Developing the module ‘Persuasive Writing’ and considering the professional development of our students

By edwardwhite Comment Closed

Dr Cindy Becker, Literature and Languages
l.m.becker@reading.ac.uk
Year of activity: 2014/15

Overview

11299In order to allow a module offered within the Department of English Literature to map onto the needs of the professional world, a PLanT project was created to gain input from professionals on the development and delivery of the module. As a result, a number of areas were identified in which students would benefit from additional guidance in preparing them for their post-University careers.

Objectives

  • To develop the module ‘Persuasive Writing’.
  • To increase links with professionals.
  • To ensure that professional development opportunities for English Literature students are provided.

Context

In October 2014 the Department of English Literature introduced a new module in Persuasive Writing (EN1PW). The module is intended to educate students in the art of writing away from academia (letters, reports, newspaper and journal articles, political speeches, press releases, marketing copy and online material). It was decided that, as the module EN1PW required students to consider writing that is undertaken in a professional context, it would be valuable to gain some professional input in its development and delivery. Additionally, the Department is keen to increase its links with local commercial and professional contacts.

Implementation

Working party meetings with students were held, and then a lunch for members of staff, students and professional representatives was provided so that discussion of the module and how it might map onto the skills expected of highly employable and successful graduates could be facilitated. Following the lunch students and staff met again to consider a course of action for 2015/16.

Impact

The project successfully identified a number of areas in which students would benefit from receiving additional guidance. It was decided that in order to provide guidance, handouts and other supporting material would be produced by PLanT students, with staff advice. These areas included: guidance for students on how to promote themselves in the job market across different sectors; how to maximise skills; making core study areas count on a CV; how to write a personal profile for a CV; the structure of writing and how to remain focussed on the central message; overcoming worries about making the most of time and opportunities at university; and learning more about work experience placements.

The University of Reading will be piloting a Peer Assisted Learning (PAL) scheme in the coming year, and the PLanT students have all expressed interest in being involved if EN1PW is chosen as one of the pilot modules.

An unexpected outcome was that one student was offered professional mentoring as a result of the contact made at the lunch.

Reflections

The PLanT project worked well because it worked on a simple format and a manageable timeline. As a result of the findings of the project, the Department of English Literature is considering introducing a new module at Part Two on ‘Public Rhetoric and Persuasion’. This would sit neatly alongside the existing Part Two module Communications at Work as a natural follow-on module from EN1PW.

The project also highlighted that English Literature students needed some free professional development training courses, which could be provided by colleagues across the university. The Department is considering providing training sessions itself for its students to help them in their professional development in areas including: early career planning; presentation and writing skills; managing a social media presence; effective methods for group work; and how to produce a business case or funding bid.

Links

Professional Track – University of Reading

Developing a tailored study support package for postgraduate students

By edwardwhite Comment Closed

Dr Amanda Branson, Psychology and Clinical Language Sciences
a.branson@reading.ac.uk
Year of activity: 2014-15

Overview

11176This project focused on identifying challenges faced by mature students studying alongside full time employment, and developing ameliorative practices and resources. Structured interviews conducted with 40 current students and alumni revealed barriers including weak IT and study skills and role conflict. Modifications have been made to interview and induction processes, and online resources are being developed to support students; work continues in this regard.

Objectives

  • To gain an understanding of the barriers experienced by postgraduate students.
  • To design and deliver interventions aimed at supporting students to achieve their academic potential, and to foster a supportive, inclusive culture that promotes student well-being.

Context

The Charlie Waller Institute (CWI) in the School of Psyhology and Clinical Language Sciences delivers postgraduate training in Evidence Based Psychological Therapies. Trainees typically attend training at the University of Reading alongside full time employment as therapists in NHS Improving Access to Psychological Therapies (IAPT) services. Over the course of five years Amanda Branson observed that these students face considerable barriers to the successful completion of their training, with some reporting a negative effect of training on their well-being.

Implementation

Current students and alumni were contacted by email and invited to be interviewed. An overwhelming response was received, resulting in 40 interviews being conducted between July and September in 2014. Students were asked about their motivations to return to study, the challenges they faced (clinically and academically), the support they received and that would have been beneficial, their experiences of being a student at the University of Reading, and their emotional well-being. Those who had completed training were asked to reflect on their experiences and impart advice to future students and indicate improvements that could be made. Interviews were transcribed and explored to identify repeating themes. These themes were discussed with programme directors and clinical tutors, resulting in some immediate changes being implemented across the programmes, from interview to induction and across the training period. The process of developing on-line resources for students continues.

