Category Archives: Poster

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.

POSTER – The sum is more than its parts: Creating a course.

Petra Klompenhouwer & Shirley Masterson
@OT-PetraKl / @shirlmasterson

Parallel session 3, CoLab 3.4 – POSTER

Short Abstract
Key focus: informing and discussing ways to move from modular provision to more course orientated provision.
Aim: provide the audience with an idea of how to achieve a structure that moves away from modular provision and encourages a cohesive course structure for both students and staff.

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Detailed Outline
As part of the recent re-approval of our BSc(Hons) in occupational therapy we have tried to develop a more integrated course programme. As part of this we have developed six strands that re-occur throughout each of three years. This created horizontal consistency. Within each year module leaders, under the guidance of a year tutor, are working on vertical integration of modules. Assessments and assessment types have been an integral part of this development.

The programme was developed with a wide range of stakeholders including service and service users (2014 HEA; 2012 HCPC). In part to satisfy professional body requirements but importantly: With a view to ensure graduates are ready to join the ever changing health-care community upon graduation and are ready to meet life-long learning requirements (2013 HEA; 2004 Knight and Yorke).

Learning spaces are encouraged to be used differently by moving away from traditional lectures and using a “flipped classroom” approach (2013 Critz & Knight; 2013 Misseldine et al). As part of this change staff are developing technological skills to enable them to create on-line resources to facilitate the “flipped classroom.”

Alongside this we have attempted to improve the feeling of belonging to the programme in our students. We have created facebook pages for all of our cohorts and are using social media (twitter in particular) as part of our teaching.We continue to work closely with our SHOUT group. SHOUT is run by students and hosts monthly talks by experts in the field for local clinicians, students and staff; as well as organising other extra-curricular opportunities for students.

Critz Catherine & Knight Diane (2013). Using the flipped classroom in graduate nursing education. Nurse educator, 38(5), p210-213
Health Care Professions Council (HCPC) (2012). Service user involvement in the design and delivery of education and training programmes leading to registration with the Health Professions Council. Higher Education Academy (2013) Defining and developing your approach to employability: A framework for Higher Education Institutions
Higher Education Academy (HEA) (2014) Framework for partnership in learning and teaching in Higher Education.
Knight, P. and Yorke, M. (2004) Learning, Curriculum and Employability in Higher Education. London: Routledge Falmer.
Misseldine Kathy, Fountain Rebecca, Summers Lynn, Gosselin Kevin (2013). Flipping the classroom to improve student performance and satisfaction. Journal of nursing education, 52(10), p597-599

The benefits of BYOD in higher education (2014)

Brent Littler

Bring your own device (BYOD) has become increasingly popular over the last few years. A recent study (Hincha-Ownby, 2013) suggests that by 2017 half of all employers will require employees to supply their own devices for work purposes. This shows that many organisations are no longer choosing to ignore BYOD and that they are actually choosing to embrace it. A global survey of IT executives (Dell, 2013) also revealed that 59% of companies now believe they would be at a competitive disadvantage without BYOD.

The popularity of BYOD is also having an effect in education. Teachers, administrators, and staff are working smarter and more efficiently thanks to their tablets and smart phones (Cisco, 2012). This poster explores the concept of using personal devices in education, with a particular focus on the way apps are being used to benefit teaching staff and students all over the world. Findings into the relationship that students now have with their smart devices will be shared and through the use of surveys, the best way to embrace this change to benefit education will be explored.

The outcome of this work is to help academics make the most of their smart devices. If the current popularity of smart devices can be channelled to help make a positive change for education as a whole, then this is surely a big step forward into changing the landscape of education for the future.

Cisco, (2012) BYOD in Education article [online] [Accessed 21/10/13] Available from World Wide Web:

Dell, (2013) Dell website [online] [Accessed 21/10/13] Available from World Wide Web:

Hincha-Ownby, (2013).  MNN website [online] [Accessed 21/10/13] Available from World Wide Web:  


The student experience and effectiveness of semi-automated personalised feedback (2014)

Christopher Wilson, Teeside University

Despite increasing research into the topic, students report that feedback is often difficult to understand, while time pressure on academics limits the detail that can be provided. Software that enables feedback to be constructed in a semi-automated fashion (e.g. Turnitin GradeMark) aims to speed up the process by providing a database of pre-determined comments – potentially useful for psychology reports, which are written in a standard format. However, there has been limited research on the effectiveness of these tools. The current project will test the use of a semi-automated feedback program across all levels of an undergraduate psychology course

The project is in its early stages and this contribution will focus on the background to the project, aims and methodology.


(in 3.6) Supporting students to reference well

Peter Gledhill, Bea Turpin and Paul Stewart, Sheffield Hallam University

There are two main elements to referencing: incorporating appropriate sources into academic writing; formatting citations and reference lists/bibliographies

This poster will share best practice in teaching and supporting students with these key aspects of referencing. The first part will focus on referencing for academic writing.   How can we best support students with this?  Who should deliver this support/these sessions? We explore some of the reasons we see for poor and inappropriate use of referencing and summarise the relevant literature, including reasons for plagiarism, and the difficulties that students experience.  Do students have sufficient understanding of what is expected of them or the skills to put that into place?  Are there differences between students at different levels, different backgrounds?

The second part looks at formatting references and consideration of referencing styles.  Does it really matter what referencing style is used?  We look at the different referencing tools being supported at SHU, virtual referencing help and some new products we are considering.

