‘What did I do wrong?’ Supporting independent learning practices to avoid plagiarism

By edwardwhite Comment Closed

Helen Hathaway, Library; Clare Nukui, International Foundation Programme; Dr Kim Shahabudin, Study Advice; Dr Elisabeth Wilding, International Study and Language Institute
h.m.hathaway@reading.ac.uk
Year of activity: 2012-13

Overview

8905The development of an Academic Integrity Toolkit for academic tutors to draw on, which collated evaluated teaching and support resources for supporting the development of independent learning practices necessary to avoid plagiarism, and offered guidance for adapting and using them in subject teaching.

Objectives

  • To conduct research into current practices and needs for supporting the development of independent learning practices.
  • To develop a toolkit to provide academic tutors with resources for developing independent learning practices necessary to avoid plagiarism.

Context

The fundamental academic principles of independent critical thinking, supported by appropriate and properly cited evidence from evaluated sources, lie at the heart of Higher Education in the UK. A proper understanding of these principles and the independent learning practices needed to achieve them is especially crucial in avoiding unintentional plagiarism. Despite the availability of a range of advice, both internal and external to the University of Reading, students continually stated that they did not know when and how to use citations, or how to avoid unintentional plagiarism. Beyond simply learning the mechanisms of setting out a bibliography or when to include a citation, students need to understand associated practices, such as where to find appropriate sources of information in their subject, how to keep proper records, and how, when, and why to use references in their academic work.

Implementation

Data was collected from a variety of sources on current practices and perceived needs to inform the production of the toolkit. Team members were able to draw upon their professional communities for information about practices at other institutions, and on contacts at the University of Reading for practices and perceived needs. A research officer was appointed, and was tasked with collecting further data from academic tutors and students in a number of selected departments at the University, using semi-structured interviews and focus groups. These were set against the wider context of general observations gathered through separate online surveys offered to all staff and students. Existing pedagogical research into student referencing practices was also considered.

The research questions during this stage of inquiry were:

  • What are the main (perceived and actual) difficulties that students have with understanding referencing and avoiding plagiarism?
  • How do associated independent learning practices impact on this?
  • Why do students fail to engage with current teaching and guidance on referencing?
  • What teaching resources are currently available (at the University of Reading and elsewhere), and how might they be made more effective for teaching staff and students across the University?

The research was used to inform the content and production of the Academic Integrity Toolkit materials. These were generated by team members using a template, before going through an iterative process of revision and evaluation by other team members.  They were then edited by a single team member to ensure consistency.

Impact

The Academic Integrity Toolkit was successfully launched in June 2013 at an event attended by over 50 members of staff, with a visiting speaker presenting on the topic of student referencing practices. The Toolkit comprises:

    • 17 handouts giving guidance on key learning practices;
    • 8 exercise sheets with answers;
    • 13 sets of PowerPoint slides for use in teaching;
    • Links to screencasts produced by members of the Study Advice team;
    • An annotated list of useful websites.

The Academic Integrity Toolkit has been made available through the Blackboard Virtual Learning Environment, onto which staff can self-enrol. A paper version contained in a card folder was created for attendees at the launch event and to disseminate to key members of the teaching and learning community at the University of Reading.

The Toolkit has been a successful and well-used teaching resource. Departments and Schools have requested that their entire teaching staff get enrolled to the Toolkit through Blackboard. It was favourably received by the University Board of Teaching and Learning and the Sub-Committee for the Development and Enhancement of Teaching and Learning, with suggestions being made for its further development through a student-facing version in digital format.

There has been interest, both at the University of Reading and beyond, in the results of the project. Presentations were given at the Librarians’ Information Literacy Annual Conference, the Association for Learning Development in Higher Education conference, and the Association of Librarians and Information Professionals in the Social Sciences summer conference.

Reflections

While the project was successful, it was not without its difficulties. Difficulty was experienced with data collection at the University, particularly in recruiting students for focus groups, which may have been an unavoidable consequence of the necessary timing. Despite this difficulty, however, the data obtained by the focus groups that did run was supplemented by a good response to the wider University-wide survey, and by reported data from academic and support staff through their direct contact with students.

Another difficulty faced was the existing busy workloads of the team members. This was overcome by scheduling brief face-to-face lunchtime meetings once a month, and by setting up a wiki (using PBworks) to allow collation of data and joint working on documents, in addition to regular email communications. Despite the potential for difficulties caused by the project being a collaboration between the Library, International Study and Language Institute and Study Advice, the combined expertise and experience of team members proved particularly valuable, especially as it allowed the project to make use of team members’ involvement with various professional networks, and it was found to be very advantageous to have the different perspectives that were able to be provided by having a diverse team.

