UWS Learning and Teaching
20th June 2013
‘Effective, Sustainable Learning - How Shall We
Time ACTIVITY Room
09.00 Registration and Tea/Coffee and POSTER EXHIBITION
09.25 WELCOME – Professor Seamus McDaid, Principal
Keynote Lectures - Chair, Dr David Ross, Director of CAPLeD, UWS
Dr Richard Hall
National Teaching Fellow (2009), and Reader in Education and Technology.
Head of Enhancing Learning through Technology, Department of Library and Learning
Services, De Montefort University
‘The challenges of resilient learning and the production of a university experience’
When we speak of 'sustainability', what is it that we wish to sustain? In a future of
climate change, energy depletion and low or no economic growth, what will Higher
Education look like? Will our institutions and the current form of educational provision
survive? Richard Hall’s keynote will encourage participants to imagine and work towards
education projects that focus upon a more ‘resilient education’.
In his keynote, Richard will situate the ideas that underpin the strategic development of
university life, including both government policy and the economic, social and cultural
needs of local communities, in light of disruption. Such disruption includes: a near-future
scenario of energy scarcity, which impacts both the reliability and availability of
affordable energy; the need to shift radically to the use of renewable energy and to
implement extreme efficiencies; and the historical and material ramifications of a politics
of austerity. In the face of these disruptions, Richard will ask: “How resilient are our
educational institutions, curricula and pedagogies?”
In part, this question forms part of a debate over the idea of the University. Central to
this debate is the notion that resilience might usefully be centred on deliberating the
social relations that enable learners and tutors to manage disruption, rather than
situating practice within the adoption of appropriate business models that may
ultimately be alienating. There is an opportunity for developing a resilient HE through
negotiated ownership and co-governance. It is this notion of co-governance that ought to
be central to the idea of the twenty-first century University. Richard will question
whether what is required in this view is counter-hegemonic practice; a counter-culture in
which we deliberate and re-assert the social, rather than economic, obligations that drive
us, and through which we focus upon social rather than economic enterprise.
Professor Malcolm Foley
Vice Principal (Teaching and Learning) and Executive Dean, UWS
‘Effective Learning – Where are we?’
Questions and Discussion
Tea/Coffee, Networking and POSTER EXHIBITION
Nursing & Midwifery Council (2010) Standards for pre-registration nursing education, Nursing & Midwifery Council, London
Nursing and Midwifery Order 2001 http://www.legislation.gov.uk/uksi/2002/253/contents/made
Nursing and Midwifery Order (Amended) 2008
European Tuning Project (2009) Tuning Educational Structures in Europe, Tuning http://tuning.unideusto.org/tuningeu/
Francis. R (Sir) (2013) The Mid Staffordshire NHS Foundation Trust, Public Inquiry, Executive Summary
WORKSHOP 1- EMBEDDING GRADUATE ATTRIBUTES AND EMPLOYABILITY IN THE CURRICULUM
Chair: Marcella Kean, Senior Effective Learning Tutor, CAPLeD, UWS
1A Dr Charles Neame, Senior Lecturer, Glasgow School of Art
‘An Anatomy of Employability: Articulating Graduate Capabilities for the Creative Arts’
The session will outline the progress made in our HEA-funded Teaching Development
Grant project “an Anatomy of Employability”; illustrated with reference to one or two
inter-disciplinary and inter-institutional work-related learning student projects. The chief
aims of the “Anatomy of Employability” project are:
1. To articulate and develop discipline specific modes of delivery for employability
in Fine Art, Design and Media;
2. To ascertain the skills required for early professional success, to ensure that
students understand what is expected of them beyond graduation and how to
3. To co-design employability content with student researchers and for students to
be critically engaged with their professional development.
For the remainder of the session colleagues will be invited to identify the principles of
collaborative, interdisciplinary and work-related learning which can be used to enhance
learning for employability in their own disciplines.