Impact

The first goal of this case study was to gain an understanding of the barriers faced by postgraduate students, and this goal was surpassed: while the initial target was to conduct 10 interviews, 40 interviews were conducted, giving both breadth and depth of knowledge and understanding of the experiences of a very heterogeneous population of students. The impacts were several fold:

  • Staff obtained a greater understanding of the challenges faced by these students, enabling them to make some small, yet meaningful changes to the delivery of training, particularly in regard to student induction, and delivery of study skills/study support.
  • Students have been given additional tutorials in accessing e-systems (such as Blackboard Learn and the library), and using Microsoft Word effectively for academic writing. Feedback from these training sessions is good. Examples of ‘exemplary’ work have been uploaded to Blackboard Learn to give students some insight into what makes a good piece of academic work.

Reflections

This case study was made successful by the level of support received by students, which exceeded expectation. Students appreciated that time and resources were being given to improving the experience of their peers. Course tutors were very engaged with the outcomes of the interviews, and were keen to implement changes immediately (particularly the induction process).

To date, fewer study support resources have been developed than were planned. Those focusing on clinical skill have been delayed due to confidentiality issues regarding patient data, but CWI are currently exploring alternative approaches. Over the time within which the project was being planned, the University study advisors developed some excellent video tutorials, including referencing and critical thinking. These topics have not been reproduced and links to relevant tutorials have been added to Blackboard Learn. The technology required to develop resources (such as Camtasia screencasting software) has been procured; therefore there are no limits to the on-going benefit of the project.

Follow up

Work continues on the development of study support resources. The ultimate goal is to create an e-library of resources to support academic and hopefully clinical work, though this may take a greater time than was initially proposed. The programme administrative team are due to receive training on the use of Camtasia, which will enable them to develop tutorials relating the coursework submission process, for example. Administrators have also been trained in the use of Endnote, so that a reference-bank can be developed.

Introducing inclusive design to our new typography students by Jeanne-Louise Moys

By edwardwhite Comment Closed

Breaking down Barriers has kicked off the academic year with a workshop in inclusive design with our new Part 1 typography students. Today we had our first session for the BA Graphic Communication Integrated Design Methods module. The students engaged with the new SEE-IT sight exclusive prototype for assessing visual inclusion/exclusion (currently being developed by the University of Cambridge as a new addition to their inclusive design toolkit). Working in pairs, they measured visual inclusion of typographic elements in business cards, leaflets and mobile apps.

The workshop was an engaging way of introducing typography students to the task-based learning approach used in this module. It also provided an effective introduction to inclusive design and the kinds of factors designers need to consider in their decision-making. The module focuses on user-centred design applied to a range of genres including: editorial design (‘design for reading’), pictograms and wayfinding, and digital design.

Typography lecturers Rob Banham and Jeanne-Louise Moys facilitated the workshop. We hope our students will continue to use inclusive design tools to support their decision-making in practical projects throughout their degree. It was also a great way to enrich the student experience with technology-enhanced learning.

Our thanks to Joy Goodman-Deane and Sam Waller who introduced us to the tool at Include2015 and gave us permission to use their prototype in our teaching.

To find out more about our Breaking down Barriers project visit the blog

 

Typography students Theo and Stephen team up to measure the ex/inclusivity of leaflet designs.
Typography students Theo and Stephen team up to measure the ex/inclusivity of leaflet designs.

 

 

 

 

 

 

Typography student Polina setting up to measure ex/inclusivity in cover design.
Typography student Polina setting up to measure ex/inclusivity in cover design.

 

 

 

 

 

 

 

Typography students Kash and Kundai calibrating their phones to measure visual inclusivity.
Typography students Kash and Kundai calibrating their phones to measure visual inclusivity.

 

 

 

 

 

 

Typography students Amber and Orla evaluating the visual ex/inclusivity of capitalised letters on business cards.
Typography students Amber and Orla evaluating the visual ex/inclusivity of capitalised letters on business cards.