There are opportunities to use alternative products such as RefWorks Flow and to sign up to current trial; we are always keen to explore with interested parties how we can work with a wider range of courses.


(in 3.5) #Success! Using Twitter to create networks for employability

Emma Taylor and Kat Low, Sheffield Hallam University

Engaging with social media in learning and teaching is becoming more and more common (Tess 2013) with research showing that using Twitter for educationally relevant activities can increase student engagement (Junco, Heiberger & Loken 2011).  Organisations and future employers of our students are also using social media to engage with others and share information with.  In the occupational therapy (OT) profession the use of social media is being encouraged (Gray 2008) and Facebook and Twitter have become common place with the professional body who use it to communicate with members.  There is a well-established weekly Twitter discussion (@Occhat/Twitter Tuesday) based around topical issues that engage the whole OT community.

This poster demonstrates how  a 3rd year module on the BSc Occupational Therapy course uses Twitter to engage in topical discussion and subsequently allow students to develop new networks which has potential in terms of future employability.  In groups students chose their topic and facilitated #tapit discussions around this, encouraging external participation beyond the cohort.  Discussions brought in contributions from OTs across the country and even as far as California.  Students that were quite prolific tweeters then found they were able to develop contacts that should be useful when they start to search for work.  One group went on to develop their own Twitter campaign #whatisOT/ #operationstealth which resulted in an article being published in the profession’s monthly magazine, OT News.  Their Youtube recording to date has received over 700 views.

Potential employers have been exposed to the energy of these students and the students’ profile has been raised before they start looking for jobs, something that prior to the use of social media wasn’t always possible.


(in 3.8) A Reflective Account of How Technology Can Support the Learning Experience

Michelle Newberry and Alessandro Soranzo, Sheffield Hallam University

This account reflects on how technology can be used innovatively to support the learning experience. A case study is provided of a seminar taught on the Individual Differences and Abnormal Psychology module of the BSc Psychology course at Sheffield Hallam University.

It can be argued that traditional methods of teaching may not be the most effective way to teach students about the complexity of assessment (e.g. of a patient, offender, etc.). As Ravenscroft (2009) states, experiential learning is the optimum way to learn and it is expected that “students engage more fully with material that closely resembles their future work environment” (Harkins et al., 2011, p.3).

Following a short Powerpoint presentation to introduce the topic of study (antisocial personality traits), a video clip of an infamous serial killer was shown to students. In this clip the offender displays particular personality traits associated with psychopathy/antisocial personality disorder. Before playing the clip students were asked to make notes about which traits they thought the offender possessed (from a list shown on the slides). Following this, students were shown a hypothetical written case study of an offender and they were again asked to note down which of the traits they felt he possessed. Students were then asked to feedback which traits they had noted in both situations and there was a general discussion about what students felt the purpose of the session was. Nearly all students correctly identified that the purpose of the session was to highlight the importance of both dynamic visual assessment of an individual as well as written information. This is consistent with previous studies which have found that different settings offer richer information with which to judge certain traits and that more traits can be more accurately judged when nonverbal expressive behaviour is available (e.g. Naumann et al., 2012). Specifically, students noted that personality traits (e.g. narcissism) were easier to rate from the video clip whereas more behaviourally-based traits (e.g. risk taking behaviour) were easier to rate from the written case study. In conclusion it appears that dynamic visual information and written information are both important for a comprehensive learning experience.

Smart Curation [digital poster] (2014)

Anne Nortcliffe

Real student research projects provide project based learning opportunities, that provide opportunities for students to develop student learning autonomy, to become independent researchers, enquirers and learners (Winn ,1995;  Ritchie and Rigano, 1996).   The Literature review of any project is critical to inform the researcher(s) of the previous research in the field and how to proceed in the research.

The internet and publication databases has led to proliferation of ready access to literature material, therefore the need for bibliographic management software has been necessity, and led to the desktop applications; EndNote, RefWorks, BibTeX, and Zotero, Fitsgibbons and Meert (2010), these have become time saving research and academic writing tools.  However, students are increasingly mobile learners as result of smart devices, Nortcliffe (2013), researching, developing and writing on their final year dissertation on their mobile devices, taking every opportunity to engage and participate in their learning.  Therefore students need mobile bibliographic management apps to assist in the collating, management, and organisation of the literature sources.   The digital poster will demonstrate three curating tools currently available on smart devices (smart phones and tablets); EndNotes, Diigo and Mendeley.


Fitzgibbons, M., & Meert, D. (2010). Are bibliographic management software search interfaces reliable?: A comparison between search results obtained using database interfaces and the EndNote online search function. The Journal of Academic Librarianship, 36(2), 144-150.

Nortcliffe and A. Middlleton  (2013) The innovative use of personal smart devices by students to support their learning, In Increasing Student Engagement and Retention using Mobile Applications: Smartphones, Skype and Texting Technologies, (Eds) Wankel, L. and Blessinger, P. (eds), (Cutting Edge Technologies in Higher Education). 175-210, Emerald, Bingley, UK.

Ritchie, S. M., & Rigano, D. L. (1996). Laboratory apprenticeship through a student research project. Journal of Research in Science Teaching, 33(7), 799-815.

Winn, S. (1995). Learning by doing: Teaching research methods through student participation in a commissioned research project. Studies in Higher Education, 20(2), 203-214.