1B Alison Mc Lachlan, Senior Lecturer, Enhancement & Quality Lead and
Christine James, Senior Lecturer, Student Experience Lead
‘Analysis of Fitness to Practise Procedure’
The intellectual, professional, academic and practice competencies required by nursing
are defined by the Nursing & Midwifery Council1 2 3
and the theoretical approach to a
degree /higher degree verified as compatible and meeting the requirements set for
participating countries in the Bologna Process incorporating the European Tuning
Preparation for professional practice demands a robust and dynamic
programme that equips students optimally to meet the demands of person-centred care
in the context of unparalleled changes in healthcare provision and current economic
markets that are unprecedented.
Public confidence in professional conduct has been shaken by the numerous reports
citing patient care falling well below any reasonable interpretation of acceptable
standards, indeed nursing has been associated with notable serial killers in the UK,
however more recently and profoundly by the public inquiry into serious failings at Mid
Staffordshire NHS Foundation Trust.5
The latter report has culminated in some 290
recommendations with 25 related directly to nursing practice, 8 concerning the care of
the older adult and 10 specific to the regulatory function of the Nursing & Midwifery
Council. In particular, duty of care in nursing is a constant theme emphasising the
personal qualities of professionals and the capacity to deliver effective compassionate
care. In reference to nursing education and professional development of students the
report recommends that recruits are able to evidence ‘appropriate values, attitudes and
Ibid No 3: Recommendation No 185, Nursing, Focus on culture of caring. P 105
University of the West of Scotland (2012-15) Breaking Boundaries, The UWS Internationalisation and Global Citizenship Strategy
behaviours’ and the ability to put ‘others welfare above their own interests’.6
The Faculty of Education, Health and Social Sciences developed Fitness to Practise
Procedure in 2007, revised 2009. Within the Faculty, the School of Health, Nursing and
Midwifery implemented Fitness to Practise procedures as a direct mandate from the
Nursing & Midwifery Council in 2007. The School is committed to providing a robust and
dynamic education which develops registered nurses who are competent and safe
practitioners and can meet the demands of a modern healthcare system in Scotland, the
UK and internationally.7
Through intensive internal and external monitoring, professional
programmes can not only assure standards but can evidence continual enhancement
which guarantees the reputation of the University. Employability of students has moved
substantially from traditional local NHS employment to the wider UK NHS and more
recently students have cited international locations.
The School does not view Fitness to Practise as a punitive measure but rather an
opportunity for the student to gain insight into unacceptable conduct and acquire new
behaviours and attributes commensurate with professionalism and graduateness in a
global context. The perspective is therefore a positive one where through the procedure
the School can evidence public protection and professional standards. It is in this context
with increasing pressure on all healthcare professions that the scope of Fitness to
Practise procedures is analysed following approximately 100 cases.
WORKSHOP 2 - PROMOTING FLEXIBLE LEARNING: Moving from face to face to online learning
Chair: Bill Steele, Senior Lecturer, CAPLeD, UWS
2A Dr Keith Smith, Senior Teaching Fellow and Senior Lecturer in Higher Education,
Edinburgh Napier University. Programme Leader for the practice-based MSc Blended and
‘Contextualising TEL practice’
In this session Keith will explore how we can conceptualise and embed technology-
enhanced learning, teaching and assessment in ways that are meaningful to
practitioners, sensitive to different learning and teaching contexts, and which can help
establish a shared outlook on good practice. In doing this he will share lessons learned
from work undertaken at Edinburgh Napier University to implement a new institutional
framework for technology-enhanced learning. The session will cover the ethos and
design of the 3E Framework, and the range of ways in which it is being embedded at
Edinburgh Napier including through staff development initiatives and the introduction of
the new institutional VLE. Practical challenges and lessons learned will be offered along
the way, before concluding with a short overview of how other institutions have been
using and adapting the 3E Framework.
2B Tom Duff, Lecturer, CAPLeD, UWS.
‘The Digital Divide and Technology in Learning: Challenges and Opportunities’
The digital divide exists between those that continue to digitise traditional methods of
learning and those that can reimagine learning in completely new ways not possible
before This break out session is intended to help and encourage staff to make more use
of innovative flexible learning approaches.