 

 

 

 

 

 

 

 

 

Deepening Reflective Inquiry in Higher Education by Dr Geoff Taggart

By edwardwhite Comment Closed

Consider these classroom examples. In an architecture class, students are invited to spend time examining natural materials they have found and to use their forms as the basis for a structural design. In a module on the philosophy of mind and how it interacts with the body, tables are pushed back and undergraduates engage in body awareness exercises. Mathematics students experience a peaceful workshop on origami to explore theoretical principles of geometry. Outside on campus, students in a botany class are asked to peg out a square foot of ground and do nothing for the first ten minutes but look more and more closely at it, so as to overcome engrained ‘plant blindness’. Politics students are cutting up Marx’s ‘Communist Manifesto’ and using extracts to make their own ‘found’ poems. Students training to be lawyers are engaged in an activity to increase awareness of their own automatic thoughts and the way these strengthen snap judgements and biased perceptions. Trainee economists discuss the relative rationality of their own desires and wants to interrogate the notion of ‘rational choice’ in the market. On an afternoon visit to an art gallery, fine art students are asked to spend time with only 3 pictures. Novice food chemists are asked to defamiliarise themselves from everyday tastes and flavours by using colours and analogies to describe them.

These pedagogical approaches were discussed during a weekend workshop I attended on the subject of deepening reflective inquiry in HE. A popular metaphor used to describe the approach was that of ‘slow food’. That is, learning which is deep and reflective is like eating a meal which has been lovingly prepared for hours using nutritious ingredients and sharing it in a convivial atmosphere.  By contrast, many students will have received a ‘fast food’ experience at school in which the culture of high-stakes testing has informed much of their learning. The idea of learning as purely instrumental and outcome-oriented has rarely been challenged. In my view, universities should (at least be free to) offer a richer and more sustaining dietary regime and teaching for deep reflection can help disrupt this engrained assumption.

PBL and ‘active learning’ of all kinds, especially where it makes use of learners’ own experience, is already known to bring about more secure and meaningful understanding than traditional didactic methods.  The ‘extra ingredient’ in the practices described above is the facilitation of deep reflection, often involving the ‘non-rational’ (but not irrational) language of imagery and feeling. The purpose of all of them is three-fold. The first intention is to make full use of the students’ learning resources. The popular idea of intelligence (endorsed by shows such as Mastermind) is based on factual knowledge combined with speed of recall. Yet, as successful innovation and entrepreneurship show us, original insight seems to involve something more. The educational psychologist Guy Claxton contrasts the ‘hare brain’ of the outcome-driven, Mastermind intelligence with the ‘tortoise mind’ involved in rumination and reflection.  Where space and time are allowed for the latter, creative responses and novel interconnections emerge. The unconscious is no longer seen as some kind of Freudian dungeon but as a useful assistant in effective learning.

The second purpose is to produce graduates who are not just knowledgeable but, having disturbed their own assumptions, are more confident in being able to justify what they know. The chemist Michael Polanyi famously argued that what we can explicitly claim to know in propositional terms is the tip of the iceberg, supported by accumulated ‘tacit knowledge’ held in our unconscious, feelings and bodies. Drawing upon and articulating this tacit knowledge in relation to new fields of study at university can help students ‘know that they know’ the material being presented to them and render their understanding more secure.

The third purpose is to deepen and focus attention in the face of mounting technological distractions. In order to solve a complex problem or devote time to honing a skill, one has to have the capacity to delay gratification, to ignore what is irrelevant or extraneous. One also has to acknowledge that what happened in the previous lab session or archaeological dig may not simply be reproduced in this one. Whether it is an engineer faced with a non-functioning machine, a lawyer with a fresh brief or an artist faced with a potential subject,  skilled and knowledgeable professionals do not begrudge the time spent simply looking at –‘beholding’ – the challenge that confronts them since they know that, whilst they are well-prepared for it, this particular challenge may have something new to teach them. Attention has a delicate quality to it therefore: we know something of our field but in order to be open to learning and/or professional development, we need to put this discursive, formal knowledge ‘on hold’ and allow time for the precise circumstances or features of the new material to reveal themselves to us.

I’m interested whether colleagues may already be experimenting with deepening reflection or may be interested themselves in doing so. In my own work at the IoE, one of my favourite activities for those who want to work in pre-schools is to give each student a basket of stones and ask them to tell me a story with them. The silent, absorbed and reflective atmosphere which follows, as they lay their stones out on the carpet, teaches them the value and meaning of play in children’s learning far more effectively than a lecture on the subject. We all had these learning experiences as children and some of our most transformative and memorable ones were characterised by these same qualities of sustained attention, beholding, rumination and openness to figurative, metaphorical forms of explanation. Even nowadays we often revert to this approach, such as when buying a new and unfamiliar mobile phone: why don’t we, as adults, instinctively start by working our way through the manual? The answer is because we know that learning flows when it attentive, embodied, playful and deeply reflective. This is not a capacity we need to lose on entering university.

