The document describes a new approach taken by the University of the West of Scotland to embed personal development planning (PDP) and graduate attributes into the bioscience curriculum. Previously, PDP and skills training were delivered separately from course content. The new approach integrates PDP into existing science modules, with explicit links to assignments. Sessions are delivered as part of lectures and address both subject knowledge and skill development. The goal is to help students see the relevance of PDP to their learning and make connections across modules. Initial feedback indicates benefits such as improved student work and staff collaboration across departments. Moving forward, the university aims to develop learning objects that support multi-level skill building and embed policy priorities like academic literacies throughout degree programs.
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
Embedding Graduate Attributes and PDP:A Student Centred Approach to Curriculu...Alison McEntee
A Student Centred Approach to Curriculum Development in the Biosciences
Alison McEntee: Effective Learning Tutor, CAPLeD
Lucy Carroll: Science Librarian
Robin Freeburn: Lecturer, School of Science
Conceptual model developed with Marjorie McCrory: PhD Student, School of Education
Level 7 Bioscience students are required to engage with the process of Personal Development Planning (PDP) and create an e-portfolio providing a reflective account of learning and skills development. Previous approaches to encouraging effective student engagement with PDP have focused on the delivery of separate modules, or ‘extra’ sessions which sit outside of subject teaching. Based on staff and student feedback, and facing the challenge of working with a large cohort of 250 students on a number of different Bioscience programmes, a new approach to embedding PDP into the first year curriculum was developed.
This session will outline the new approach trialled in 2012/13. The approach aimed to improve student engagement with the process of PDP, and highlight its relevance and value to learning and attainment by linking it more explicitly with module assessment and the development of graduate attributes and employability in a subject specific context. Initial evaluation indicates that this approach has encouraged and supported students to engage more effectively with PDP, and may have a positive impact on student learning, attainment and retention.
The development of a research and writing support site for studentsLearningandTeaching
Most postgraduate students will have developed research and writing skills while undertaking their undergraduate degree, yet many still find it challenging to meet the expected high standards of independent research and thesis writing. In this video, Michelle describes a project undertaken by Student Learning Support and the School of Psychological Sciences to support students in the Master of Psychology (Clinical) at ACAP, and supported by a Learning and Teaching Grant.
The project involved creating a research and writing support site covering topics such as Developing Your Research Proposal, Writing Your Literature Review, and Publishing and Presenting Your Research. Michelle discusses how the team developed the site to complement existing support, showcase some of the resources, and explain how the effectiveness of the project will be measured.
Scholarship of Teaching: Advancing your career John Hannon
1. Distinguish Boyer’s types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of teaching
3. Apply the values and practices of your profession or discipline to your scholarship of teaching
4. Develop & present a career plan for your scholarship of teaching
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Embedding graduate attributes and pdp final version
1. Embedding
Graduate
Attributes and
PDP
A Student Centred Approach to
Curriculum Development in the
Biosciences
Alison McEntee; Effective Learning Tutor,
CAPLeD
Lucy Carroll; Science Librarian
Robin Freeburn; Lecturer, School of Science
Conceptual model developed with Marjorie
McCrory , PhD Student, School of Education
2. PDP/Graduate attributes
Personal Development Planning (PDP) is ‘a
structured and supported process undertaken
by an individual to reflect upon their own
learning, performance and/or achievement
and to plan for their personal, educational and
career development’ (QAA, 2009 p. 2).
It is important to translate ‘graduate attributes
into learner centred curricula; and… [support]
staff and students in developing shared
meanings of them in their particular disciplinary
and institutional contexts’ (QAA, 2009 p. 12).
3. Background
Prior to 2010/11
Technical Communication and Personal
Development module; PDP and IT skills
Taught separately from subject content
2010/11 to 2011/12
Trimester one; Generic PDP sessions(‘extra’
sessions)
No explicit connection with subject
Scientific Investigation module in Trimester
Two
4. The challenge
Large student cohort
A range of Science programmes
Showing value and relevance to learning
of
PDP and ePortfolios, and
Graduate Attributes/employability
Relevance to subject area
5. The new approach
From 2012/13
Programme focus; more specific links to science; PDP
as ‘being and becoming’ a scientist
Trimester one
Delivered as part of cells and molecules lectures
Assignment specific links – tutorial sessions
Trimester two
Delivered as part of scientific investigation lectures
More focus on the process of PDP/ePortfolio
creation in subject specific context
6. Information literacy
Information literacy is knowing when
and why you need information; where
to find it; and how to evaluate, use and
communicate it in an ethical manner.