WORKSHOP 3 - PROFESSIONAL DEVELOPMENT
Chair: Professor Moira Lewitt, School of Health, Nursing and Midwifery, UWS
3A Dr Catriona Cunningham , Academic Development Officer,
The Higher Education Academy.
This workshop will use different narrative theories to enable participants to chart their
academic practice (for example in terms of a fellowship) and indeed their own narratives
of learning and teaching. Working with literary and visual texts, we will begin to unlock
the stories which inform academics’ work, modeling a critical reflective approach which
can also be used with students for personal and professional development.
3B Dr Louisa Sheward, Lecturer, CAPLeD, UWS.
‘Engaging in the UWS Fellowship Scheme’
This short presentation will introduce participants to the UWS Fellowship Scheme. This
Scheme was developed by the Centre for Academic Practice and Learning Development
and Human Resources. It provides opportunities for experienced staff who teach and/or
support student learning to gain Fellowship of the Higher Education Academy at one of
four levels: Associate, Fellow, Senior and Principal. A brief overview including feedback
from a current participant in the Scheme will be provided.
WORKSHOP 4 - PROGRESSION AND RETENTION-Seeking a Sustainable Solution
Chair: Dr David Ross, Director of CAPLeD, UWS
4A Dr David Ross, Director of CAPLeD, UWS
4B Garry Quigley, President Students Association, UWS
4C Claire Mackie, Effective Learning Tutor, CAPLeD, UWS and student colleagues
‘Students Are Doing It For Themselves: peer support, retention and progression at UWS’
13.30 Lunch, Networking and POSTER EXHIBITION
UWS 2012 Work Based Learning Policy
UWS Learning, Teaching & Assessment Strategy (LTAS) - 2011-2015.
This reflects the learning taxonomies that underpin the module content in the module descriptors, the learning outcomes, and the
assessments rubric used to assess them.
ADS have collaborated with the University of Orebro, Sweden. Additionally there are longstanding links with a European conference on
education using electronic information and communications technology ICICTE12
, which has resulted in collaborative publications with
other institutions including Umea University, Stockholm, Sweden, and University of the Aegean, Greece, and Fraser Valley University,
Vancouver, B.C., Canada12
PARALLEL SESSIONS –AFTERNOON
WORKSHOP 5 - PROMOTING FLEXIBLE LEARNING: Moving from face to face to online learning
Chair: Professor Sabbir Ahmed, Head of School of Science, UWS
5A Dr Iain McPhee, Senior Lecturer Alcohol and Drugs Studies (ADS),
Ken Barrie, Programme leader, ADS and Dougie Marks, Lecturer, ADS, UWS
‘ The development of blended learning in Pg. programme in ADS 1998-2013: A case
The ADS programme is distinct in the UK because of its profile, longevity, flexible learning
approaches and the unique opportunity to complete a work-based learning placement8
There have been significant advances in research activity, designed to underpin learning
and teaching. ADS can demonstrate a continuous updating of programme content to
meet the changing needs of the addiction field. Our values are underpinned by the UWS
, our internationalisation strategy and our approach to inclusivity in
practice, driven by the UWS LTAS strategy10
. Since 2000 ADS make full use of VLE’s using
online and on campus participation to develop ability in analysis, communication and
presentation of debates, arguments, and assessable work. Distance learners interact with
campus attendees. This makes the pool of shared knowledge broader and richer. All
students, whether they study online or on campus, are provided with online interactive
learning support materials. These ‘core reading’ module support learning influencing the
cognitive, affective and psychomotor domains of learning. Consequently, learning
methods range from knowledge/information provision (lectures) to attitude change
(exploration and discussion) and behaviour change (skill rehearsal, and skills learned in
, stemming from Bloom (1956). ADS can demonstrate a process of
continuous evaluation of our blended learning environment, impact on grade outcomes,
indicated by several peer reviewed publications and attendance at international learning
5B Dr Beth Cross, Lecturer, School of Education
Institute for Youth and Community Research, UWS
‘Hosting Videos of Small Discussion Work on Module Site as part of a Blended Learning
The session will address the key theme: Promoting Flexible Learning through moving
from face to face to online learning. On the Community Learning and Participation
Degree Course a blended learning approach has been adopted. One of the challenges of
delivering a professionally accredited course on line is ensuring group work skills are
developed to a sufficient level within limited face to face contact time. To address this
challenge, students took turns taking part in small group discussions on promoting
empowerment within the CLD Professional Practice module. Use was made of Vimeo to
upload to the VLE recordings of the small group discussions. The VLE Unit also included a
forum where all students could post reflective comments based on viewing the small
discussion. This limited time students had to come to campus for discussions to the one
session they attended, but allowed them to benefit from listening to the others. This
strategy in some respects allowed students to learn from peripheral participation not
only about the subject under discussion but also strategies for engaging in scholarly
analysis and working as a group. Feedback about this format was gained through
evaluation at the end of term and through survey of all students. The benefits and
drawbacks of this approach and possible improvements identified through student
feedback and professional reflection will be presented at the session. Excerpt from the
discussions and perspectives on the approach from student co-presenters will be part of
the session programme.