Teaching the Digital Text: Literature and the New Technologies

By edwardwhite Comment Closed

Professor Michelle O’Callaghan, School of Literature and Languages
m.f.ocallaghan@reading.ac.uk

Overview

12754The project ‘Teaching the Digital Text: Literature and the New Technologies’ employed two undergraduate research assistants to help in the design of a Part Three module that aims to introduce students to current research in the digital humanities and teach practical digital skills. Resulting from the project, a workshop was held, led by experts in the field, and a module was developed that will first run during the 2015/16 academic year.

Objectives

  • To work in collaboration with students to design a new Part Three module.
  • To identify topics and tasks to include on the module.
  • To experiment with open source software.
  • To explore different modes of teaching and assessment.

Context

Digital Humanities is an emerging field that brings together studies in the humanities with information technology and raises pressing methodological questions. Given the project leader’s own involvement in digital editing and database projects, the aim was to involve students in developing a module that explores how literary studies is engaging with these new technologies.

Implementation

The aim of the project was to develop a Part Three module in collaboration with undergraduate research assistants, who were selected through a formal application process. Over a twelve week period, the team worked together on a pilot of the proposed module. Through a process of discussion, the team put together a bibliography of the critical material, developed and trialled tasks and assignments, debated suitable modes of assessment, and explored the resources available. During this twelve week period, the project leader met with the IT Business Partner of the Faculty of Arts, Humanities and Social Science to discuss the IT requirements for the module.

At the end of the pilot, a workshop, ‘Teaching Digital Humanities’, was held, led by invited speakers from the University of Oxford, Bath Spa University, and the University of Winchester, who currently run successful modules in this area on undergraduate and postgraduate programmes, as well as Dr Matthew Nicholls from the University of Reading’s School of Humanities, who spoke on ‘Digital modelling in teaching and learning’.

Impact

This pilot project culminated in the successful design of a Part Three module, ‘The Digital Text: Literature and the New Technologies’, which will run in Spring Term during the 2015/16 academic year. The workshop held as part of the project was especially productive. It brought together a range of colleagues from within the University of Reading – academics, librarians, and those in IT – and from other universities, who shared their expertise and experiences of working within the field of digital humanities and the broader issues the new technologies raise for the study of humanities.

Reflections

The most successful aspect of the project was the opportunity that it provided to design a module in collaboration with undergraduate students. This student-led approach to module design is particularly appropriate in this instance because digital humanities is a field that combines theory and practice, and so provides students with the opportunity to apply their learning through using digital tools and creating their own digital outputs. At a very practical level, collaborating with students on module design is invaluable for identifying what are the most effective and engaging modes of delivery and assessment. It is very stimulating to discuss with students pedagogic issues, not only at the practical level of what works in the classroom and what does not, but also how to engage students in thinking about wider conceptual and theoretical issues.

Core Issues in English Language Teaching: building student autonomy, technology-enhanced skills and employability

By edwardwhite Comment Closed

Dr Clare Wright, School of Literature and Languages
c.e.m.wright@reading.ac.uk
Year(s) of activity: 2014-15

Overview

12758This project aimed to build student expertise in managing task-based approaches to learning, foster active engagement in seminars including international students, and support students’ development of Technology Enhanced Learning (TEL) skills, through student-led revisions of a popular undergraduate module, with the Employability and Professional Track staff at School level, the Generating Resources and Access to Screencapture Software (GRASS) team and the central TEL team.

Objectives

  • Revise the module delivery to enhance student autonomy and academic development.
  • Improve preparation for and engagement with team- or task-based work in seminars
  • Improve the use of TEL in class and the related skills development of both staff and students.
  • Build up student employability in teaching-related expertise by leading a team- or task-based teaching approach in seminars.

Context

Core Issues in English Language Teaching for Part Two and Three students aims to build awareness of professional language teaching practices in international settings, and has approximately 35 students. Students enrolled on the module learn about different language teaching approaches, including task-based learning, team-based teaching, and TEL. This project responded to student demand for clearer training to manage task-based approaches to learning, greater engagement in seminars including international students, and greater skill-development of TEL.

Implementation

Two Part Three students and two international students conducted this project, alongside the module leader, with the Employability and Professional Track staff at School level, the GRASS team and the central TEL team.

The project team worked through revisions to the existing module guide, held a student focus group to discuss possible changes with students across the university, attended tailored training sessions with GRASS and TEL team members, implemented their training by using various TEL products (such as Camtasia and Powtoon), prepared presentations for a University of Reading TEL Showcase organised by the Centre for Quality Support and Development (CQSD) and Reading University Students’ Union (RUSU), and wrote a final blog entry on the project. The project leader, Clare Wright, was awarded an inaugural national Jisc Change Leader Award for a portfolio based on this project.