Knowing when and why
you need information –
exploring the essay
question session Where to find information
– finding information for
assignments session &
finding literature for a
case study session How to evaluate, use
and communicate
information – sessions on
referencing & plagiarism
7.
8. Academic Literacies
Literacies as social practice (Lea and Street 1998, 2004).
Writing as ‘an epistemic process in which thinking and
reflection develop...and as a communicative product,
structured in particular ways by particular conventions
and forming particular, recognisable social functions’
(Britton 1982, p.94)
Writing in Higher Education ‘involves new ways of
knowing; new ways of understanding, interpreting and
organising knowledge’ (Lea and Street 1998, p.158)
Writing as ‘usefully problematic’; writing to learn and
learning to write (Britton 1982, p.94; Young 2002)
9.
10. Policy drivers
Personal Development Planning
Reflective Learning
Effective Learning Framework
Graduate Attributes
HEA Employability Profiles
SCQF level descriptors/learning outcomes
17. Who are we?
Dr Robin Freeburn
(Lectures & Tutorials)
Margaret Train
(Lab Classes)
Alison McEntee/Lucy Carroll
( (Effective Learning Tutor/Science Librarian)
Further details in the module handbook
17
18. » 100% COURSEWORK BASED
˃4 x lab classes (40%)
˃4 x class tests (40%)
˃1 essay (20%)
18
PDP/ Effective Learning
19. ˃1 essay (20%)
˃1 essay
˃Essay Plan (10%)
˃Essay submission (90%)˃Tutorial on Academic Writing (AMcE)
˃Tutorial on referencing and plagiarism (LC)
˃Plan submission → Marked & Feedback (Turnitin)
˃Essay submission (90%)
˃Marks & Feedback (individual on Turnitin)
˃General Essay Feedback tutorial (AMcE)
19
20. Benefits
Greatly improved structure for both plan and Essay
Introduction – referring to the question
Main body – use of sections
Conclusion / summary
Referencing much more consistent
Figures referenced
URLs
Staff engagement
Use of Turnitin and Grademark
21. Benefits
Collaborative working between staff
Consistent approach
Curriculum development (marking and
feedback rubrics/reading lists)
22. ‘…a really important way to ‘embed’ the
development of PDP i.e. by the academic setting a
subject related task that students will seek to do well
to earn marks, so they are given the ‘benefit’ of
some generic skill training, for which they can
immediately see the ‘value’ . This means that they
DO engage well with the opportunity and everyone
succeeds in enhancing the learning! In effect, we
have a mechanism that means that students DO get
marks for doing their ‘PDP’ work (this overcomes the
one reason everyone suggests that students don’t
engage with the PDP training i.e. because they are
not given ‘marks’).’
23. The way forward
Programme based development
Learning objects at all programme levels
Support for ‘vertical’ student development
Embedding of
Academic literacies
Digital and information literacy
Policy drivers embedded as learning processes
Will inform curriculum development and
module assessment
24. Bibliography
Catt, R. & Gregory, G. (2006) The Point of Writing: Is Student Writing in Higher
Education Developed or Merely Assessed? In Ganobcsik-Williams, L. (ed.)
Teaching Academic Writing in UK Higher Education: Theories, Practices and
Models. Basingstoke: Palgrave MacMillan, pp. 16-28
Chartered Institute of Library and Information Professionals (2004) Information
Literacy: definition. [Online] Available: http://www.cilip.org.uk/get-
involved/advocacy/information-literacy/pages/definition.aspx [Accessed: 14
June 2013].
Higher Education Academy (2007) Student Employability profiles: a guide.
[Online] Available: http://www-
new2.heacademy.ac.uk/resources/detail/employability/Employability_profile
s_print_pdf [Accessed: 13 June 2013].
Ivanic , R & Lea M.R. (2006) New Contexts, New Challenges: the Teaching of
Writing in UK Higher Education In Ganobcsik-Williams, L.(ed.) Teaching
Academic Writing in UK Higher Education: Theories, Practices and Models.
Basingstoke: Palgrave MacMillan, pp. 6-14.
25. Ivanic , R & Lea M.R. (2006) New Contexts, New Challenges: the Teaching of
Writing in UK Higher Education In Ganobcsik-Williams, L.(ed.) Teaching
Academic Writing in UK Higher Education: Theories, Practices and Models.
Basingstoke: Palgrave MacMillan, pp. 6-14.
Lea, Mary R. (2004) Academic literacies: a pedagogy for course design.
Studies in Higher Education. Vol 29(6), pp. 739-756.
