Reading’s museum collections online by Rebecca Reynolds

By edwardwhite Comment Closed

Museum ethics, display design and object-based research are some of the areas for which online resources are being developed in a JISC-funded project between the University of Reading, University College London and the Collections Trust.

The project, called Object-Based Learning for Higher Education, prioritises usability and aims to make the resources part of syllabuses. On the Reading side the resources are primarily designed for the new Museum Studies joint honours due to start at Reading in October 2013, based at the Museum of English Rural Life.

human skeleton, Cole Museum

The skeleton in the picture on the left is from the collection at the Cole Museum of Zoology part of a resource on display ethics, looking at how museums make decisions about displaying human and animal remains.

In February 2012 we carried out a small-scale research study into students’ preferences regarding online learning, which found that the most important consideration for students was that online learning resources are relevant to course tasks. The report is here online learning preferences research report.

In addition, as part of the project many collections at the University’s museums are being digitised, adding images of objects and documents to the museums’ online databases.

For more information, visit the project blog at http://blogs.reading.ac.uk/oblhe/ or contact Rebecca Reynolds.

Meteorology and Film, Theatre & Television unite for innovative teaching collaboration by Dr Simone Knox and Ross Reynolds

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The 2011/12 academic year saw a teaching initiative that brought together two of the University’s distinguished departments, Meteorology and Film, Theatre & Television, using the excellent facilities in the Minghella Building. Second year undergraduates in Meteorology have for some time undertaken a module that partly involves ‘bench’ forecasting, when they learn, for example, how to predict, to a strict deadline, overnight minimum temperature and the risk of showers at Reading or another UK location. Ross Reynolds, who teaches the module, thought to utilise the arrival of colleagues on campus from Bulmershe to explore the possibility of students developing their work further by presenting an assessed, polished TV weather forecast. Dr Simone Knox was the television expert who enthusiastically became involved in what proved to be a very successful albeit nerve-wracking few sessions for the students.

After an introductory lecture on the cultural significance of TV weather forecasts in Britain, and with the able assistance of technician Dave Marron, cameras rolled for workshops, rehearsals and finally the telling, ‘live’ session. Students were guided in this truly experiential learning in sessions that drew on the principles for teaching critical practice that Film, Theatre & Television is renowned for. In front of the ‘green screen’ in the Minghella Film & Television Studio, the forecasters had to think carefully through both the meteorological content as well as their use of posture, voice, costume and physical use of space in order to address and effectively communicate with their audience.

This experience is an invaluable addition to presentation skills embedded in the undergraduate programmes in Meteorology. As transferable skills that generally enhance the students’ employability, they are in particular looked upon favourably by potential employers at the UK Met Office and private forecasting companies. Ross and Simone look forward to developing this teaching collaboration further in the coming academic year, when, thanks to a grant from the Teaching & Learning Development Fund, a new piece of equipment (a DVI input board) will further aid the professionalization of this learning experience in the multi-camera studio.

photos feature student Martin Oakes, photos taken by student Robbie McKane

Rebuilding the ancient world, digitally by Dr Matthew Nicholls

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I was glad to find out recently that I’m a Digital Hero. Though disappointed that the title does not appear to confer any super-powers, I’m glad that the University recognises the innovative work that many of us are doing in our different fields – Reading feels like a place that values digital innovation and encourages its staff to take the lead. Having had a lot of support from CDoTL’s Teaching and Learning Fellowship scheme and the Annual Fund I was very glad to come along to the recent Digitally Ready Day and explain to colleagues what I’ve been working on.

The Campus Martius, the area of flat land in the loop of the River Tiber. Prominent monuments here include the Theatre of Pompey and the Pantheon.

During my time in Reading I’ve been developing a huge digital architectural reconstruction model of ancient Rome. I use this a lot in research, in teaching, and in outreach talks. I’ve also licensed it to commercial broadcasters and am working with Typography and Systems Engineering to turn it into a smartphone app for tourists.

Theatre of Pompey - Julius Caesar's colleague and rival Pompey the Great built this spectacular theatre from the spoils of his campaigns in the east. Julius Caesar eventually met his fate in the meeting hall at the end of the portico.

Students react very well to digital visualisations – they help give a vivid, instant impression of life in the ancient city – and have played a part in its creation through UROP placements. Seeing students enthusiastically contribute digital content of their own encouraged me to build this into the formal curriculum, so I’ve offered optional digital modelling assignments in existing courses, with uniformly high standards in the work submitted so far. From next academic year I’ll be running a new module, ‘Digital Silchester’, in which students will collaborate on a reconstruction of our local Roman town.