Impact

The student project team members could show full satisfaction when reflecting on their progress in understanding more about learning processes, and in gaining greater employability as a result of developing TEL-related skills, delivering presentations to the Pro-Vice-Chancellor (Teaching and Learning) and a wider University audience, and writing up the project blog. The project revealed that students were generally happy with the way they were being taught, but that including more TEL and autonomous learning could seem a challenge, especially for Part Two students. The suitability of the project for the Jisc Change Leader Award was an unexpected outcome, and feedback from the project submission could be used to benefit University Teaching and Learning (T&L) stakeholders, for example at a T&L Showcase event.

Reflections

The positive engagement with the aims of the project, and the close interaction between the students and the project leader was a key element of the project’s success. Attempts to roll out discussions to a wider student base, through focus groups, were less successful, suggesting either that students felt they were too busy to attend such events, despite the incentive of a free lunch, or that they were already happy with the way they were being taught.

Follow up

The Core Issues in English Language Teaching module is being revamped for Part Two students for the 2016-17 academic year, and will take the findings of this project into account.

Links

Engage in Teaching and Learning blog post: The PLanT Project and ‘Core Issues in English Language Teaching’ by Jess Fullam, Emily King, Daria Pominova and Megumi Kuranaka

MOOCs at Reading – what, why and where next?

By edwardwhite Comment Closed

Dr Clare Wright, School of Literature and Languages
c.e.m.wright@reading.ac.uk
Year(s) of activity: 2014-15

Overview

MARThis project funded a small team of researchers and teaching practitioners from the Department of English Language and Applied Linguistics to explore teaching and learning implications of the University of Reading’s pilot Massive Open Online Course (MOOC), A Beginner’s Guide to Writing in English for University Study, delivered on English language academic writing, designed and run by staff at the International Study and Language Institute (ISLI). The project team members focused on design, delivery and mentoring issues arising from the pilot, to be used to improve future MOOCs at Reading.

Objectives

  • Create a mentoring training brief.
  • Complete two research outputs.
  • Host a national workshop to share best practice and set up a community of practice.

Context

As the English language academic writing MOOC was in its initial piloting stage, and was an unusual combination-style MOOC (merging both content knowledge and skills in using knowledge), project team members were able to bring expertise in Applied Linguistics and Academic Writing to evaluate teaching and learning success and identify areas for improvement in future iterations.

Implementation

Project team members conducted interviews with educators and mentors and evaluated data on student evaluations obtained from the MOOC platform team (Future Learn) in order to ensure that a rigorous and thorough evaluation of the pilot MOOC could be conducted. Building upon these findings, a national workshop for over 30 participants drawn from various institutions was held at the University of Reading, where presentations, group discussions and a concluding round-table discussion, considered a number of key issues surrounding MOOCs.

Impact

The data gained from interviews with educators and mentors led to ISLI staff creating a specialised induction training pack for incoming mentors in further iterations of the MOOC, which has been successful in helping new mentors avoid some of the pitfalls and challenges identified by the pilot.
The national workshop was successful in meeting its aims, attracting over 30 participants from the UK and Ireland. Following the workshop, a blog entry for the University of Reading’s Centre for Quality Support and Development (CQSD) Engage in Teaching and Learning blog was written, which was also adapted for an Association for Learning and Teaching (ALT) newsletter highlighting the tips on best practice which emerged from the workshop discussions.

An invitation-based website was also set up for those attending the final project workshop to host the speakers’ slides and space to maintain an ongoing community of practice.

Project team members have contributed a chapter to be published in a forthcoming book on educator and mentor experiences of the MOOC, and a journal article in preparation on student evaluations of the MOOC, for academic dissemination of the project’s research aims.

Reflections

There was excellent teamwork between the three members of staff involved, with clear project aims and timely targeted support for the MOOC staff helping to ensure good buy-in from all stakeholders on the research part of the project. Good connections with the wider MOOC community ensured that the workshop was well planned, with good speakers, and ensured there was a good take up and as wide an impact as had been hoped.

The project did not have any evolving aims; given the success of the impact activities, however, especially the workshop, ongoing take-up within the online Community of Practice would be good, while better knowledge in how to set up and maintain such a network by project members and more time to keep momentum with the wider MOOC team at the University of Reading would further boost ongoing interest and further research impact and activities.