Lea, Mary R. and Street, Brian V.(1998) Student writing in higher education: An
academic literacies approach. Studies in Higher Education. Vol 23(2), pp.157-
172.
Lillis, T. (2006) Moving towards an ’Academic Literacies’ Pedagogy: Dialogues
of Participation. In Ganobcsik-Williams, L. (ed.) Teaching Academic Writing in
UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave
MacMillan, pp.13-43.
26. Mitchell, S. and Evison, A. (2006) Exploiting the Potential of Writing for
Educational Change at Queen Mary, University of London. In Ganobcsik-
Williams, L. (ed.) Teaching Academic Writing in UK Higher Education: Theories,
Practices and Models. Basingstoke: Palgrave MacMillan, pp.68-82.
Quality Assurance Agency (2009) Research-Teaching Linkages: enhancing
graduate attributes. [Online] Available:
http://www.enhancementthemes.ac.uk/docs/publications/research-
teaching-linkages-enhancing-graduate-attributes-overview-report.pdf
[Accessed: 13 June 2013].
Quality Assurance Agency (n.d.) Employability: Effective Learning and
Employability. [Online] Available:
http://www.enhancementthemes.ac.uk/docs/publications/employability-
effective-learning-and-employability.pdf?sfvrsn=20 [Accessed: 13 June 2013].
Scottish Credit and Qualifications Framework (2012) SCQF Level Descriptors.
[Online] Available:
http://www.scqf.org.uk/content/files/SCQF%20Revised%20Level%20Descriptor
s%20-%20Aug%202012%20-%20FINAL%20-%20web%20version.pdf [Accessed 13
June 2013]
Editor's Notes
Some basic definitions to introduce the focus of the session – with reference to the session abstract.
Paisley 2001-02 to 2007-08:15-point modules and the vehicle for level 7 PDP was the module “Technical Communication & Personal Development”. It was presented in trimester 1 to all Science and Engineering students, and Computing students in some sessions. The assessed components were: Personal Development Plan, Written Report, Oral Presentation, EXCEL exercise. It addressed both PDP and IT skills.The main problem we found was that it was presented separately from subject content and so many students did not see the relevance to their subject studies. Partly this was due to the very wide constituency of students on the module. 2010-11 to 2012-13:The module “Scientific Investigation” includes ePortfolios and other elements, such as a poster presentation, in a scientific context. At Paisley this module is presented in trimester 2. In order to prepare the ground, further sessions are presented in trimester 1 covering Introduction to PDP, ePortfolios, Academic Writing, Library Skills and “What Next? – summary of what had been learned/covered. In the first two years (10-11 & 11-12) these further sessions were presented as “extras”, timetabled on a day where the students did not have other classes. In feedback, although students said that they appreciated these classes, attendance was disappointing and a significant number said there needed to be more of an explicit connection with their studies.
Large cohort of students – around 250 students in first year science – approx 220 of these on cells and molecules module. Challenge was to embed PDP as a learning process – not to just tell students about it. To make it meaningful it has to be embedded as a learning process and made relevant to the student in the context of their learning in their subject area.
In response12-13 PDP sessions taught as part of Cells & Molecules timetable (taken by virtually all the first year Science students)embedded directly into important assessments within this module. To encourage students to view PDP elements as a learning process directly relevant to their subject learning. Focused on essay writing as a process to provide links with the process of Personal development/development of graduate attributes.2012-13 – Scientific investigation – Writing the group case study – sessions covered group work/academic writing/literature searching (all related to specific assessment). Preparing an academic poster session (referring to referencing etc. ) Session on e-portfolio construction and reflective writing. Linked to information covered in trimester 1 (built on approaches already taught – refer to example).