5C Linda Wylie, Lecturer, School of HNM, UWS
‘ The role of social media in professional programmes’
Increasingly students are communicating via social media such as Facebook and Twitter.
Many Health Care professionals feel that this is not an appropriate forum for discussions
about professional practice yet this is an ideal arena for reflecting on practice, for
educating patients, for networking, for finding out and joining in with national campaigns
for example. This session will consider professional guidance and lead discussion on using
social media in professional practice appropriately.
WORKSHOP 6 - THE ROLE OF FEEDBACK IN EFFECTIVE ASSESSMENT
Chair: Dr Lesley Hamilton, e-learning developer, CAPLeD, UWS
6A Dr Victoria L. O’Donnell, Senior Lecturer, School of Education,
Dickson Telfer, Effective Learning Tutor, CAPLeD,
Dr Claire Chalmers, Chair of the School HNM Assessment Working Group;
Desmond Nicholl, Administrative Manager, Quality Enhancement Unit and
Ewan McCreath, UWS.
‘Stories of referencing practices: using assessment and feedback to facilitate learning
In 2012/13, the University’s Assessment Group undertook a consultation exercise to
explore academic practices in relation to the assessment of referencing in student work.
Responses revealed a range of practices across the institution. In particular, the
responses revealed interesting differences in academics’ approaches to the assessment
of referencing, and in their focus on the different aspects of referencing: from technical
conventions, to the use of a variety of credible sources (central to Principle 1F of LTAS).
Using an innovate narrative approach this session will present some of the issues and
challenges faced by both staff and students in relation to referencing practices within
academic work. It will allow for a discussion of how students’ learning and development
in relation to referencing might be more effectively supported through enhanced
assessment and feedback practices. It will also present modifications to the University
Assessment Handbook which have been made as a result of the key findings and
recommendations arising from the consultation, and will provide a forum for the sharing
of good practice in the assessment of referencing.
6B Dr Claire Chalmers –Senior Lecturer, Chair of the School HNM Assessment Working
Group; Chair of the School HNM Rubric Development Working Group, UWS.
‘Value, Virtues and Vice in Assessment Feedback’
The session will lead discussion on the value, virtues, and vice of feedback, exemplified
by the experiences of students and staff within the School of Health Nursing and
Midwifery: Evidencing the contrasting views of current feedback practices, the session
will reflect on the very practical challenges of utilising feedback to facilitate effective
assessment, and highlight some of the ongoing work within the School to better
understand and enhance current feedback practices, including:
1. The introduction of a feedback leaflet entitled ‘Feedback, Feedforward – Making
the Most of Feedback: guidance for students’ by the School Assessment Working
Group, aimed at promoting student understanding and use of feedback;
2. The work of the School Rubric Development Working Group, currently involved
in the development and implementation of School level guidance to support a
more consistent approach to programme and/or module level assessment
management, incorporating assessment guidance; marking criteria; rubric
development and feedback.