Links

http://blogs.reading.ac.uk/engage-in-teaching-and-learning/2015/06/15/education-online-en-masse-lessons-for-teaching-and-learning-through-moocs-by-clare-wright-clare-furneaux-and-liz-wilding/
Education online en-masse: lessons for teaching and learning through MOOCs

Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre

By edwardwhite Comment Closed

Dr Ioannis Oikonomou, ICMA Centre
i.oikonomou@icmacentre.ac.uk
Year(s) of activity: 2013-14

Overview

8948This project reviewed the effectiveness of the ICMA Centre’s use of trading simulation software, a unique combination of problem-based learning and role-playing which uses modern technology.  While it was found that students enjoyed having access to trading simulation software for their learning, a number of areas in which improvements could be made were identified, and recommendations were made to effect these.

Objectives

  • To assess the effectiveness of the ICMA Centre’s use of trading simulations software.
  • Highlight areas for improvement and make suggestions about the possible restructuring of the content of the offered trading simulation modules and ways of further enhancing their academic and practical usefulness for students.

Context

The ICMA Centre has three dealing rooms, which are used for conducting small group seminars, workshops and trading simulation sessions for modules at both undergraduate and postgraduate levels, as well as being a valuable tool for outreach purposes.

Although the ICMA Centre has been subject to periodic and contextual review, there has been no formal investigation that specifically targets the teaching and learning issues and transferable skills of the trading simulation software.

Implementation

To assess the effectiveness of the use of these facilities, historic feedback was analysed. The ICMA Centre had regularly undergone periodic and contextual reviews as according to University of Reading policy, with these reviews evaluating all aspects of the ICMA Centre’s programmes. This was therefore a valuable resource for understanding the strengths and weaknesses of the use of trading simulation software for teaching and learning within the wider context of the ICMA Centre’s delivery of programmes.

Also analysed were evaluation forms connected to trading sessions at both the undergraduate and postgraduate level for three academic years. The great benefit of these data were that it allowed quantitative analysis of trading simulation software, as students gave numerical scores to indicate their satisfaction. Qualitative data were also available, with students providing free text comments, which give specific details about what had worked well and what might need improving.

Interviews were conducted with module convenors and teaching assistants. This allowed greater detailed information to be generated on the strengths and weaknesses of trading simulation sessions, and offered the chance to discuss module convenors’ and teaching assistants’ perspective on trading simulation sessions. Additionally, interviews with staff were valuable for capturing some of the informal opinions and attitudes of students, which may not have expressed in formal evaluations.

The guidance offered by these analyses was used to formulate an online questionnaire in order to generate quantifiable data.  Finally, two student focus groups, one of undergraduate students and one of postgraduate students, were interviewed in order to expand upon the findings of the questionnaire. Effort was made to accurately represent the diversity of student backgrounds on ICMA programmes in the focus groups.

Reflections

Historic evaluation forms, interviews with module convenors and teaching assistants, the online questionnaire, and the focus groups had comparable findings.  Overall, students very much enjoyed the use of trading simulation software, and generally found it to be user-friendly, reasonable and realistic.  The realism and ‘hands-on’ nature of the platform are particularly beneficial characteristics, as adult learners tend to focus on tasks, especially when they believe they may encounter these in their lives.  The trading simulations were highlighted as being effective tools for the development of employable skills, and helped students to internalise complex financial concepts.

The principal negative aspects of users experiences of trading simulation software that were raised at multiple points during the study, were that students wanted more time using the trading simulation software, and better connection between lectures and use of the trading simulation software.  This was most keenly felt by undergraduate students, who receive significantly fewer trading hours than postgraduates, and who felt that the sessions could be better embedded into their teaching and learning portfolios. As a result of these findings, a number of recommendations were made for improving the delivery of teaching and learning with the use of trading simulation sessions.

Follow up

Progress has been made on fulfilling the recommendations of the report: Trading Simulation II has been moved from the Financial Modelling module to the more suitable Debt Markets and Instruments; module convenors have instructions to be mindful of the link between their lectures and trading simulation sessions, and for how performance in trading simulations sessions is to be benchmarked; alterations and additions have been made to the simulation software’s scenarios so that it can be utilised for different learning outcomes; availability of trading simulation sessions has been increased, and trading hours for students have been increased; students are given firm guidance and information on the interpretation of and access to their feedback; and an experienced trader has been employed as a sessional lecturer for the undergraduate training sessions.

With these alterations having been made, feedback on trading simulation sessions has improved, and students demonstrate deep and broad levels of learning on concepts they are able to explore through the use of trading simulation sessions.

