students at School/University level to help promote and sustain academic integrity in programmes within the Henley Business School.
To engage with other students to understand their level of engagement with training and support mechanisms relating to academic integrity available across the University.
To suggest ways of improving student support mechanisms to promote and enhance academic integrity of students in Henley Business School.
To build positive fruitful student/staff partnerships
To strengthen the student voice in policies, procedures and practices adopted to enhance academic integrity in the Henley Business School.
To foster personal and professional leadership among participating students.

Context

Developing academic integrity is a challenge across the University. The challenge is likely to increase with the rise of ‘essay mills’, the increasing pressures on students to achieve and the now widespread adoption of plagiarism detection tools such as Turnitin. Dr Chettiparamb and Dr Newton, as previous and current Directors of Studies in Henley Business School, led this project to understand the challenges of maintaining academic integrity from a student perspective.

Implementation

This project was funded (£500) from the UG programme budget of the Henley Business School by Dr Carol Padgett. It followed from a Teaching and Learning Development Fund (TLDF) project on academic misconduct involving student focus group discussions.

Steps in implementing this project were:

Four students from diverse programmes across Henley Business School were chosen from those who had previously volunteered in the TLDF project.
The students were briefed about this project.
Students themselves defined aims, deliverables and methods of inquiry.
The students identified and evaluated available material to enhance academic integrity across Henley Business School/University.
Participating students interviewed their fellow students to capture and understand different student perspectives and challenges relating to maintaining academic integrity.
The academics leads met the students in regular follow-up meetings to ensure support, provide encouragement and continue productive partnerships.
The students presented well-received insights and recommendations to key T&L staff in Henley Business School, to CQSD and to Student Union representatives.
The student’s perspectives and the student experiences were recorded for later dissemination.

Impact

Students were tasked to present their perspective on current support materials and activities available in Henley Business School/University and suggest improvements in order to help enhance academic integrity. Areas of improvement that they suggested were:

a) A booklet written by students and for students from existing material with practice exercises.
b) More peer student support to ensure that academic integrity is fully embedded;
c) More academic tutor support for aspiring and promoting academic integrity as well as positive staff-student partnerships;
d) Briefing sessions and in-class exercises (rather than online alone) to strengthen academic values and support academic integrity.
e) Significant and sustained Students’ Union involvement in raising awareness across the University;

Points a) b) and d) are being addressed through two follow-on projects initiated by the academic leads and funded by Dr Susan Rose, School Director of Teaching and Learning, Henley Business School. We understand that the Students’ Union is considering point e).

The student’s presentations led to inspired discussions, de-brief meetings with wider staff and agreements to take forward their ideas through additional on-going student-led funded projects.

Reflections

The activity proved to be successful and inspiring as it forged new staff-student dialogues, empowered Eilish, Hetvi, Prinal and Tillie and enabled the student voice to be heard in policies, procedures and practice. It has spawned further projects, continuing and refining dialogues with students on embedding academic integrity.

As academics, the project has enabled us to see ways and means of effectively fostering academic integrity in tandem with students. This has proved to be a sustainable and rewarding approach to improve academic integrity. It has kindled further interest in the subject and encouraged us to disseminate our experience more widely. Through the project, the students have also facilitated inter-school and inter-disciplinary dialogues at staff as well as student levels.

The students themselves have benefited from the project in a number of ways. They have gained confidence through multiple interactions with staff and student colleagues and have presented in different formats to various audiences. Their journey has scaled from within Henley Business School, through the University of Reading to beyond the University of Reading. The students have taken ownership of the project and as a result have constructed their own learning experience.

Can students and academics benefit from peer assisted learning (PAL) sessions?

8 November 20184 October 2019 By edwardwhite Comment Closed

Caroline Crolla, Student Success and Engagement Team, Student Services c.s.crolla@reading.ac.uk

Overview

Peer Assisted Learning (PAL) is a globally recognised scheme where more experienced students who have already successfully completed a module work with students who are studying the module for the first time. One hour, weekly PAL sessions are run by trained and experienced student PAL Leaders, who are regularly debriefed by programme academics, and supported by a PAL Coordinator. Students who attend PAL sessions seem to do better than those who do not.

Objectives

HEIs with experience of PAL have found that the scheme contributes to improved retention, engagement and performance through shared learning, engendering stronger links between academics and students as well as providing an additional form of in-module feedback.

The principles underpinning Peer Assisted Learning include:

the PAL scheme should target high risk modules, not high risk students
student participation should be voluntary
student PAL Leaders are facilitators and not quasi-lecturers

Context

Peer Assisted Learning (PAL) was first introduced at the University of Reading in 2015-16 in a few departments as pilot schemes. Early adopters were academics teaching modules in Art, Economics, Mathematics, Creative Writing and Speech & Language Therapy.