The software needed to get started in this sort of work is reasonably easy to pick up (I taught myself to do it) and some of it is available free. Among other things I use a modelling package called SketchUp which you can download for nothing to try out: http://www.sketchup.com/intl/en/index.html. I am sure this sort of work could be used in all sorts of academic disciplines and student projects, and hope that others will be encouraged to give it a go.

Findings of QAA/NUS Research into the Student Experience

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Four mini-reports have been published by the NUS following a 12 month, QAA commissioned, research project into the UK higher education student experience.

Below are the links to each of these reports which have the following themes: Teaching and Learning; Independent Learning and Contact Hours; Subject Differences and First Year Student Experience.

Teaching and Learning
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-1.pdf

Independent Learning and Contact Hours
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-2.pdf

Subject differences
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-3.pdf

First Year Student Experience
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-4.pdf

Reflective Teaching by Dr Natasha Barrett

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Completing the Postgraduate Certificate in Academic Practice (PGCAP) portfolio provided the perfect opportunity for me to reflect on teaching and learning and how my approach has developed over the years. I was surprised at how well I mapped onto Kugel’s five ages of a lecturer (1993). I certainly started out at stage 1 (self) where the focus was on surviving each session with my dignity intact. I then started refining the content of my lectures as I gained confidence and moved to stage 2 (the subject). The transition from stages 1 and 2 onwards has gradually occurred with experience, but several of the PGCAP workshops really helped me move forward. Stages 3 (the student) and 4 (student learning) are very apparent to me at the moment and it is here that I have tried to apply some of the learning theories introduced in the PGCAP workshops. I’ve tried using Bigg’s (1999) constructive alignment theory, where learning outcomes dictate what is taught and assessment (particularly marks) can be used to drive the student to meet the outcomes, with pretty good success. I’ve also tried promoting active student learning (eg Kolb’s reflective cycles). Many students will readily “experience” and “conclude” teaching, but engaging the students in reflection and planning is not an area that I’ve had great success with (yet). I guess that this challenge will take me forward into Kugel’s 5th stage (student as an independent learner) and I look forward to applying some of the strategies to achieve this as I review my teaching material over the summer. I was really pleased to be awarded with the runner’s up PGCAP portfolio prize and would like to thank the CSTD, CDoTL and departmental staff for all their support.

Digitally Ready for the Future: Sharing Good Practice by Nadja Guggi

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Digitally Ready for the Future: Sharing Good Practice
Thursday 19 July 2012
10.45 -15.00, Agriculture Building

The digital age has presented Higher Education with our greatest opportunity. We have new techniques, new technologies, changes in student expectations along with a phenomenal increase in access to information.

Amongst our colleagues are early adopters and forward thinkers who are keen to share and discuss their experiences. Join us and them for a day of ‘show & tell’ talks and workshops, to bring together those who are interested in using digital technologies in innovative ways, and to encourage discussion around digital issues.

19 July Event programme for staff

The Enhancing Fieldwork Learning Project by Dr Alice Mauchline and Professor Julian Park

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Fieldwork is an important component of Higher Education in a number of subjects. As a Learning Space it provides good educational opportunities for students; including the teaching & practice of skills such as observation, data recording & analysis to report writing and teamwork.

Two University of Reading staff members, Julian Park and Alice Mauchline (together with colleagues from Chester & Sheffield Universities) have received HEA funding for the Enhancing Fieldwork Learning project which aims to develop and share ways to enhance fieldwork learning using technology. Incorporating appropriate technology into fieldwork teaching can be enabling, fun to use and can be cost effective. Importantly, it gives students problem-solving opportunities in the field and provides a vehicle for the development of a variety of subject-specific, generic and employability skills.

An important aspect of this project is about reaching and engaging fieldwork practitioners in Higher Education and creating a community to share ideas and good practice. The team regularly attend both subject-specific and T&L conferences to engage people with the project and run workshops to demonstrate the potential transferability of technology into practitioners’ own teaching.

Additionally, the team run their own events. A two-day ‘Transforming Fieldwork Practice Workshop’ has just been taken place at Hornton Grange, University of Birmingham. Four teams from different institutions each came along with their specific requirements and were supported in finding ways to develop, facilitate & sustain change in their fieldwork practice. Also, a Showcase event is taking place in September 2012 at which there will be demonstrations of a number of simple technologies which can enhance fieldwork learning e.g. how to shoot and edit videos using only a smartphone & applications of iPads in fieldwork.

The website for the EFL project contains a wealth of resources including literature on fieldwork learning, case study reports on the use of technology to solve pedagogic issues encountered during fieldwork and a blog & social media streams.