Teaching in a divided classroom: the impact of internationalisation and marketisation on business education

By edwardwhite Comment Closed

Dr John Latsis, Henley Business School
j.s.latsis@henley.ac.uk
Year(s) of activity: 2013-14

Overview

9337In the postgraduate module Managing People and Organisations (MMM048), provided by the School of Leadership, Organisations and Behaviour, assessment methods were altered in a manner that was mindful of the increased internationalisation and marketisation of UK Higher Education, in order to assist the transition of international students.

Objectives

  • To provide a method of assessment that fit the needs of international students less acculturated to UK Higher Education
  • To design this method of assessment so that it does not disadvantage more culturally expert students.
  • To have the first assessment of the module prepare students for essay-writing for further assessments.

Context

Results from previous years of MMM048 revealed that students on the module struggled with the first assessed essay, but showed significant improvement for their second assessed essay. In particular, the results suggested a difficulty for international students, who constituted over 80% of module students, to acculturate themselves to the expectations of UK Higher Education. Specifically, linguistic competence in written coursework, understanding of the requirements of critical engagement and argumentation in essay writing, and the needs of some students for individual follow-up meetings to discuss module content, were issues that needed to be addressed.

Implementation

Potential solutions, such as engaging in targeted small group tutoring, or simplifying the content of the module, were unacceptable. Engaging in targeted small group tutoring would negatively impact the workload of teaching staff, to the detriment of other duties, and would result in those groups that received said teaching having an unfair advantage. Simplifying the intellectual content of the module was undesirable, as the content of the module consistently received good feedback, and to do so would give a false impression of what was expected of students in their postgraduate study. Additionally, as students in the bottom quartile of the mark distribution generally showed evidence of improvement over the course of the module, this suggested that the content was not itself too difficult.

What was developed was an extended essay plan as a form of assessment, a hybrid solution that maintained the essay-writing element of the first part of the module, but allowed students to gain a hands-on insight into the expectations of UK postgraduate Higher Education. Students were provided with an essay plan handbook, explaining the expectations of how an essay would be written, providing a ready-made generic structure, with subheadings, approximate word counts for each section, and the usual guidelines with which students are provided. The essay plan is shorter than the full essay which previously formed the first assessment of the module (1000 words rather than 2500 words), and is worth less (15% rather than 30%). Additionally, the requirement for students to write in continuous English prose, which students might initially find difficult, is softened, as students are allowed to develop their ideas in bullet points in order to save space. The development of the extended essay plan format was carried out in consultation with the In-Sessional English Support team, in order to assure that the template was worded as clearly as possible.

Impact

The net effect of the change was significant. The failure rate for the first assessment dropped to 0%, and there was a reduced failure rate in the module as a whole. Student satisfaction surveys for the module achieved higher scores than previously, and students reported in casual conversation that they would continue to use the template and accompanying handbook to help them write their essays for other modules, as they found it a very useful tool to organise their thoughts and keep their arguments on track.

Reflections

The essay plan format is beneficial for the following reasons:

  1. It replaced the need for coaching to be provided in the context of a large class size with a variety of individual needs.
  2. It makes explicit the cultural clues that students with experience of the UK Higher Education system understand through verbal communication, but that have proved difficult to communicate verbally to students without this experience.
  3. It provides an explicit performance standard with instructions and mark-breakdowns that makes assessment clear and maintains standards of fairness across all levels of ability.
  4. As a result of the format including multiples questions, one of which is more difficult than the others, there is still the possibility for the most able students to demonstrate their ability by effectively addressing a difficult topic.
  5. It draws the markers’ attention away from linguistic ability and puts the emphasis on clarity of argument and quality of ideas, re-uniting a divided classroom.

While the new approach does reduce the flexibility that students have to express themselves within the constraints of the template, and benefits non-native English users more than it does native English users, the format allows students to be assessed on their understanding of the module content, and their ability to reflect critically upon it and construct a coherent argument.

Follow up

The essay plan assessment format has continued to be utilised within MMM048. There have been some minor changes to the wording of the essay plan and associated guidance as a result of input from the University Study Advice team. While comparisons between cohorts are difficult to perform, it is encouraging that marks on MMM048 improved last academic year.

Incorporating digital modelling into teaching and learning: Digital Silchester

By edwardwhite Comment Closed

Dr Matthew Nicholls, School of Humanities
m.c.nicholls@reading.ac.uk
Year(s) of activity: 2012-3

Overview

Digital SilchesterFollowing on from the success of the Virtual Rome project, a Classics module was constructed to teach Part Three undergraduate students 3D digital modelling for the purposes of historical reconstruction. Student satisfaction with the module has been high, and students have benefited from developing skills other than those developed in traditional modules.  The module has received widespread public recognition, and in 2014 won a Guardian University Award for teaching excellence.

