SESSION - Ulster University
PARALLEL SESSION ABSTRACTS
NB: (i) the abstract numbers correspond to the numbers on the parallel session schedule in this guide, and (ii) the abstracts are exactly as received, i.e. no corrections have been made to typos.
Title: Using Building Information Modelling (BIM) to Foster Collaborative Learning
Presenters: David Comiskey, The Belfast School of Architecture
Mark McKane, School of the Built Environment
Abstract:
Historically, most undergraduate degree courses within built environment disciplines have predominantly delivered their programme content in “disciplinary silos” (Chapman, 2009), with minimal collaborative working between students on other built environment and construction related courses. Sayce & Clements (2010) outline, “the need for existing and future professionals to be equipped with the skills and understanding necessary to function effectively in interdisciplinary teams.” Therefore, a “silo based” approach to learning and teaching is far from ideal as it does not encourage collaborative working, thinking and problem solving, all of which are key skills that are expected of today’s graduates.
The emergence of Building Information Modelling (BIM) has highlighted the need for greater collaboration and meant that those involved in the delivery of built environment related programmes have had to re-evaluate their learning and teaching methods to ensure students are being prepared for the built environment of the twenty-first century. This presentation will discuss how BIM has been used to address the issue of “silo based” learning and teaching at Ulster University, highlighting collaboration that has taken place between staff and students on the Architectural Technology and Management and Quantity Surveying and Commercial Management programmes. The presentation will provide a reflective account of a collaborative project that was undertaken between Year 2 students on both courses and how communication took place via an online common data environment. The presentation will outline the benefits of the project and provide evidence of impact, with other academics and student groups now becoming involved as a result of the success of this initial project. This session will be useful to those academics considering implementing similar collaborative learning practices within their subject areas and will focus on transferable elements of the project that may be adopted by staff regardless of discipline.
Title: Patient-Public Integration into the MPharm Curriculum at Ulster University
Presenter: Dr Kathryn Burnett, School of Pharmacy and Pharmaceutical Sciences
Abstract:
Personal and Public Involvement (PPI) encompasses ensuring services that are commissioned and provided, organisation processes, and research undertaken within Health and Social Care, respond to and meet the needs of the users and carers1,2,3. Within pharmacy education, the Council for Healthcare Regulatory Excellence4 and the General Pharmaceutical Council5 require standards to be met which include the incorporation of views and experiences of key stakeholders.
PPI in pharmacy education is aimed at supporting students to develop effective communication with patients, empathise with sick or worried people, and support patients in their medications use. PPI workshops were integrated into the MPharm at Ulster in which patients talk to students about their views of their disease state and medication, and the impact that these have on their quality of life.
A SurveyMonkey® was developed involving Likert scale responses to statements made around the aims of the workshops. It was distributed by email to all four years of undergraduate pharmacy students and responses analysed.
There was an overall response rate of 61%. The workshops were felt to improve the effectiveness of communication skills in 88.4% of students, with 86.9% feeling more confident in talking to patients/ carers. Greater empathy was felt by 88.4% of students and 81.1% felt they had applied their clinical knowledge into practice. A comment made by a third year student was: “Brilliant aspect of the course, really puts theory into practice and you get a real awakening that it’s not just a disease or symptom you are treating it’s a patient”.
The PPI workshops integrated into the MPharm curriculum at Ulster are supporting students in improving their communication skills with patient/carers, enhancing their empathetic qualities towards patient/carers and helping to consolidate students’ clinical knowledge with practice. The results of this survey supported the benefits to having PPI within undergraduate pharmacy education.
References
1. Florin D and Dixon J (2004). Public involvement in healthcare. British Medical Journal: 328: 159-161
2. Safety, Quality and Standards Directorate, DHSSPS (2007). Circular HSC (SQSD) 29/07. Guidance on strengthening personal and public involvement in Health and Social Care.
3. Lenaghan J (1999). Involving the public in rationing decisions. The experience of citizens juries. Health Policy; 49: 45-91
4. The Council for Healthcare Regulatory Excellence (2011). Performance review report: Changing regulation in changing times, 2010/11. Available at: [Last accessed 02/04/14]
5. The General Pharmaceutical Council (2011). Future pharmacists: Standards for the initial education and training of pharmacists, May 2011. Available at: [Last accessed 02/04/14]
Title: DisplayNote as a Collaboration Tool in Enhancing Student Participation
Presenter: Dr Anne Moorhead, School of Communication
Abstract: Collaboration between students and their peers and tutors is encouraged to enhance the student experience (Healey et al. 2014). Technologies can have role in enhancing this collaboration (HEA,2013; Powell & Varga-Atkins, 2013; Ryan & Tilbury, 2013). With new technologies emerging, it is important to research their potential in higher education (Powell & Varga-Atkins, 2013). DisplayNote is an application that can be used for screen mirroring, wireless presenting, personalised notes, student polling, real-time collaboration and lecture capture. For real-time collaboration, students can contribute to and collaborate on slides using their device, and also share their annotations with others in the session. There is limited research into the use of DisplayNote.