Follow up

It is planned that the resources developed through the project be adapted to be an Open Educational Resource, to allow them to be more widely shared for use in UK and global Higher Education teaching.

Guides to citing and avoiding plagiarism available on the Library website have been informed by the results of the project and updated appropriately.

It is hoped that more extensive resources will be developed, and that these will be mediated by members of staff.

As a result of the experience of collaborative working between different areas of the University, Helen Hathaway and Kim Shahabudin have had a chapter entitled ‘Terms of reference: working together to develop student citation practices’ accepted for publication within a forthcoming edited volume.

Links

Whiteknights biodiversity monitoring: building an app to collate long-term monitoring data of campus wildlife

By edwardwhite Comment Closed

Dr. Alice Mauchline, School of Agriculture, Policy and Development; Dr Alastair Culham, School of Biological Sciences; Dr Karsten Lundqvist, School of Systems Engineering; Professor Alison Black, School of Arts and Communication Design; Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science
a.l.mauchline@reading.ac.uk

Year of activity: 2013-14

Overview
KiteSite
A mobile app was developed for the collection of field data, supporting the activities of the Whiteknights Biodiversity Blog, and providing a central database for students and staff to monitor long-term changes in the local environment on the University of Reading’s Whiteknights campus.

Objectives

  • To develop an app, suitable for use with Android and iOS devices, that was user friendly and had strong branding and identity.
  • To build a community of users for the app that would utilise and enjoy the app for biodiversity monitoring objectives.
  • To create the app as a tool that would support the teaching of biodiversity in a range of modules across several schools.
  • To create an app that could support the work of the Whiteknights Biodiversity Blog in monitoring long-term changes in the local environment of Whiteknights campus, including the University of Reading Phenological Monitoring Network (UoRPMN).

Context

The project to develop the app, which was named KiteSite, grew from Dr Mauchline’s involvement in Enhancing Fieldwork Learning, a Higher Education Academy funded project that sought to promote the use of technology in order to improve student learning in the conduct of fieldwork.

The need for the app grew out of the success of the Whiteknights Biodiversity blog. Since being established in June 2011, the blog generated increasing interest, and coordinated multiple records on biodiversity, including a growing phonological dataset, the UoRPMN. The app was conceived of as a field recording tool that would support the work of the blog in monitoring long-term changes in the local environment of Whiteknights campus. Crowd-sourcing data in the manner that such an app would allow will provide researchers with access to data on more species, over a greater area and period of time, than they may be able to collect themselves.

Implementation

First, a scoping study and literature review were conducted in order to identify existing apps, software and online resources that could be utilised.  Concurrently, six student champions, drawn from five schools across the University, interviewed staff members within their schools in order to establish the teaching needs that could be met by the development of the app.

As a result of these findings, a ‘HackDay’ event was held in December 2013 in order to decide upon the requirements for the basic functions of the app.  EpiCollect was chosen as an open source, generic, data collection tool that could be modified but already provided the functionality of sending geotagged data forms and photos to a central project website from mobile devices. The student champions modified EpiCollect to produce a prototype app, which was then tested by user-groups and refined by agile development.

In order to test the app, a mock species identification session was run, followed by field data collection using the app.  This and further data collection and feedback allowed the app to be refined and the database to be developed and enhanced.

In anticipation of the launch of the app, which was named KiteSite, a website and social media profile were set up, while promotional materials were printed and disseminated.

Ultimately the app was launched in June 2014, and a launch event was held, attracting a number of teaching and learning staff who expressed interest in using the app in their teaching and learning.

KS thumbnail

Impact

The project successfully created the KiteSite app that is currently being used by a small community for the monitoring of biodiversity on the University of Reading’s Whiteknights campus, and supporting the University of Reading Phenological Monitoring Network dataset.

Reflection

Those involved in the project felt that they benefited from working as part of a multi-disciplinary team, as they developed their skills in effective communication and learnt to avoid the use of subject specific jargon.  Given that team members also had other commitments besides the project, it was sometimes difficult for them to balance their workload.

While it was not possible to create a dedicated iOS app, as had originally been planned, a functioning equivalent within the existing EpiCollect app that operates on iOS was created.

The appointment of student champions was valuable, as by having the project led by the principle end-users, they were provided with the opportunity to shape how the final project could be used and developed most effectively for their needs. The student champions took the lead on developing the website for the app, and one of the student champions drafted the reflective paper that was then published in the Journal of Educational Innovation, Partnership and Change.