Objectives

  • Provide students with digital skills.
  • Provide students with a different way of learning and representing what they have learned.
  • Extend students’ knowledge of the ancient world.
  • Create a digital model of the Roman town at Silchester for possible future use.

Context

Dr Nicholls has been conducting the Virtual Rome project to digitally reconstruct the city of Rome as it appeared c. AD 315, which he has used in his teaching. Students had expressed interest in attempting 3D digital modelling for themselves, and as part of an Undergraduate Research Opportunities Programme project students had been taught digital modelling, suggesting it would be straightforward to adapt this approach to a taught module. Owing to the University of Reading’s investigation of the Roman town at Silchester since 1974, there is a wealth of information relating to this area of the ancient world, presenting an excellent opportunity for developing a module.

Implementation

Students received technical instruction in the techniques of 3D digital modelling, so that students can familiarise themselves with the software and learn the necessary skills to conduct effective modelling. These sessions are conducted within computer labs, in which the module convener can demonstrate the use of 3D digital modelling software though projection while students follow on the lab’s computers. Students use the 3D digital modelling software SketchUp Make, which is able to be downloaded for free, allowing greater access to independent learning. There are numerous tutorials available to help students learn to use SketchUp Make, and Students also have access to screencast guidance videos on the Blackboard Learn virtual learning environment.

Students also learn the conduct of reconstruction. Students engage with how reconstruction is used in historical research to deepen understanding, and consider the debates which are central to the topic. Additionally, students develop the skills necessary to conduct research, so that they can access materials to justify decisions they make in reconstruction.

The module has two assessments. The first, constituting 20% of the final mark, sees students assigned a building, of which they construct a digital model, alongside a written commentary of 1500 words justifying the decisions they have made. This assignment presents students with a formal means through which to obtain feedback on their use of 3D modelling software and their report writing. In the second assessed piece of work, constituting the remaining 80% of the final mark, students freely select a building from the Roman town at Silchester, and create a large digital model and detailed written commentary, for which there is no word limit. To allow construction of an effective model students must research the available resources, such as archaeological plans, secondary texts and comparative materials.

The marking criteria for the module are adapted from the Department of Classics’ internal marking criteria, and so students are easily able understand how to fulfil the criteria.

Students receive video feedback on their assessments. Through use of video capture software, students can see the module convener manipulating their 3D model while providing verbal feedback on how well it and the commentary meet the marking criteria.

Impact

Feedback from students is overwhelmingly positive, as students enjoy the opportunity to try something different to other modules. Students who find other areas of academic study challenging may excel in the module, as they are provided with an opportunity for visual learning and use different skills to conduct 3D digital modelling. The module has received widespread public recognition, and in 2014 won a Guardian University Award for teaching excellence. The module was also a contributing factor for Dr Nicholls being an inaugural winner of the British Academy Rising Star Engagement scheme.

Reflections

Seemingly one of the greatest challenges for the module was teaching the techniques of 3D digital modelling, as the module convener did not have formal experience of this, and the students did not have prior knowledge upon which to draw. The methods used in the first year of the module, which have since been refined, proved effective, and despite the steep learning curve all students were able to become suitably proficient in order to conduct the assessments. Some students do, however, require a large amount of support to reach this level of aptitude, which they may not require in a traditional module. The use of Blackboard Learn to provide access to learning resources was an important factor in helping students adapt to the module.

With regards marking of assessments, one challenge was to explain the module to external examiners, as this module is unique within Classics in Higher Education in the United Kingdom. This did not represent a major obstacle, but more coordination than normal was required with the external examiners.

Teaching 3D digital modelling is valuable, as many careers in which the University of Reading’s Classics graduates find employment make use of digital modelling. Beyond careers that actually perform digital modelling, many employers value the digital visualisation skills that students develop on this module, and students find that it provides an interesting topic of discussion in interviews.

Follow up

The module has continued with some amendments since its first year. The submission dates for assessments has been altered so that students submit following the Autumn and Spring terms. This has been done to allow them to benefit from a full term of instruction before creating their models.

In order to support the teaching of the module, the process of capturing lectures and workshops, so that students can refer to these videos for their independent learning, is underway.

In December 2015 Dr Nicholls will be holding a workshop for beginners to learn SketchUp modelling at the University of Reading. Interested academics or researchers are invited to contact Dr Nicholls for further details.