Therefore, we invite you to engage with the project; use the resources, attend a talk/workshop or come along to the Showcase event in September 2012. Enjoy!

“It’s typography, Jim, but not as we know it…” by Gerry Leonidas

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The TEDx-style conference Od „Ala Ma Kota” Do E-Matury brought together typographers, designers, publishers, entrepreneurs, teachers, and policy makers from different European countries, to explore the correlation of the design of educational materials and efficiency in education. The UK was represented by Gerry Leonidas from the Department of Typography & Graphic Communication, who spoke about the transformation of the environment for e-textbooks. The organisers have now uploaded the short talks on YouTube;

[youtube http://www.youtube.com/watch?v=9Vltzc4UwQ0&version=3&hl=en_GB&rel=0]

History Education by Dr Elizabeth Matthew

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Still smiling at the end of their introductory seminar in June, these students are pioneering an exciting addition to the BA History programme, allowing them to test and develop their interest in teaching careers before applying for postgraduate teacher-training.

Thanks to Faculty of Arts and Humanities Teaching and Learning ‘Think Space’ funding, and much appreciated support from colleagues in Chemistry, the Institute of Education, and the Student Employment, Experience and Careers Centre, the History Department has launched a new, optional, 20-credit, Part 3 module—History Education.

On two-week individual placements in local secondary schools over the vacation, the students will observe History lessons, then research and plan a lesson to give jointly with a mentor on the school staff. Back at the university in the autumn, they will submit placement logs, reports on their independently planned lessons, and give oral presentations on their placement experience.

We hope these students will gain a real advantage in the increasingly tough competition for Postgraduate Certificate in Education and Graduate Teacher Programme places. While some may pursue different employment options, the module will increase choice and enhance personal career-development opportunities.

Matching students to placements entailed a selection process. Completing a CV and covering letter, then attending for interview, provided useful experience for all applicants. After CRB checking, the successful candidates gave very positive feedback on the pre-placement seminars. Run jointly with the Institute of Education, these not only allowed the students to bond as a group over introductions to the module and the History curriculum in schools. They also offered vital advice about professional behaviour in schools, lesson observation, lesson planning—and food for thought about the different pros and cons of the PGCE and GTP routes to qualified teacher status. So far, informal reports on placements in progress have been very enthusiastic.

#HEAdayC21, or, A wonderful sharing of ideas

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I mentioned in my last post for this blog that I’d attended some Higher Education Academy workshops in order to develop my teaching practice. I’d like to share a little about my most recent outing, Teaching Post-Millennial Literature (University of Brighton, 2nd July 2012) [http://www.heacademy.ac.uk/events/detail/2012/seminars/disciplines/DW238].

Attending this one-day symposium was thoroughly invigorating. The presentations ranged from provocations on the organisation of English studies to practical suggestions that were firmly rooted in the realities of the classroom.

In keeping with the twenty-first-century focus, I decided to engage with the symposium using new technology. Along with a few other delegates, I gave live commentary on the day’s proceedings via the social media website, Twitter, using the hash-tag #HEAdayC21. You can see the full collaborative Twitter commentary on the symposium here [https://www.martineve.com/2012/07/03/teaching-post-millenial-fiction-conference-archive/].

The relationship between creative writing and critical practice was a hot topic. Presentations by Helen Pleasance and Mark Slater convincingly challenged the separation – and hierarchisation – of the two:

This conversation is timely, as AQA introduce Creative Writing as an A-Level option from September 2013. Hopefully this cohort will find a cross-fertilisation of creative and critical practice when they arrive at University. In fact, the Department of English Language and Literature here at Reading is already well ahead on this, with rigorous Creative Writing options at undergraduate and postgraduate levels.

The symposium showcased a number of new kinds of text, such as gaming narratives, technotexts, and graphic novels.

It’s curious that this digital age should produce literatures as profoundly material as graphic novels. Such physical fictions can be hard to access, and so difficult to teach. Zara Dinnen offered some thoughtful solutions:

In the final session, Nicole King reminded delegates to make connections across disciplines, be it through guest lectures or the informal sharing of solutions to pedagogical problems.

Using Twitter throughout enabled me to test the possibility of using new media as a pedagogical tool. It has real potential to encourage students to engage critically and dialogically with their lectures. After this workshop I’m newly excited about harnessing the technological skills of the digitally native generation, through strategies such as e-Learning. I’ve seen that the post-millennial isn’t just a textual object of contemporary English studies: a category of literature. Instead, it’s an interactive way of relating to the world that has the potential to shape the very methods of teaching and learning.

Nicola Abram