Follow up

The project team continue to seek further uses for the KiteSite app. While it is used in teaching, the current objective is to engage with student societies that might make use of the app, such as BirdSoc, an ornithology student society.

Other universities have expressed interest in the project, and are looking to set up similar resources mirroring KiteSite.

Links

From a traditional classroom to a flipped classroom

By edwardwhite Comment Closed

Dr Karsten O. Lundqvist, School of Systems Engineering
k.o.lundqvist@reading.ac.uk
Year(s) of activity: 2013-14

Overview

6477A flipped classroom approach was trialed for the Part Two Java module (SE2JA11) taught in the School of Systems Engineering. 

Objectives

  • Encourage students on the module to become deep-level learners, as they analyse, evaluate and create, rather than simply remembering and understanding.
  • Introduce a flexible teaching and learning style that students will find enjoyable.
  • Introduce flexibility that allows students to manage their time in a better way, giving them more opportunities to study the materials in a deeper manner.
  • Improve attendance and engagement with practicals.

Implementation

In the summer of 2013 videos were created for the module.  New slides to present the content were designed, with the fonts improved to make them easier to read on a computer screen.  While the content was based on that of the old slides that were available to students, practical screencasts were introduced in the video, whereby the students can see how the code behaves and how they are supposed to develop it practically.  Some slides were altered so that they presented difficult concepts in more easily understood ways, such as through use of analogies to the restaurant business and the automobile industry.

Feedback and feedforward videos were introduced to explain the progress through the course.  One of the feedforward videos was used to make the students aware of the object-orient programming (OOP) nature of the code, and that the weekly practicals would be building upon previous material.  Students were told that they could use the weekly practicals as a gauge to measure if they had problems with OOP, and should ask the teaching staff for help.

The videos were created using Camtasia, an tool for creating videos and screencasts from webcams and computer screens.  The software suite also has simple post-production tools, which allowed zooming to ensure that the small text of development environments could be viewed easily.  These videos were then embedded as items on the Blackboard Virtual Learning Environment.  Uploading the videos to a streaming service external to the University was considered, but was decided against in order to create a classroom feeling to the videos.

The flipped classroom method generally recommends that videos be simply bite-sized chunks of around 4 to 6 minutes long.  Several of the videos created for the module, however, were over 1 hour long, as a result of the amount of material that needed too be covered, the adherence to the lecturing paradigm, and the lack of time available to transform the material as much as would have been necessary in order to make 6 to 20 minute videos.

Impact

To obtain feedback from the students, two voluntary bespoke surveys were shared with the students, one available in weeks 2-3 of the Autumn Term, and one available in week 1 of the Spring Term. The first survey showed that 84% of students preferred videos over lectures, and that only 4% of students did not expect to watch the videos more than once. In the second survey, 100% of students now preferred videos to lectures, and 100% expected to watch the videos more than once.

Reflections

Flipping the classroom has been of great benefit. As the act of flipping cannot just be a case of replicating old teaching methods digitally, it promotes reflection on course content and teaching methods, and requires thorough planning. The initial investment pays off in the long term as the teaching materials produced can be reused, not only from year to year, but between different modules that have some overlapping content. While the creation of teaching materials may consume more time than the traditional delivery of content, it is flexible as it can be done when time allows, and does not require being present at an appointed time and location.

Despite concerns about the length of the videos, on the whole students expressed satisfaction about this.  The general response was that students expected the videos to be long, as they were replacing 2 hour lectures, and therefore students would feel cheated if the videos were not long and with a lot of content.  While it was agreed that students might benefit from having chapters within the videos to make them easier to search, none wanted the videos to be shorter.

In order to improve how the module is taught using the flipped classroom model in the future, the following recommendations were made:

  • Include a more self-regulated learning approach to the coursework, allowing students more flexibility over the weeks, and removing some of the summative pressures that might induce surface-level learning.
  • Change the module so that 100% of assessment is carried out through coursework. This should make students focus more on the practical work throughout the year, and help them focus more on the relevant material and learning it in a deeper way.
  • Introduce a level of self-regulated learning to the practicals, by introducing a logbook instead of weekly sign-off sheets. Students will need a number of signatures in their logbook to get 10% of their practical marks. The signatures will be given after a short formative discussion of progress provifnng useful feedback and suggestions of further work.

Follow up

The flipped classroom approach continues to be used for the teaching of SE2JA11, and has now been introduced for other modules within the School of Systems Engineering. In particular, videos on general coding theory are able to be utilised within many modules. Dr Lundqvist was able to draw upon the experience of flipping the classroom when creating the Open Online Course Begin Programming: Build Your First Mobile Game.

