Author Archives: Joanne Headley

Learning and Teaching Conference June 2015

We have now uploaded most of the presentations, videos and photos from the day.

We hope those who attended enjoyed the day.  If you didn’t attend may we suggest you look at the presentations, videos and podcasts page to get an overview of the day.

Please click on any link below to jump to the relevant information, or use the ‘previous conference’ menu above.

Here’s to the next event!



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The conference includes keynote presentations from Professor Simon Lancaster, University of East Anglia and our Deputy Vice-chancellor, Professor Liz Barnes. There will also be an informal forum in the afternoon facilitated by Professor Liz Barnes and key SHU colleagues: Re-imagining teaching through an exploration of learning spaces.

Engagement in this conference constitutes CPD relevant to gaining fellowship of the HEA and contributes to remaining in good standing for those who have fellowship. More details can be found on our HEA Recognition website.

Use the buttons above to register and to find out more!

POSTER – Encouraging Effective use of Feedback/feedforward from Coursework by students and academic staff

Susan Campbell & Jane Gurman

Parallel session 2, Short Paper 2.5, POSTER

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Poster Outline
To encourage student and staff use of feedback we linked sequential and related assessments together (formative followed by summative) and required the feedback form from the first exercise to be submitted alongside the second assessment.  Staff used the first form to comment on improvements seen and the students engagement with the feedback give.  This should improve both student and staff appreciation of feedback in the assessment cycle.

Consistency of the format for returning written feedback on coursework has been in use within our department for some years.  Students are encouraged to comment on the feedback given and inclusion of all feedback forms are required within assessed skills modules.  The rational for feedback forms is to allow students to improve subsequent pieces of work.  Students rarely complete the reflective sections of these forms so we questioned whether they saw the links between different pieces of work.  To encourage use staff feedback we required students to resubmit their feedback sheets when they submitted a subsequent and related exercise.  Staff were encouraged to comment on the next feedback form if it were perceptible that students had acted on the feedback previously given and if their reflection was present.  We report responses to this enhanced process and any differences seen in student feedback forms in the skills portfolios this year compared to last…

POSTER – Developing student engagement through online narratives: the Cambridge Literature Timeline

Elizabeth Tilley & Charlotte Hoare
@LibTil / @kclapk

Parallel session 2,  Thunderstorm 2.1 – POSTER

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Poster Outline
The timeline is a visual online resource populated with ‘stories’. The purpose of the timeline is to provide students with a resource that encourages knowledge and understanding of literary context. It is populated by library staff and students crowdsourcing the timelines, both in and out of the classroom.

The Cambridge Literature Timeline was developed for undergraduate students studying English Literature. Over the course of three years students will study all periods of literature from Medieval to Contemporary, and therefore placing authors within an historical context is crucial. What was happening around them when authors were writing is likely to be crucial to understanding and interpreting the literary content eg studying Alexander Pope without being aware of wider philosophical debate in the Enlightenment Period would be to their detriment. Examiner reports from the Faculty of English indicate that students regularly fail to understand the historical and literary context within which the author they are studying falls. Students themselves recognize that this information will help them, and frequently spend time creating their own timelines. An online timeline would provide a resource that they could return to time and again, and would be available for all students to access.

The software used for the timeline is tiki-toki and through the account we were using we could add student groups for editing content. Ownership of the content in the timeline – in order that the students would find information relevant and useful – led us to setting up scenarios where they could crowdsource the timeline (whether virtually, or as a group activity).  Content would be moderated by library staff, and the timeline regularly promoted at the beginning of new courses. The results of the face-to-face crowdsourcing sessions along with subsequent engagement with the timeline will be presented in this poster along with examples of the student’s work.

We considered that the timeline could be used in a number of different ways with students and that the idea of crowdsourcing content in this manner could be utilized by others.


POSTER – ‘Designing in’ student engagement: examples for course revalidations

Liz Austen

Parallel session 2, Short paper 2.7  – POSTER

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Poster Outline
The Criminology Subject Group has recently revalidated it’s programme of courses.  What began as a need to conform to a new AAF has evolved into a detailed overhaul of the core and elective content, mode of delivery (from long thin to short fat) and a realignment with the vision and identity of the staff group and wider Department.  Our overall aim is to improve student engagement and ultimately student satisfaction of our provision.  Our influences on course design included:-

  • student feedback
  • guiding principles: knowledge, skills and values
  • course identity
  • globalised experiences
  • employability and innovation
  • teaching and learning strategies
  • research clusters/identity/collaboration
  • departmental visions
  • postgraduate links

These influences will be outlined in terms of their meaning, relationship to the curriculum design process and associated pedagogic literature.  This will include alignment with the QAA guidance on Programme Design, Development and Approval (2013) which suggests that design processes should be iterative, effective, foster creativity, and promote equality. We have learnt from this experience of course design, and this short presentation aims to share some of those lessons with others who may be considering or embarking on a similar process.  Support for course design (e.g. workshops or away days ) internally to SHU or externally is also offered.