In Effective Learning we work from a theoretical base that is rooted in students’ experience of writing at University, and our approach to curriculum development is informed by what we learn from our work with individual students: student centred – links to focus on the student experience. Writing as social practice Academic literacies theory views literacies, in this case writing, as social practice. Different ‘literacies’ (or ways of writing) associated with different contexts, and related to what counts as ‘knowledge’ in those contexts – so for instance different ways of writing in different subject areas, depending on how knowledge is constructed in that subject area. Academic knowledge is constructed and communicated through writing, and learning is assessed through writing and so writing should form a central part of the student learning process. Students experience academic writing activity in the context of their wider life and educational experience. Writing in HE is where students engage in deep learning and understanding of subject content and is a potentially transformative learning process, rather than being about the acquisition of surface skills. Learning and writing in HE requires students to adapt to new ways of knowing and understanding – a different, more critical approach to knowledge - and students also need to learn how to write in a new and unfamiliar way. Students who have not encountered this learning/writing approach before often find it to be a frustrating, confusing and emotive experience. They don’t feel they have the level of knowledge or authority required to write in that way....and are challenged by aspects such as expressing an opinion when using ‘third person’ writing style. Also – different types of writing in different subject disciples, and within those disciplines – so report, essay, reflective writing and poster all different types of writing – so a different approach should be taken to produce a different product. Teaching in HE tends to focus on the finished ‘product’ without focusing on the process of creating that productEncourages students to copy and engage in ‘fake writing’ - using specialist terminology and imitating academic style, without understanding it - and often missing the key substantive elements that should be included (even though they know them). Writing becomes a ‘barrier’ to learning. Writing as usefully problematic; writing to learn and learning to writeIssues highlighted through the individual feedback were collated and discussed in a follow up class session and the class were asked to write a ‘draft introduction’ to their essay in groups, putting into practice some of what they had learned from the initial formative activity. This illuminates what is usually a hidden and private process – becomes a ‘usefully problematic’ process - encouraging peer learning - bridges the gap between teaching, learning and assessment, and allows for a clear and shared understanding of assessment criteria and the feedback process.Identified key blocks to learning to write in this way, and to support learning and also to adapt the guidelines to clarify areas that hadn’t been clearly expressed.
The sessions delivered with in the first year group – Introduction to PDP introduced the key concepts related to PDP and ePortfolio, which were then picked up again in Semester 2 in the Scientific Investigation module.A ‘Generic’ Academic writing session was delivered as a lecture and then followed up by the tutorial session which focused on the particular assignment – deconstruction of the question and discussion of ‘appropriate’ writing using the text type activity (Tied in with approach of Purpose, Audience, Structure, Language, Information and Evidence) . Positive student feedback received on this session in terms of ‘demystifying’ writing.Introduction of ‘literacies’ – different forms of writing suitable for different audiences, purposes etc (refer to hand-out). These sessions also linked explicitly with Lucy’s sessions on finding and using information and evidence and referencing.
The policy drivers – part of the landscape that we have to engage with – we have taken them and embedded them as students’ learning processes - that underpinned our work were centred on embedding Personal Development Planning, with reference to how PDP related with, and could be facilitated through a focus on the development of Graduate Attributes, employability (related to a subject/programme specific context) and module learning outcomes. Articulating these frameworks with subject specific task/assessment/student learning – more directly linked to learning activity so that students can see the relevance of them to learning on their modules in additional to their on-going development as a science graduate in a particular field.The intention was to increase engagement and interest in this way by highlighting the immediate and longer term benefit and value gained from engaging in PDP, by articulating it with a subject specific assessment task (delivered as embedded in the module) – long term development (in terms of ‘end of graduation’ benefits) and immediate value (in terms of improving learning and attainment). I believe that Alison and Robin have found a really important way to ‘embed’ the development of PDP i.e. by the academic setting a subject related task that students will seek to do well to earn marks, so they are given the ‘benefit’ of some generic skill training, for which they can immediately see the ‘value’ . This means that they DO engage well with the opportunity and everyone succeeds in enhancing the learning! In effect, we have a mechanism that means that students DO get marks for doing their ‘PDP’ work (this overcomes the one reason everyone suggests that students don’t engage with the PDP training i.e. because they are not given ‘marks’).
On the basis of this approach we have developed a model which we believe can be adapted for use in any subject area to achieve similar results – a student centred model which takes the student experience of learning as it’s starting point. The student is focused on, and aware of, the assessment tasks they have to carry out. The wider ‘frameworks’ are not immediately visible or relevant to the student, so we felt it was important to link our introduction of them into the assessment tasks to foster student engagement with them. If we can make the learning frameworks relevant to and have a positive impact on the student’s assessment tasks – which are their ‘primary concern’ - then they are more likely to engage with them, and learning and development will be enhanced.