The recommendations generated by the pilot year have been carried out, with the exception of the introduction of a logbook, which proved impractical. While students still complete weekly sign-off sheets, the sheets are now 50% questions on the video, to ensure that students have viewed the videos and retained the information, and 50% questions on progress in their own learning, with the intention that students will reflect upon their own learning, and staff will be aware of students who are having difficulties.

Exploring modern languages linguistics

By edwardwhite Comment Closed

Dr Federico Faloppa and Dr Chiara Ciarlo, School of Literature and Languages
f.faloppa@reading.ac.uk

Overview

12756The project successfully developed an introductory module in general linguistics, with a focus on foreign language specific issues for Part Two students who choose to do a single or joint honours language degree.  Providing a module for the teaching of linguistics to Modern Languages and European Studies students has had many benefits for the students, who report that the module has helped with their study of foreign languages.

Objectives

  • To determine which linguistics topics Part Two students would have an interest in, and benefit most from, studying in-depth.
  • To design a linguistics course for Modern Languages and European Studies students.
  • Provide students with theoretical knowledge which they can transfer to the study and understanding of other languages.
  • Provide students with skills that will improve their employability.

Context

Previously, the Department of Modern Languages and European Studies had offered only individual language tutorials or modules in the history of languages, and language in society, but little aimed at providing a general theoretical linguistic background of the languages that are taught.

Feedback on the language modules from previous years highlighted that a number of Modern Languages and European Studies students desired linguistics training. Although students were able to take courses offered by the Department of English Language and Applied Linguistics, these were only of partial help to language students, as these courses mainly focus on the English language, and are not designed to have a supporting role in the study of foreign languages. As a result, it was necessary to design and pilot a linguistics course for Modern Languages and European Studies students, including core linguistic principles and more language-specific issues, with an eye to recurrent errors in the students’ language production on which they would be able to reflect.

Implementation

The first six months of the project were devoted to the gathering and analysis of resources in order to carry out research activity on aspects of the teaching of linguistics in modern foreign languages degrees.

Research activity was conducted to compare the level of linguistics provision in modern foreign languages degrees in the UK, and to establish what areas of linguistics are given more prominence in modern foreign languages curricula. The results of this research contributed to the creation of a network of experts in the field of the linguistics of modern foreign languages, who were later invited to present their views on the topic in a workshop held at the University of Reading.

For the one-day workshop, experts in the field of the linguistics of modern foreign languages were invited to present their latest research. This event was addressed to all staff and students within Modern Languages and European Studies, English Language and Applied Linguistics, the International Study and Language Institute, and the Institute of Education, in order to generate a shared discussion on the integration between language study and the study of language.

These activities fed into the creation of a taster session for phonetics, phonology and syntax, to which Part One students were invited to attend. At the end of the event, students were asked to give their feedback on the relevance, usefulness, or difficulty of what was explained during the taster sessions. This feedback was valuable for helping finalise the pilot module description.

The pilot module description was then approved, and the new module was taught during the 2013-14 academic year.

Impact

The project was successful, as it achieved its principle aim of creating a module to teach linguistics for Modern Languages and European Studies students, with the course structure and content having been established through a consultative process in order to ensure that students are provided with a module that meets their expectations of a linguistics course, and is able to provide students with a theoretical understanding of linguistics that should support their learning of modern languages, and with skills that will more generally enhance their employability.

Teaching linguistics to Modern Languages and European Studies students has been of great benefit to the students. Teaching staff within the Department have noted that students taking linguistics modules have more confidence and accuracy in their pronunciation when speaking foreign languages, and generally make fewer errors.

Reflections

Beyond its use to refine the module that would be taught, the taster session was beneficial as it highlighted the benefits that students receive from taster sessions with regard to their making module choices: as a result, the School explored the possibility of providing taster sessions for students to guide them in choosing their modules. Additionally, the provision of such taster sessions is valuable as it provides information on student expectations for module convenors, who can plan and design their modules so that they better meet these expectations.

The success of the project lead to the establishment of a Language and Linguistics Workgroup in order to investigate the implementation and coordination of linguistics teaching within the School.

Students have found the formal learning of linguistics very useful for their study of Modern Languages. With a better understanding of linguistic theory, students are better able to appreciate the errors they make within their own study. Students appreciate the challenge of learning linguistics, but some aspects, for example phonetics and syntax, are very technical, and students seemed to find these the most difficult. To help students meet the challenge, different approaches to teaching these topics have been utilised within the the module, such as creating visual representations of syntax, or using information technology in the teaching of phonetics.

