Tag Archives: evaluation

Reflections from an alternative chalkface: Evaluating the Enhancing Prostate Cancer Care MOOC

David Eddy

Parallel session 1, Short Paper 1.3

Short Abstract
Following completion of the evaluation of the EPCCMOOC, this presentation will share and disseminate key findings in terms of lessons learned, impact on existing provision, implications for future delivery and considerations for the institution.

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Detailed Outline
Following a detailed evaluation of design, planning and delivery of the Enhancing Prostate Cancer Care MOOC , this presentation will share and disseminate key findings from the 1st MOOC delivered by SHU in collaboration with the Prostate Cancer UK charity and PebblePad.
This was a powerful learning experience for the EPCC MOOC course team, who embarked upon this with a number of objectives:

  • To help raise awareness of and engagement with issues around Prostate Cancer and the patient pathway
  • To determine whether our pedagogical approach to online DL delivery could remain effective at scale
  • To ascertain the affordances presented by utilising PebblePad’s personal learning space to deliver a MOOC
  • To raise awareness of the SHU portfolio of online DL and CPD Anywhere provision
  • To test a range of approaches to delivery and (new to us) software and tools and explore their potential for our ‘business as usual’ delivery
  • To explore the potential for aggregating CPD activity to allow participants to submit APEL claims from EPCCMOOC for credit.

During the presentation I will share key findings in terms of lessons learned, impact on existing provision, implications for future delivery and considerations for the institution.

276 – Staff-Student Consultation Committees – David Robert Broom

Giving students a voice is imperative and is one of the Key Performance Indicators of the National Student Survey particularly regarding the questions, ‘I have had adequate opportunities to provide feedback on all elements of my course?’, ‘My feedback on the course is listened to and valued?’ and ‘It is clear to me how students’ comments on the course have been acted upon?’ Whilst module leaders get students to complete module evaluation forms, all courses within the Academy of Sport and Physical Activity have a different process for gaining feedback from students to improve course delivery through the staff-student consultation committee process so the decision has been made to make this consistent. The session will highlight how the ‘Science’ suite of courses gleans feedback from students which has been suggested as a model of good practice from the former Academic Delivery Lead and student support officers. There will be discussion on what has worked well and what hasn’t and it is hoped colleagues will offer suggestions for improvement drawing on their own experiences of getting feedback from students.

Click to view presentation:  276 David Broom SHU LTA conference 2013

2012 Evidencing a learner centred approach to teaching

Sarah Jolley and Simona Pantiru

Evaluating teaching, learning and assessment methods at module-level is essential, particularly in enhancing academic quality.  However, module evaluations are usually designed and conducted by the University to serve their own purpose of maintaining Academic standards and do not consider student involvement in the research process.  In our project, students were appointed as researchers to gather student perceptions on a large module in the area of sociology.  This module was recently revalidated and it incorporated an applied approach towards teaching research methods after feedback from previous years.  This paper will present initial findings from this ongoing study. 

The research has taken a mixed-methods approach. This encompassed an online survey questionnaire that has been distributed to all 467 first-year students on the module.  To accompany this quantitative data, focus groups were organized for richer, in-depth data to inform positive change on the development of the module. 

The findings of this work will benefit both staff and students.  It offers an opportunity for teaching staff to reflect on our research findings and their own academic practice.  It offers an opportunity for students to feedback on their own student experience at module level to enhance the quality of teaching and assessment of the module for future cohorts.   It also allows student-researchers to gain knowledge of the practicalities of action research methodology and evaluation research through taking part in the project.

Link to: Presention and blog

A7 – (EN27, EN17, EN26, EN29) 11.00

2012 Practitioner partnership model delivers transformative student learning experience

Chris Cutforth, Steve Wood, Val Stevenson and students

This session will highlight an innovative learning and teaching approach involving a partnership between an academic and an industry practitioner to deliver a post-graduate sport module which focuses on strategic thinking, planning and management skills. 

Along with the more traditional module learning outcomes, the goal has been to enable students to think differently and to help create ‘leaders of the future’.  

Chris Cutforth, Senior Lecturer in Sport, and Steve Wood, a freelance corporate and personal coach, whose specialities include business excellence, coaching and corporate theatre, have worked together to create a learning experience which challenges traditional sports industry thinking and practice, combining relevant academic content with generic leading edge principles, practices, tools and techniques. 

The module has been delivered using various innovative approaches including role play, coaching, action learning, case studies, visualisation, goal-setting and motivation exercises, along with more traditional teaching approaches. Together these have created a stimulating learning environment and a transformative learning experience for the students.

Feedback on the module has been extremely positive with a significant number of the students stating that it has equipped them with additional knowledge, skills and confidence to initiate and lead strategic developments within their organisations, and in other organisations in the future. Students also stated that the combined input from academic and practitioner significantly added value to the learning experience.   

 Following the success of the module, discussions are planned with the new professional institute for sport and physical activity to align the curriculum to the Institute’s recently launched professional development framework. 

The session will be delivered by Chris Cutforth, supported by additional contributions from Steve Wood, some of the students, and Val Stevenson, the course leader and Employability Lead for the Sport department, who will place the approach adopted for this module into a broader employability and professional development context.

Presentation:  A7 EN17 LTA conference presentation

A7 – (EN17, EN26, EN27, EN29) 11.00