So – if we take the cells and molecules essay as an example (and Robing will talk about this some more in a minute). Through the sessions we delivered (refer to hand-outs) we highlighted the importance of essay writing in developing students’ attributes and skills in relation to the graduate attributes they were developing (there were several – concerned with information literacy and academic literacy) by linking them directly an explicitly with learning outcomes, graduate attributes and HEA employability profile statements. Teaching was delivered with these being linked in as the underpinning context or reasoning behind the learning – students were learning how to write academically – like a scientist – and developing an understanding of their subject area through the writing process. (Refer to the session on deconstructing a question and the text type activity)
So – if we take the cells and molecules essay as an example (and Robing will talk about this some more in a minute). Through the sessions we delivered (refer to hand-outs) we highlighted the importance of the process of writing/learning in relation to developing students’ subject knowledge and to the development of their attributes and skills (there were several – concerned with information literacy and academic literacy) by linking them directly an explicitly with learning outcomes, graduate attributes and HEA employability profile statements. Teaching was delivered with these being linked in as the underpinning context or reasoning behind the learning – students were learning how to write academically – like a scientist – and developing an understanding of their subject area through the writing process. (Refer to the session on deconstructing a question and the text type activity)
In the second trimester (Scientific Investigation) we then supported the student to write reflectively about their learning experience (of writing the essay) encouraging them to use the Learning frameworks as a guide (refer to example in the Scientific investigation session re using the language from the HEA employability profile)
1st module studied in the degree programmeScientific investigation : From my point of view the Module was definitely improved upon this year, which was exemplified in a better pass mark with an increase in cohort size. The numbers don’t lie….!! In terms of what was reason for this improvement was – I’m not completely sure. I think we should watch the module over the next few sessions to get a clearer outlook. For PDP we saw an increase in average mark (from 35 % to 62 %) and for the poster session an increase (from 59 % to 79 %). The remaining assessed components were largely left unchanged from 2011-12. I think that the improvements can be rationalised by a number of factors. Implementation of the University attendance policy significantly improved results by removing non-engaging students. The input from Effective Learning had clear benefits, particularly in defining and supporting the PDP elements. The additional postgraduate support was also helpful in supporting the student cohort through the year. The improvements to the poster assessment are difficult to quantify directly between 2011-12 and 2012-13 as the assessment had changed and the new format was in my opinion more engaging and interesting for the students. From student feedback (observed in the ePortfolio) the module seemed to be widely appreciated by students, who were enthusiastic about the diversity of material being studied and in the support they were provided.Wider impact – feeding back into development of curriculum re reading list development/assessment guidance and brief/marking rubric/standardised approach ie to referencing across modules and programme/ feedback to CoRE examples/highlighting resources required – EL/Library etc
Being and becoming model – being and becoming a scientistSustainable, effective, student centred learningModel can be applied to other areas Wider impact – feeding back into development of curriculum re reading list development/assessment guidance and brief/marking rubric/standardised approach ie to referencing across modules and programme/ feedback to CoRE examples/highlighting resrouces required – EL/Library etc Effect on student experience – anxiety/mental health? – evaluative study required? I have a couple of specifics for Scientific Investigation – not sure if it’s what you’re looking for…? From my point of view the Module was definitely improved upon this year, which was exemplified in a better pass mark with an increase in cohort size. The numbers don’t lie….!! In terms of what was reason for this improvement was – I’m not completely sure. I think we should watch the module over the next few sessions to get a clearer outlook. For PDP we saw an increase in average mark (from 35 % to 62 %) and for the poster session an increase (from 59 % to 79 %). The remaining assessed components were largely left unchanged from 2011-12. I think that the improvements can be rationalised by a number of factors. Implementation of the University attendance policy significantly improved results by removing non-engaging students. The input from Effective Learning had clear benefits, particularly in defining and supporting the PDP elements. The additional postgraduate support was also helpful in supporting the student cohort through the year. The improvements to the poster assessment are difficult to quantify directly between 2011-12 and 2012-13 as the assessment had changed and the new format was in my opinion more engaging and interesting for the students. From student feedback (observed in the ePortfolio) the module seemed to be widely appreciated by students, who were enthusiastic about the diversity of material being studied and in the support they were provided.
The problem that I and many of my colleagues have identified is; that since moving to 20 point modules we seem to have less opportunity to create a ‘VERTICAL’ development in learning a range of the generic skills i.e. progressing from L7 to L10 in for example; report writing skills, or data analysis, or oral presentations, etc. This is probably exacerbated by the fact that academics rarely engage with more than a couple of modules at each level in a programme, so we do not know what each other is teaching the students in any detail, and this applies also to the development of the generic skills. Interestingly, the ‘problem’ of large classes has meant that some academics are now seeking the assistance of colleagues in helping to mark (assess/grade) the scripts for large cohorts and with technical developments like TurnitinGrademark, we are getting a much better of idea of common ‘problems’ in effective assessment and also of potential solutions ! The potential for you and your colleagues to help us in creating a range of generic grading feedback, etc is most welcome. The IT developments also suggest new ways to ‘engage’ students, such as with the use of the spoken word through voice overs in short U-tube style videos, animated presentations, online assessment, etc