Follow up

The pilot year of teaching the module was greatly successful, and as a result the opportunity to learn linguistics was opened up to all students within the School of Modern Languages and European Studies. Whereas the pilot module was a Part Two module, the module has now been redesigned to allow its provision at Part One. By having the module provided at Part One, students are now able to obtain a strong foundation in the linguistic theory that underpins their study of a modern language before they go on to more in-depth study in Parts Two and Three. Additionally, while teaching linguistics at Part One requires some aspects of the module to be simplified, it is able to contribute to a pathway in Modern Languages and European Studies at the University of Reading, building up students’ linguistic knowledge over the course of their undergraduate study.

The project has also opened up the possibility for interdisciplinary cooperation: bilingual students from Modern Languages and European Studies collaborated on a project with Neurolinguistics students from the School of Psychology and Clinical Language Sciences.

Integrating Facebook into team-based learning

By edwardwhite Comment Closed

Dr Christopher Voisey, Henley Business School
c.j.voisey@reading.ac.uk
Year of activity: 2014/15

Overview

11331The core Part Two undergraduate module, International Business Management and Strategy (MM272), was redesigned on two pillars: teamwork, and social media (Facebook). Formal student evaluations were high and feedback from focus groups with students was very positive – students found the use of Facebook effective and enjoyable, and students felt fully engaged.

Objectives

  • Increase student engagement with team-based learning.
  • Integrate Facebook into module delivery.

Context

Team-based learning forms a core part of the Part Two module MM272; approximately 150 students are enrolled on this module. Yet inter-team discussions within the team-based learning context were limited to and by the classroom. Team-based learning for modules with larger student cohorts is an especially promising context in which Facebook may enhance learning outcomes. A recent project at the University of Reading had evaluated Blackboard Learn and email as being confusing and dated to students for the purposes of sharing, and that Facebook provided a more flexible and familiar platform. As a two-sided network in which posters and readers provide each other with network benefits through interactions, Facebook complements team-based learning by allowing for posting of key team arguments online, and for multiple rounds of comments and responses – dynamic interactions that strengthen learning.

Implementation

First, a closed course Facebook group was created, students were divided into teams, and six Facebook-enabled tasks were designed. These tasks were to vote for module coursework mark allocation across assessment areas, to submit case-based assignments by in-class posting onto dedicated Facebook events (with tagging of other teams for comment), to appeal multiple choice questions, to post analyses of current business topics, for the module convenor to provide assignment-feedback (but not marks), and to post a Q&A and documents for download.

Impact

Facebook enabled development of norms of ‘professional informality’; barriers were lowered and there was greater tacit understanding of the subject, with higher learning outcomes as evidenced from exams. Facebook was inclusive, and gave a ‘voice’ to students who might be more reticent in class discussion. Class time was not monopolised by one speaker, but all voices were provided an audience through postings and comments online.

Reflections

Facebook has afforded advantages understood from a social constructivist perspective on learning – learning emerges from social activity. Students observed each other, their postings, and this shaped their behaviours, leading to the development of norms in interacting, and increasing the level of scholarship in assignments, consistent with social learning theory. Socially, the boundary between personal and professional becomes blurred.

The online studio: using Technology Enhanced Learning to support independent learning

By edwardwhite Comment Closed

Dr Jeanne-Louise Moys, School of Arts and Communication Design
j.l.moys@reading.ac.uk
Year of activity: 2014–15

Overview

Typoresources-1-3The project explored what kinds of online resources BA Graphic Communication students engage with and need and, through an iterative design process (combining prototyping and user testing), developed a new online resource interface to support learning.  As a result, staff and students within the Department of Typography & Graphic Communication were able to gain a better understanding of students’ preferences and needs, with regards online resources.

Objectives

  • Identify what kind of resources students prefer and what kind of interaction they should support.
  • Develop a prototype that responds to these needs.
  • Test the prototype and refine it further.

Context

Typography students engage in a great deal of independent learning. This includes a significant amount of online research that students conduct in relation to their studies. The Department wanted to find ways to support this and extend it through Technology Enhanced Learning.

Implementation

First, tutors and students took part in collaborative brainstorming workshops, in which the main issues which the project sought to address were discussed. These workshops fed into the creation of a short questionnaire, which the student project leaders used to elicit feedback from their peers about their preferences and common methods of working and communication both among themselves and with staff. The findings of the questionnaire, which was completed by 25 students, reinforced the need for a new online resource interface and allowed the creation of a focused design brief to guide the development of the prototype.