Objective: To explore the use of DisplayNote as a collaboration tool to enhance participation among
undergraduate students within class.
Methods: This is a current exploratory study investigating the use of DisplayNote among 35 undergraduateyear 2 students. Students completed a baseline questionnaire in Week 1 (start of the module) on collaborating with peers and tutors, and participating in class; and they were invited to use DisplayNote in class each week with the Tutor using it every week, and then complete an evaluation questionnaire in Week 12 (end of the module).
Results: Baseline questionnaire revealed that the students reported that they can participate in class with peers and tutors easily but would like to participate further. There were issues in setting up and using DisplayNote such as lack of connectivity and students engaging with the application. DisplayNote was moved from the lecture to the seminar and used by groups of students rather than individuals. The presentation will include the challenges and benefits of using DisplayNote, and the findings from the student questionnaires.
Discussion/Conclusion: DisplayNote has potential in enhancing student participation in class, and
recommendations on using Display will be presented.
Discussion Question: Do staff consider wireless projection and collaboration on smartphones and tablets as a possible enabler of learning or a hindrance, and why?
References
Healey, M., Flint, A., and Harrington, A. (2014). Engagement through partnership: students as partners in learning and teaching in higher education. York: Higher Education Academy.
Higher Education Academy (HEA) (2013). Learning and Technology. Available from:
Powell, S. S and Varga-Atkins, T. (2013) ‘Digital Literacies: A Study of Perspectives and Practices of
Academic Staff’: a project report. SEDA Small Grants Scheme. Liverpool: University of Liverpool. July.
Version 1.
Ryan, A and Tilbury, D (2013). Flexible Pedagogies: new pedagogical ideas. York: Higher Education
Academy.
Title: Rethinking Vocational Learning and Teaching Spaces for Media Curriculums in Higher Education
Presenters: Adrian Hickey, School of Media, Film and Journalism
Alan Hook, School of Media, Film and Journalism
Abstract:
This paper is a call to address the provision that we make for vocational teaching in New Media courses. It argues that we need to address the way that the curriculum delivery space effects the learning behaviours that are produced in these spaces. Furthermore the paper reflects on the use of learning spaces and their relationship to pedagogy. Using the 2006 JISC report; Designing Spaces for Effective Learning as the starting point we aim to discuss possible futures for learning space design. The 2006 JISC study outlines ‘Vocational Teaching Spaces’ as rooms which require specialist equipment which would be discipline specific (JISC 2006 p16). The paper looks at the provision made for other disciplines within Media, and reviews the spaces in industry that students graduate into in an attempt to highlight the tension between the teaching spaces and industrial models of space design.
We will argue towards a conclusion that highlights the tension between the teacher centred, formal classroom, with identical workstations and an inflexibility of furniture and working patterns and the style, space and approach of the new digital creative economies. Buckingham stresses the instability of the market place and industry, that graduates need to be “mobile, multi-skilled and flexible, and adapt to the stresses of a ‘portfolio’ lifestyle” (Buckingham, 2014 p30). We argue that departments should look to the spaces that industry creates to help redefine and restructure the teaching spaces. This is paramount to help students meet the needs of industry and create graduates with the attributes that industry desires such as diagonal thinking, “ie: those able to think creatively and practically” (Skillset report, 2011, p44).
Title: Pedagogy in the Woods: Teaching Walden in Ulster
Presenter: Dr Willa Murphy, School of English and History
Abstract: This paper will reflect on the use of creative learning spaces in my 19th Century American literature module at Ulster University, Coleraine. One of the central texts of this module is Henry David Thoreau’s Walden (1854), which details the author’s experiment with living simply in the woods, in a small cabin built by his own labor. Thoreau addresses his book mainly to students, and argues that his cabin was “more favorable . . . to thought . . . than a university.” A foundational text in American culture, Walden calls students not simply to read about life, but to live it. “I went to the woods,” explains Thoreau, “because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived.”
