Strand: Technology Enhanced Course
The National Student Survey (NSS) (2012) indicates less than 60% of students perceive their feedback as prompt, detailed and offering sufficient clarification to support understanding. This is challenging news for HE institutions and course leaders, particularly as NSS scores could influence course recruitment. As a consequence institutions and academics have sought to deliver improvements on the feedback process and one method used to achieve this has been audio feedback. As with most learning and teaching innovations there has been a subsequent flurry of research into the ‘student’ experience of audio feedback. This study looked beyond the notion of the generic ‘student’ and sought to establish how audio feedback impacted on different learner groups: mature students, traditional undergraduates and those with learning difficulties. This session will share the results of this research and the experience of academics delivering audio feedback. Fundamentally it will address the following two questions:
- How should we approach audio feedback for different learner groups?
- What is stopping us from routinely using audio feedback?
182 SHU conference presentation
Alex McClimens, Robin Lewis and Jacqui Brewster
With faculty funding we have been delivering the Elvis Project. Over the past 12 months we have been working with local partners to develop a blended approach to learning for our students on the combined Learning Disability/Social Work degree programme.
- theory and concepts delivered in standard classroom settings
- the use of Blackboard to present background information to develop a narrative about a ‘virtual’ client/patient
- clinical lab work with SimMan
Our client/patient is called Ahmed and he has multiple and profound learning disability. He is of Pakistani/Kashmiri origin and his family live in Rotherham. With the information we receive from our partners in Rotherham we provide the students with enough raw information to construct packages of care devised to fit imagined scenarios. We supplement these with clinical sessions with SimMan where students get hands on experience of managing care situations.
The poster highlights some of the thinking behind the project. For more detail visit
The Anatomy Lesson of Dr Nicolaes Tulp: What can it teach us today? Journal of Intellectual Disabilities March 2012 16: 17-27, 2012 doi:10.1177/1744629512438037
 Enhanced Learning – Virtual Improvised Scenarios