The Annual Publishers' Conference

This week was the APD conference and I was asked to give a talk on my current experiences of HE and the relationship with publishers. The title was:

Teaching and Learning Resources in Universities: how they are used and how they can be improved


I was also asked to chair the student panel comprised of UG and PG students from two different institutions. It went well. The students were fantastic and I have received some good feedback on my presentation. The basis of my work was about relationships and how, during these interesting educational times, were all need to work together. We explored the validation model, social learning and the control aspects of delivering an online learning package.

Going to upload the slides and will post a link as soon as I am done.

Mark.

A sunday morning update

Well, I just updated The Catalyst and we are doing well!

The Catalyst

Fabulous news - We are up to 1,200 page views in under two days!

YIPPIE!

Yesterday, we launched the Schools first staff-student e-magazine called The Catalyst. This was borne from the work I do as the School Student Experience co-ordinator and it is designed to help build a community of learning and strengthen relationships between the staff and the students. A secondary aim is to help put the School in the context of the HE community and give the students ownership of ‘their’ University and make them feel proud to be part of us. A video of me discussing The Catalyst is below:

So, how are we doing? Not too bad to be honest! In one day we have had over 800 page views and some excellent feedback from staff and students. I am confident, that this is going to be a huge success. A key to this is that fact that the e-magazine has shared ownership with both a staff (me) and student editor. This sends a strong message to the student and staff community that this really is a true collaboration and needs all to engage. Watch this space!  

JISC CAMEL

As a lot of you know I am heavily involved in JISC funded project termed ‘Making Assessment Count’. Today, we just finished our third CAMEL cluster meeting and it, as always, has provided food for thought. It was great to see everyone again and good to know we are all at the same stage of project deployment. Whilst, these meetings works under ‘Chatham House Rules’ there was a lot of food for thought. We focused on the areas of sustainability and evaluation and really how these two linked concepts can be measured. A question I asked and have been pondering ever since is:

What is the definition of a successful project?

A superficial answer would be: ‘a project that did was it said it was going to do’, but I would argue that ‘successful’ is subjective and therefore is the evaluation of success dependent upon the person to whom we report to? For example, in our work we have (in conjunction with corporate services), development a scalable tool for the integration of coursework feedback with a new model of reflection feeding into our face-to-face tutoring scheme. This is a success. Did we get 100% compliance with staff and students? No; but is this a failure? We did have excellent staff and student engagement (something we are proud of) and this needs to be shown in any evaluation. So I suppose the question to be asked is: Is our evaluation strategy inclusive so that it offers a valid reference for other people to help inform their practise?

The Student Voice (by Ann Rumpus)

Some of you may remember a previous project undertaken by the EIC with Edinburgh Napier University, Birmingham City University and Leeds Metropolitan University (funded by ESCalate, the HEA’s education subject centre) which looked at using the “Student Voice” in staff development.

A second stage of this project has just been completed; this looked at gathering and using students’ voices in informing curriculum design. This consisted of a number of case studies from across the 4 institutions, using different ways of collecting students’ input and applying their views to the development of both the subject content and learning and teaching elements of the curriculum.  Westminster participated in this with case studies looking at direct interaction with students within modules in Life Sciences (Mark Kerrigan and Mark Clements) and in Media, Art and Design (Katie Hayes, this was linked to the InCurriculum project) and through online comments in SSHL and ECS (Tim Taylor with Maggie Sumner and Sue Black). These cases studies, with 7 from other Universities, are included in the final project report; with an overview of the issues involved and the ideas which emerged about gaining student input to curriculum design. 

This can be found on the website and presents a useful source of ideas about gaining input generally, not only at the point of course development: please visit the website at:

 http://www2.napier.ac.uk/studentvoices/curriculum/index.htm 

or ask Ann Rumpus for more information.

Report from a seminar presentation we gave by Ann Rumpus

On the 20th January Mark Kerrigan and Mark Clements from the School of Life Sciences presented a very effective seminar entitled: ‘Supporting face-to-face tutoring and enhancing the student experience of assessment & feedback - A JISC funded project (e-Reflect)’  as the first in a series of seminars in learning and teaching organised by Westminster Exchange.  This session considered aspects of the work they are doing, with other colleagues, to support students’ learning from feedback on assessment. The team has built on work with students to identify their perceptions and needs in relation to feedback, and how this ties in with staff views. They have created a web-based self-evaluative and reflective tool, linked to the students’ own courseworks, which helps students identify generic areas for improvement in their assessment performance across a number of modules. This information is immediately shared with the student’s tutor who can then work with them to develop a strategy for improvement, though online activity and face-to-face interactions. 

Mark and Mark addressed a number of issues in relation to the development of this tool and the training and support needed to implement it; it is now being used across level 4 in Life Sciences and has received some very good feedback from both staff and students. The project team is keen to extend this work to other areas of the University so please get in touch with them if you are interested in developing this for your students.