Walden is a book that cries out to be taught creatively, rather than in the typical lecture/seminar format. Leaders in the field of pedagogy similarly argue that students learn more by active engagement in the subject, and in spaces that encourage such experiential learning (Kolb and Kolb, 2005; Lave and Wenger, 1991). The project began by asking students to think about what a Walden seminar might look like. Reading Walden allowed them to begin thinking critically about their learning spaces, and to imagine something different. A series of workshop activities encouraged students to explore the under-used natural landscapes of the Coleraine campus, and locate a suitable space for a Walden event. The students went on to organize an evening of readings, discussion, poetry and song in the woods on the Western edge of the campus. Photographs and student testimonials will accompany this paper, which will argue that the under-used natural sites on the campus are ready-made learning spaces. This paper will evaluate the impact on student experience of this approach to teaching the text, and suggest ways to transfer this approach to other teaching fields.
References
Kolb, Alice Y., and David A. Kolb. 2005. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 2005, Vol. 4, No. 2, 193–212.
Lave, J., & Wenger, E. 1991. Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Thoreau, Henry David. 1854. Walden, or Life in the Woods. Boston: Ticknor and Fields.
Title: Experiential Sociology: Out of the Classroom and into the Field.
Presenters: Dr Ciaran Acton, School of Sociology and Applied Social Studies
Dr Marie Braniff, School of Sociology and Applied Social Studies
Mrs Claire Mulrone, Centre for Widening Access & Participation
Abstract:
Although space can have a powerful impact on the learning process (Oblinger, 2006), it is one of the elements over which academic staff often feel they have relatively little control. Bureaucratic timetabling systems and inflexible classroom designs serve as barriers to the various innovative, interactive and collaborative learning activities that have been shown to enhance student engagement (Beichner 2013). The current paper will focus on an initiative designed to overcome the constraints imposed by traditional teaching methods, by bringing sociology students out of the classroom and into more authentic and applied learning environments. The inaugural sociological fieldtrip in November 2013 entailed a series of sociology-themed activities in the setting of the Crumlin Road Gaol, and was introduced in the context of a broader first year induction strategy aimed at enhancing student engagement and ‘belonging’ (Trowler, 2010; Thomas 2012). However, prompted by an acknowledgement of the need for greater student-community engagement, the involvement of the Science Shop in the current academic year provided an extra dimension to the project. The opportunity to engage in a meaningful way with community partners around key sociological themes such as power, cultural diversity, racism, and differential educational attainment, allowed students to enter a creative and imaginative space not usually accessible to them through conventional teaching and assessment methods.
Although the activities described in this presentation have a particular sociological focus, the overall process, with its emphasis on active and collaborative learning in non-traditional learning environments, has applicability across a wide range of subject areas. With this cross-disciplinary emphasis in mind, the session will be structured around the following themes: the challenges and opportunities associated with operating outside conventional learning environments; the role of the science shop in fostering student and community engagement, collaborative learning and graduate qualities; the benefits of employing a partnership approach when designing learning and assessment strategies; and the nature of the evaluation and curriculum development process.
References
Beichner (2013) 7 Things You Should Know about Collaborative Learning Spaces, EDUCAUSE Learning Initiative
Healey, M., Flint, A., and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education, York: Higher Education Academy
Neary, M. (2010) Student as producer: Research engaged teaching and learning at the University of Lincoln User’s Guide 2010-11 [Internet]. Lincoln: University of Lincoln. Available from: .
Oblinger, D. (2006) ‘Space as a Change Agent’ in D. Oblinger (Ed) Learning Spaces, EDUCAUSE Thomas, L (2012) Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success Programme, London: Paul Hamlyn Foundation and HEFCE.
Trowler, V. (2010) Student Engagement Literature Review. York: Higher Education Academy. Available from:
Title: Staff Student Partnership: More than Tokenism, a Catalyst for Active Engagement
Presenter: Roisín Curran, Staff Development
Abstract:
At Ulster we believe that there is a moral, as well as both an academic and economic imperative upon us to support and retain as many of our students as possible, and to foster a real sense of belonging which optimises students’ opportunity to succeed and to fulfil their potential, regardless of their social background.
Through Ulster’s involvement in the What Works? Student Retention & Success (SRS) Phase II change programme (HEA, 2012) a multifaceted approach has been taken to improving student engagement, belonging and retention, incorporating induction, active learning and co-curricular activities across a range of disciplines. The conceptual model (Thomas, 2012) which underpins the What works? change programme emphasises the importance of focusing activities in the academic sphere and on institutional, staff and student capacity building of a partnership approach in which everyone is responsible for providing an engaging experience for students.