As a result of the questionnaire feedback, the prototype prioritised ease of navigation, as respondents had indicated that they wanted the resource to allow them to browse well-structured categories, and also to make searches for specific resources.

Following the development of the prototype, a series of semi-structured interviews with staff and students was conducted, to gain feedback on the resource, with this feedback being used to refine the prototype.  For example, feedback indicated that students wanted to be able to search for resources thematically rather than necessarily be limited to a structure that reflected the structure of particular modules taught within the Department.

Impact

The project has enabled staff within the Department of Typography & Graphic Communication to improve their understanding of students’ preferences and needs and the ways in which they engage with online learning resources. This forms a useful foundation that can inform the ways in which we continue to support teaching and learning. The prototype that has been developed is an excellent starting point, and has received positive feedback from both students and staff.

Reflections

Given the positive feedback of students and staff, there is a strong desire within the Department to continue to explore ways of implementing the resource to benefit students for the long term. Two Study Abroad students continued to work on developing and testing materials for the proposed resource over the summer. The project is on-going, although resourcing it sufficiently continues to be a challenge.

One of the main difficulties faced during the project was timing. As a result, the opportunity to use the full budget was missed, and a number of the resources that were originally envisaged could not be utilised within the time available.

The success of the project is fully attributable to the efforts of the three students who worked on it. As the project was student-led, this allowed the project to respond directly to the challenges that students face. The student team benefited from their involvement in the project as they gained experience of conducting end-user research, and using this research to iteratively design and develop a prototype, as well as developing skills such as the ability to work effectively within a team, and written and verbal communication within a number of different contexts.

Links

LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience

By edwardwhite Comment Closed

Professor Jane Setter, School of Literature and Languages
j.e.setter@reading.ac.uk
Year of activity: 2014-15

Overview

12759 (1)Students and staff worked together during 2014-15 to develop the Department of English Language and Applied Linguistics’ new compulsory Part One module Techniques and Skills for Applied Linguistics (LS1TAL), run for the first time in 2014-15, to make it more interesting, useful and relevant to 21st Century undergraduate students. The project sought, among other things, to address the University Board for Teaching and Learning Enhancement Priority to evolve our approaches to teaching and learning, with a specific focus on using Technology Enhanced Learning in class and in assessment.

Objectives

  • An improved module following input from students which addresses their needs more closely in the development of the study of our discipline and transition to Higher Education.
  • Better use of Technology Enhanced Learning elements in content, delivery and assessment.
  • Enhanced use of the formative assignment English Language and Applied Linguistics students are asked to prepare, and of the feedback given.
  • The development of good practice which can be shared across our modules and with others in the University and across the sector.

Context

The module convenor had produced a new compulsory module for 2014-15 which addressed many of the issues arising for students in the first year of study, such as general transition to Higher Education; how to do tertiary-level academic writing; how to use and get the best out of tools such as Turnitin; how to present yourself effectively online with a jobs-market orientation; how to do assessments using Technology Enhanced Learning approaches, such as blogging and short videos. Student involvement in the development of the module was desired to make it particularly relevant and useful to them.

Implementation

Students taking the module were recruited during the Autumn term 2014-15 to be leaders and participants in the development of the module; four came forward. PLanT funding was applied for and received. Subsequently, focus groups were held at four points during the year between students and staff to review module content and suggest ways to develop it. Finally, with the agreement of the students, a new weekly schedule for the module (which runs in the Autumn and Spring terms) was drawn up.

Specifically, students asked for more concise and focussed input on transitions to Higher Education and online presence, including a specific session on building a LinkedIn profile, a more hands-on approach to library skills training, input from students at Parts Two and Three, and sessions from Student Counselling and Wellbeing.

Impact

Students and staff involved felt that the outcomes had been very positive. Students valued having the chance to develop a new module, and staff enjoyed working with students, finding out what they already knew and what needed further development, and understanding their viewpoint on their needs as new entrants to Higher Education in the UK. The real test for the module, however, will be the revised module running in the 2015-16 academic year, during which data will be collected from the new cohort using module evaluation forms to compare with last year’s evaluations and see whether student satisfaction has improved.

We were delighted that students had no issues with the Technology Enhanced Learning elements in the module content or assessment. In fact, they thought they were very useful and well-integrated.

An unexpected outcome has been the Director of English Language and Applied Linguistics’ Postgraduate taught programmes’ interest in the module to see whether it could be adapted for MA students.