WORKSHOP 7 - INTERNATIONALISATION OF THE CURRICULUM
Chair: Professor David McGillivray, School of Creative and Cultural Industries, UWS
7A Sabine McKinnon, Lecturer in Academic Development, GCU.
‘Internationalisation of the curriculum: What does it mean for us?
The Global Perspectives Project at Glasgow Caledonian University’
Sabine McKinnon is a Lecturer in Academic Development in the Centre for Learning
Enhancement and Academic Development (GCU LEAD) at Glasgow Caledonian University.
She is responsible for the university’s GLOBAL PERSPECTIVES Project, a major strategic
change initiative on internationalising the curriculum. Sabine’s research focuses on the
impact of cultural values on learning and teaching. She teaches on the university’s
Postgraduate Certificate Learning and Teaching in Higher Education and the CPD
programme for graduate teaching assistants. She has also given invited guest lectures at
Heriot Watt University and the University of Strathclyde.
Sabine has presented and published her research at national and international
conferences. Her latest publication about international students’ perceptions of
employability is a book chapter in: Ryan, J. (ed.) Cross-Cultural Teaching and Learning
for Home and International Students: Internationalisation of Pedagogy and Curriculum in
Higher Education, Routledge.
Before joining GCU, Sabine enjoyed a long career in teaching German, European Studies
and Intercultural Communication at the universities of Leicester, Edinburgh, Heriot Watt
and Queen Margaret. She also worked as a researcher at the University of Glasgow and is
a Fellow of the Higher Education Academy.
Internationalisation has become another buzzword in higher education. Ambitious aims
and recruitment targets spring up everywhere, extra-curricular activities and induction
programmes for international students are on offer in most institutions but the question
of how to address internationalisation in the taught curriculum remains largely
unanswered. There is considerable evidence that the “gap between the announcement
of loudly trumpeted schemes and actual change in education practice” (Reid et al, 2010)
has not been closed yet. How can students learn to be ‘global citizens’ through studying
their subject? What are the specific features of an internationalised curriculum? What
are the challenges involved in designing and embedding it?
Glasgow Caledonian University has taken the first step towards answering these
questions. It recently launched a new three-year project called ‘Global Perspectives’
which aims to support academic staff in the process of internationalising the curriculum.
Led and managed by GCU LEAD (Centre for Educational Enhancement and Academic
Development) the project will explore students’ and staff’s perceptions of what
internationalisation of the curriculum means in practice, develop resources to support
them and make recommendations for embedding it all across the university.
This presentation provides an overview of the project’s different phases and presents
some initial findings from its research strand.
7B Robert Cowan, Depute Head of School, Health Nursing and Midwifery
Dr Heather Simpson, Head of School, Health Nursing and Midwifery,
Tom Keegan, Lecturer in Management, School of Business,
Dr Louisa Sheward, Lecturer, CAPLeD and
Thomas McLaren, Computer Networking Student, UWS
‘HEA Internationalisation Change Programme: Global Citizenship, Mobility and
7C Professor Henry Maitles, Interim Head of School of Education, UWS
'Global Citizenship - some ideas on the way forward for UWS'
Workshop 8 - EMBEDDING GRADUATE ATTRIBUTES AND EMPLOYABILITY IN THE CURRICULUM
Chair: Anne Gifford, Head of School of Creative and Cultural Industries, UWS.
8A Clare Kelly, Part-time Lecturer and
Fiona Milne, Lecturer, School of Creative and Cultural Industries, UWS.
‘Engaging with Mahara’
This session will look at some of the ways teaching staff and students can use Mahara to
interact in regard to LTAS materials. The focus will be on portfolio building and the
highlighting of exemplars.
8B Dr David Ross, Director of CAPLeD, UWS and
Frances Rowan, Employability Adviser, UWS
‘Graduate Attributes for UWS – Latest Developments’
8C Alison McEntee, Effective Learning Tutor, CAPLeD and
Lucy Carroll, Science Librarian , UWS
Draft Title: ‘Embedding graduate attributes/PDP in Bioscience’
Tea/Coffee and Plenary and RESULTS OF POSTER COMPETITION
Chair: Dr David Ross