The provision of Peer Assisted Learning is now in its fourth year at the University of Reading. In both the autumn and spring terms, there are PAL sessions supporting specific modules in an ever-growing number of subjects: Agriculture, Biosciences, Classics, Clinical Language Sciences, Economics, Language & Literature, Food Nutritional Sciences, Law, Mathematics and Statistics, Pharmacy and Psychology.

Implementation

Peer Assisted Learning sessions work best in modules that are recognised as cognitively challenging, where student results are low and where student module feedback is less positive.

To implement PAL sessions, module convenors or lecturers select modules in which students would benefit from the offer of PAL sessions and contacting the PAL Coordinator (pal@reading.ac.uk or c.s.crolla@reading.ac.uk). The PAL Coordinator helps with recruitment, taster sessions, promotion and providing high-quality training. The compulsory, two-day PAL Leader training takes place before the autumn modules start, and again in January before the spring term modules start. So academics contact the PAL Coordinator to agree PAL publicity, interviews, selection and recruitment of Leaders, ideally a term before the module runs.

The role of PAL Leader is voluntary. PAL Leaders can be recruited if they have successfully completed the module that PAL sessions are supporting. The module convenor has the final say about the selection of PAL Leaders. PAL Leadership develops students’ facilitation and coaching skills, communication and organisational skills and the role shows employers that students have gone above and beyond their degree. PAL Leadership is included on students’ degree transcripts and counts for the RED Award. PAL Leaders help with problem solving, study skills, exam techniques and coursework. PAL Leaders know that they do not teach, re-teach nor give answers and make this clear to their PAL participants. PAL Leaders will have regular support from the module convenor / academic contact.

Impact

Quantitative data

We collect PAL session attendance data which is then matched against module results. In 2017-18 we had a significant amount of data, which showed that there seemed to be a positive correlation between attendance at PAL sessions and higher average results. Accepting that attendance at PAL is voluntary and students going to PAL may already have positive study habits, in Pharmacy, Economics and Maths modules results show that on average those students who attend 4 or more PAL sessions achieve higher results than those students who do not.

Qualitative data

We also collect PAL Leaders’ and PAL participants’ views about the impact of PAL on their understanding of their work. Participants answered the following free text questions: 1) What did you gain from attending PAL sessions and 2) How could PAL be improved to meet your academic needs better? Key benefits were perceived to be: an increase of understanding and an increase of confidence; the benefits of collaborating with peers; appreciating the “real world” connections better in terms of the value of placements or coursework and the benefits of learning and thinking collaboratively.

I’ve gained more knowledge regarding the module & find it easier to ask for help.
Good to have opportunity to interact with students in the year above.
A more interactive way of working, more group work, some sharing of 4th year placement and usefulness of this module for next year

PAL leaders reported that they had developed their organisational and leadership skills; they understood facilitation of learning better and were clearer about how students can be encouraged to learn better. Team work skills were also mentioned as was the value of consolidating and reviewing one’s own learning as leader because of reviewing materials with their participants.

I learnt a lot about organising my time and coming up with creative ways to engage with content
I learnt about different ways to make group activities fun. I also learnt the value of having structured tasks i.e. snowballing, as opposed to simply asking a question and hoping that someone would answer!
Being a PAL leader also helped me to consolidate my learning of the module, whilst developing methods to effectively communicate this learning to students in lower years.

Reflections

As the PAL scheme has developed at the University of Reading over the past three years, all three groups involved in PAL, the PAL Leaders, the PAL participants and the PAL academics see PAL as a “win – win” scheme. As the scheme is voluntary, there are no significant costs to the subjects implementing PAL. The PAL Coordinator and Senior PAL Leaders, a paid role, take responsibility for the majority of the implementation of the scheme.

For more students to benefit from peer assisted learning sessions, four key issues need to be addressed: PAL sessions need to appear in students’ timetables; peer assisted learning needs to be clearly presented and understood, through PAL specific publicity and authentic Leader and participant voices explaining that the sessions are about collaborative learning and not remedial support; academics need to understand and support the principles of peer assisted learning and regularly endorse the scheme and review progress with the PAL leaders and the role of the Senior PAL Leader can be developed further.

If you are interested in adopting PAL in your module, please contact the PAL Coordinator, Caroline Crolla c.s.crolla@reading.ac.uk or pal@reading.ac.uk .

Link

The University of Reading is a member of the UK PASS (Peer Assisted Study Sessions) and European SI (Supplemental Instruction) peer-learning network with its centre at Lund University in Sweden https://www.si-pass.lu.se/en/about-si-pass/si-pass-around-the-world .