Reflections

The activity was made successful by the involvement of students in developing this module. Teaching and Learning Dean Dr David Carter had commented that it seemed like a very well-designed module; the decision about how to develop the module could have been made by an individual based solely on student feedback questionnaires, but it seemed much better to have the hands-on involvement of students, as the module is aimed at supporting students through Part One. Their involvement enabled students to have input into their degree which resulted in real change, to see first-hand the issues involved in module development, and also to appreciate the Department’s attention to teaching, learning, the development of transferable skills, and supporting students to get the best from their university study and beyond.

War Child on Screen

By edwardwhite Comment Closed

Dr Ute Wolfel, Literature and Languages
u.wolfel@reading.ac.uk
Year of activity: 2014/15

Overview

9412Finalist students from German, French and Italian organised a public film season of four films (German, French, Spanish, Italian) with Reading Film Theatre (RFT) on ‘Children in War’ to commemorate the 70th anniversary of the end of World War II. The students chose the films, contacted the distributors, and helped with the actual screening but also researched the films and put together Film Notes that, together with an invitation letter, were sent to local secondary schools.

Objectives

  • Encourage students to undertake independent research within the context of taught modules.
  • Enable the students to reach beyond university by using their knowledge in a public context.
  • Enable them to see the relevance of their academic learning and effort.
  • Allow them to gather practical experience within the wider field of their course by including them in the organisational work with RFT, distributors, the University of Reading’s Design & Print Studio, and local schools.

Context

The project took place within the context of Dr Leavitt’s and Dr Wolfel’s research and finalist modules on World War II and War Cinema. Dr Leavitt and Dr Wolfel are specialists on the respective national cinemas and have worked on war films in particular. At the time of the project, Dr Wolfel was also principal investigator for a British Academy/Leverhulme Small Research Grant on ‘Children in German War (Con)Texts’.

Implementation

Students and staff from the respective languages and modules were asked to join the project. A schedule was agreed by all and then students formed groups to watch and choose the films for the season. Students divided into working groups for the creation of Film Notes as well as organisational work such as liaising with distributors and RFT. The students in the various groups contributed researched information to the Film Notes and wrote them up together with staff; students also read the Film Notes’ proofs sent from Print & Design. Students as well as staff wrote an invitation letter for local secondary schools and sent it out. At the actual screenings students helped as ushers; for the German screening they also did part of the introduction to the film and helped with the following Q&A session.

Impact

The Film Season as a whole was a success. Out of the four films scheduled, three were actually shown and attracted very good audience numbers and lively discussions at the end. The students most engaged in the project, enjoyed the work as well as the success. They found the work undertaken useful and rewarding – if not always as easy and straightforward as anticipated – and were proud of having been involved in a public outreach event related to their actual studies.

While the initial response from secondary schools was enthusiastic, not all the schools that had booked seats came to the screenings. Those schools that attended, however, enjoyed the event and new perspectives offered. It was good to see that the film season attracted a good audience from the general public.

Reflections

The project’s success was based on a small group of students’ engagement and diligence and also some of the staff’s willingness to work hard with those students. Were this was not given, the implementation would have been less successful. Some of the students participating felt less responsible for the work and were therefore less reliable. One of the reasons for this might have been that the group of students involved was initially too large and not all the students were equally interested in the topic. For such a work intensive project it seems, retrospectively, best to keep it smaller and the group closer together, perhaps within the context of one module or research project.

Assessing the impact of internationalisation on students, from both a UK student perspective and a NUIST student perspective

By edwardwhite Comment Closed

Dr Philippa Cranwell, School of Chemistry, Food and Pharmacy
p.b.cranwell@reading.ac.uk
Year(s) of activity: 2014/15

Overview

8437The project assessed the impact of the intake of a cohort of 16 3+1 BSc Applied Chemistry students on the existing undergraduate students on programmes within the Department of Chemistry (approximately 72 students, on both BSc and MChem programmes), and determined any preconceptions each cohort may have had about each other or the course.

Objectives

  • Determine the impact of intake of students from Nanjing University of Information Science and Technology (NUIST) on existing Part Three Chemistry students.
  • Discover what preconceptions current Chemistry students held.
  • Determine what aspects of their year at the University of Reading students from NUIST found the most challenging, and what support could be offered to future students.

Context

The 3+1 BSc Applied Chemistry is a dual award degree delivered in partnership by the University of Reading and the NUIST. Students currently study for three years at NUIST in the People’s Republic of China before transferring to the University of Reading to complete their final year, with successful students being awarded a Bachelor of Science from each institution. This study was undertaken because integration of two cohorts on this scale had not been undertaken before in Chemistry at the University of Reading. There was a desire to ensure that existing students were not adversely affected by the intake of Chinese students because they would have to share resources, such as lectures, workshops and tutorials, and also to ensure the Chinese students felt they were adequately supported whilst in the UK.

