Tag Archives: accessibility

Engaging practice-based learners

Aileen Watson, Andrew Fowler & Jacky Burrows

Parallel session 2, Short paper 2.8

Short Abstract
This session will consider the design and delivery of an academic module studied by volunteers working for Yorkshire and Humberside Circles of Support and Accountability. Our aim is to explore the use of blended learning in engaging practice-based students utilising our own experience and student feedback.

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Detailed Outline
This paper will explore the challenges of engaging practice-based learners in a blended learning experience, with specific reference to a joint project between Sheffield Hallam’s Department of Law and Criminology and Yorkshire and Humberside Circles of Support and Accountability (YHCOSA). This project involved a group of YHCOSA volunteers engaging in a standalone academic module entitled ‘Working with Sex Offenders’, which aimed to improve their volunteering through integrating theory and practice. Students completed the course by engaging in one face to face session and twelve online lectures delivered by Sheffield Hallam, and four face to face sessions delivered by YHCOSA. The project had a number of specific challenges including the wide geographic distribution of students, the range of their previous academic experience, and the challenging nature of the subject material and volunteers’ specific roles; however the paper will also address broader issues relevant to blended learning including establishing course identity, sustaining motivation, and maximising potential. It will therefore consider the specific learning needs of practice-based adult learners and maximising the effectiveness of the blended/hybrid of model of face to face teaching and technology-facilitated learning for them, as well as ways of increasing motivation and student satisfaction such as formal and informal reward and recognition and ensuring adequate support (see for example, Ausburn, 2011).

The blended learning approach can be regarded as both a practical solution to the learning needs of geographically diverse, practice-based learners and a theoretically sound mode of engaging adult learners, especially those learning for practical application. The authors take the view that the project’s blended learning approach fits well with Knowles’ model of androgogy (see for example Atherton, 2013) and in particular allows students to learn in a constructivist manner, thus facilitating deep learning (e.g. Sharpe, Benfield, Roberts, and Francis, 2006). The paper will therefore consider blended-learning through those lenses.
The paper will conclude with ideas for future directions including the role of evaluation for transformative practice and the increasing focus on blended learning as part of the wider agenda of ‘flexible learning’ (HEA, 2015)
References
ATHERTON, J. S. (2013). Learning and Teaching; Knowles’ andragogy: an angle on adult learning [onlline] Last updates 10 February 2013 http://www.learningandteaching.info/learning/knowlesa.htm
AUSBURN, L. J. (2011). Course design elements most valued by adult learners in blended online education environments: an American perspective. Educational Media International, 41, 327-337
HEA (2015). Flexible Learning [online]. https://www.heacademy.ac.uk/workstreams-research/themes/flexible-learning
SHARPE, R. BENFIELD,G,. ROBERTS, G., and FRANCIS, R.(2006). The undergraduate experience of blended e-learning: a review of UK literature and practice.

303 – Developing a coherent and progressive approach to careers education in HE – Katharine Price Edwards & Shawna McCoy

The aim of this presentation is to share recent experience and best practice in providing a coherent and progressive careers education within the Criminology team at Sheffield Hallam University.  This will specifically be informed by the perspective of an MA Student on placement at Sheffield Hallam University as a Careers Guidance Practitioner and Associate Lecturer. The approach within Criminology this academic year has been holistic in the sense that we aimed to provide careers education on a number of different levels – careers management, self-identity, social identity, power, culture and hierarchy in society and in the work place, experiential learning, work-based learning, careers guidance as part of the curriculum, expansion of co-curricular activities, etc.   Trying to create and provide opportunities for student engagement has been extensive.  Our approach has also been inclusive, developing strong relationships with other specialist teams to promote student accessibility.  The challenge continues to be getting ALL students (or at least a majority) interested and engaged.   Student engagement and feedback has varied, and the presentation will reflect our achievements, our progress and areas for improvement, which will not only inform our approach going forward but explore how our lessons can be informed and inform other areas. The hope is that we can encourage an open discussion about the different approaches to careers education, learn and reflect on our experience, and promote the development of more coherent and progressive forms of careers education so that we can continue to ensure we provide an excellent student experience.

Visit the link to view the presentation:  303 Developing a coherent and progressive approach to careers