Articles

Boud ,D., Cohen, R. & Sampson, J. (1999) Peer Learning and Assessment, Assessment & Evaluation in Higher Education, 24:4, 413-426,

Capstick, S. (2004). Benefits and Shortcomings of Peer Assisted Learning (PAL) in Higher Education: an appraisal by students. In Peer Assisted Learning Conference.

Congos, D. H., & Schoeps, N. (1993). Does supplemental instruction really work and what is it anyway? Studies in Higher Education, 18(2), 165-176.

Smith, J., May, S., & Burke, L. (2007). Peer Assisted Learning: a case study into the value to student mentors and mentees. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 2(2), 80-109.

Implementing the Curriculum Framework – how can the Library help?

7 November 20184 October 2019 By edwardwhite Comment Closed

Karen Drury, Liaison Librarian for Art, Typography and Graphic Communication, and Management

Dr Kim Shahabudin, Study Adviser

Kerry Webb, Associate Director (Academic Liaison and Support), The Library

In a world of constant new teaching and learning initiatives, implementing the Curriculum Framework might seem like one more job to do. If you’re thinking that you could use all the help you can get, we have good news: the Library have done some work for you, listing practical ways in which Liaison Librarians and Study Advisers can help to support the development of graduate attributes and academic principles.

Supporting Curriculum Review

Liaison librarians have already been discussing ways in which the Library can support schools and departments with their curriculum review, including Typography & Graphic Communication and Henley Business School.

Providing practical support: working with Typography & Graphic Communication

Following discussions with Typography and Graphic Communication about their Curriculum Review, Karen and Ruth (the Department’s subject Liaison Librarians) now have a better understanding of those areas identified as needing extra support.

We have concentrated on encouraging students to engage with course texts. This has led to us working closely with the lecturer to arrange a session for one Part 3 module that involved giving the students the opportunity to handle and explore the books on the reading list. Another approach has been to encourage confidence and accuracy with using citations. A session was arranged that was open to all Typography undergraduate students, to teach the principles of Harvard referencing, and importantly, to show the students that help and support is available from the Library and Study Advice teams. We are looking forward to working closely with our academic colleagues to build on this in the future.

Karen Drury, subject Liaison Librarian for Typography and Graphic Communication

Involving the Library in the process can have a positive impact on curriculum review, providing further opportunities for collaborative working between Liaison Librarians and our academic colleagues:

BA Graphic Communication students need to master a wide range of practical, professional and technical skills in addition to disciplinary and transferable academic skills. Knowing that we can work with our Library colleagues to better support how students across different years of study develop specific skills and graduate attributes is exciting. There are lots of possibilities but as a starting point we are focusing on helping students engage with a more diverse range of sources, critically evaluate sources and understand how copyright and attribution works across both practice and research.

Dr Jeanne-Louise Moys (Typography & Graphic Communication)

Mapping practice on to principles

To assist Schools and Departments with implementing the Curriculum Framework, the Library has produced two documents which outline ways in which subject liaison librarians and study advisers can support the embedding of academic literacy skills within your programmes.

The first of these, Implementing the Curriculum Framework – how can the Library help? can be downloaded from the Further Support for Curriculum Review webpage. It outlines practical ways in which our Liaison Librarians and Study Advisers can support you, mapped against the graduate attributes and academic principles defined in the Framework.

The second outlines in more detail the pedagogic principles which underlie our practice, drawing upon elements of established information and digital literacy models, again mapped against the Framework. Please contact Kerry Webb (the Library’s Associate Director for Academic Liaison & Support), if you would like a copy.

Please get in touch with your subject Liaison Librarian or a member of the Study Advice team if you would like to know more about how we can support you in implementing the Curriculum Framework in your school or department.

Update on making Word and PowerPoint accessible: By Professor Richard Mitchell

7 November 201816 November 2020 By edwardwhite Comment Closed

Preamble

Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected our experience of implementing the University’s policy on Inclusive Practice in T&L, which is available here.

Since that blog was written, the University has included Ally into Blackboard, which provides academics with a view on how accessible our documents are and step-by-step guidance on how to make them accessible. In this blog I reflect on Ally and other developments, including the part of the recent Accessibility Audit Report from JISC which covered one of my courses.

Ally in Blackboard

As is explained on the TEL Support Site, Ally is an add on to Blackboard which allows students to download your teaching material in alternative formats (such as in HTML for view on mobile phone, electronic braille, etc) and it provides an accessibility score on your material as well as feedback and guidance to enable you to make the material more accessible. Instructors can see a colour coded dial with a percentage