Implementation

The findings were derived from focus groups held with Part Two students (30 students), Part Three domestic students (30 students) and the Part Three NUIST students (12 students). During the focus groups, the students were posed questions about different aspects of the year and wrote responses on giant sticky notes. The questions were designed such that they were open and allowed students to give as much information as they wanted. In the case of the NUIST students the focus groups were not very successful due to a reluctance to speak out. In addition, therefore, anonymous questionnaires that the students could fill in and return were distributed. During the focus group session, lunch was provided to thank the students for their time.

Impact

The study achieved its objectives, although not in the manner originally perceived. It had not been anticipated that the NUIST students would be so reluctant to speak out. It was quickly realised, however, that the best way to obtain meaningful data from the NUIST cohort was to offer anonymised questionnaires. This approach will be used in the future. Additionally, the study was useful in that it showed that there was one overriding theme for good integration; the importance of language skills. Although it was known that the students all fulfilled the University’s requirement for English language proficiency, it had not been anticipated how difficult it would be for them in a lecture situation.

Reflections

This project was successful in that it managed to gather the necessary information. If the project were to be repeated again, there would be more awareness of the fact that the Chinese students were less forthcoming with their views and anonymous questionnaires would have been used from the beginning. It might also have been useful to pose the questions in Mandarin, therefore avoiding any confusion or misunderstandings. With regards to the UK students, the session was well-received and students were happy to have the opportunity to give their opinions so no changes to this are necessary.

Outcomes from the activity have led to a reassessment of the way the initial three years of the programme are taught in the People’s Republic of China, and an emphasis on the importance of a good grasp of the English language; both in academic and in social situations. The Department of Chemistry is working towards providing:

  • Additional exam-style questions for the students to practice while they are in the UK.
  • Input into exam questions in the People’s Republic of China so students are better prepared for what to expect when in the UK.
  • A greater emphasis on the technical language required for the study of Chemistry.

University Teaching Fellows – A Growing Community by Helen Hathaway

By edwardwhite Comment Closed

As the new academic year starts it seems a good time to focus on the Community of Practice of University Teaching Fellows (UTF). It is a growing community of teaching enthusiasts who are not only committed to teaching innovation and excellence, but to continuing professional development of themselves and their colleagues.  As incoming chair of the UTF Community of Practice, I am looking forward to continuing the theme of mentoring which developed under Richard Mitchell’s leadership, and especially to encourage others in support roles to consider themselves as candidates to become a UTF.  Michelle Reid, a Study Adviser, and I are currently the only UTFs working in an academic support and development directorate and we would welcome others.

One of the strengths of the community is the ability to draw on knowledge and experience across the University by networking in an informal, though structured, way. In the coming year the areas of excellence and good practice about which I would hope to encourage discussion and development are embedded academic skills. For an example of a current project where this is already happening in a tripartite partnership see http://blogs.reading.ac.uk/engage-in-teaching-and-learning/2015/06/05/mind-the-skills-gap-auditing-and-embedding-information-literacy-skills-development-across-the-curriculum-by-jackie-skinner-and-helen-hathaway/

Other ways in which the Community can contribute to the development of teaching – especially important in the context of any emerging Teaching Excellence Framework – are in offering its breadth of expertise of teaching matters on University strategies and plans, and to disseminate good practice.

If you are thinking of applying to be a UTF, my advice would be to look at the criteria now as it is likely you can plan your teaching for the Autumn and early Spring terms to strengthen any areas where you feel less confident of completing all four sections of the application. Most importantly it gives time to reflect on your teaching and achievements. No need to wait for the award to be launched in March with its strict deadline: start now to think about how to present your experience and expertise. You may also get double duty if you have already applied, or are considering applying, for Senior Fellowship of the HEA via the FLAIR CDP route: the necessary analysis of your teaching philosophy, looking at the UKPSF (UK Professional Standards Framework)and the reflection on the wider impact of your activities will also help in your UTF application. A mentor is the best possible support you can have in the process – everyone I have spoken to says so. Come and join us! Please contact CQSD or me for an informal discussion or to be put in touch with a potential mentor.

Congratulations to the new University Teaching Fellows 2015-16:

  • Dr Tabarak Ballal, School of Construction Management & Engineering
  • Dr Richard Harris, Institute of Education
  • Dr Karsten Lundqvist, School of Systems Engineering

Details of the 2016 scheme will be announced in the new year.