This paper explores the impact of staff and student partnership in the SRS programme over the last two years and seeks to highlight how such partnerships affect not just the individual staff and students involved but the wider student body in terms of promoting active learning. In doing so, it addresses what Healey et al. (2014) highlight; that the understandings of the impact of partnership work – for students, staff, institutions, society more broadly – remain relatively poor and there is a need for a greater evidence base around the benefits of partnership. Themes emerging from the research are mainly positive and revolve around, inter alia, better working relationships between staff and students, changing mindsets, acquisition of new skills and practice that mirrors professional life beyond university. This concurs with similar recent explorations elsewhere in the UK and US which identify outcomes of partnership in three clusters; engagement, awareness and enhancement (Cook-Sather et al. 2014, p.100).
References
Cook-Sather, A., Bovill, C. & Felten, P. (2014) Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco: Jossey-Bass.
Healey, M., Flint, A. & Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. York: HEA. Available at (Accessed 21 September 2014)
HEA (2012) Student retention and success change programme: Implementing and evaluating the impact of the ‘What works?’ programme. Available at [Accessed 01 Nov, 2014]
Thomas, L. (2012) Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success programme. Available at [Accessed 4 March 2013]
Title: Students’ Reflective Thinking, Approaches to Learning and Beliefs of Knowledge: Valuable Concepts in Understanding Nursing and Midwifery Internship Learning
Presenter: Louise McBride, PhD Student, Faculty of Life and Health Sciences
Co-authors: Prof Owen Barr, School of Nursing
Prof George Kernohan, School of Nursing
Abstract: Background: Reflection and reflective practice (RP) are well represented in nurse education and practice (Schon, 1985; Johns, 2004). The Irish undergraduate nursing degree provides significant investment to incorporate reflection practice in theoretical and clinical preparation including the unique provision of ‘protected time status’ for reflection in clinical practice. Limited evidence is available to support how, and if reflective thinking capacity develops over the nursing degree internship programme. However 'active learning' is inevitable with reflective practice providing students with alternative, challenging supportive learning in practice experience. This study explored and evaluated the ways in which RP was operationalized as an effective means for a collaborative approach to teaching and learning. Methods: The study was conducted with five Final year nursing disciplines (i.e. general, psychiatric and intellectual disability, Children & Adult integrated and Midwifery) (n=442). A sequential, embedded mixed methods design with a two phased study approach was utilised.
Phase 1: involved administration of three reliable valid questionnaires which were merged into one survey to First and Final year student nurses and midwives to quantitatively measure three constructs: reflective thinking levels (Reflective Thinking Questionnaire (RTQ), Kember et al. 2000), students' approaches to learning (Students Process to Learning Questionnaire (R-SPQ-2F, Biggs et al 2001)and beliefs of knowledge (Epistemological Beliefs Inventory (EBI), Schraw et al., 2001).
Phase 2: involved a qualitative approach of two semi-structured interviews conducted with a sample of final year students; stage 1, at the start of the internship (n=25) and stage 2 at the exiting point of the internship (n=23).
Conclusion: The study findings highlight the value of measuring these three constructs in understanding changes in students’ thinking, approaches to learning and beliefs of knowledge over the internship trajectory. The overall findings support the continued use of the internship programme with ‘protected time status’ for reflective practice to enhance the students’ learning experience. The paper provides an overall insight to the value of reflection to nurse interns, identifying recommendations and implications for regulatory, academic and clinical stakeholders involved in nurse education. Importantly, this study provides an alternative forum for other communities involved in teaching and learning in practice to consider such an approach as a future learning space.
Title: Student Partnerships Offer Three-fold Benefit: Enhanced Student Belonging, Enhanced Student Engagement and Enhanced Student Learner and Mentor Employability
Presenters: Dr Michaela Black, School of Computing and Information Engineering
Student Mentors (School of Computing and Information Engineering): Gerry Burke, Alison Campbell, Alison Gillespie, Shannon White, Tom Neal and Chloe Kernohan
Co-author: Prof Martin McKinney, School of Computing and Information Engineering
Abstract: This paper will present the mixed model of qualitative and quantitative research [1] focused on working with student partners to create enhanced active and collaborative learning. The research focus is to enhance student belonging. However, the model actually delivers a very strong three-fold benefit: enhanced student belonging; enhanced student engagement; and enhanced student learner and mentor employability. The work will show how small adjustments in collaborative learning, active learning and delivery sequence can deliver such anticipated and unanticipated results for staff, the collaborating student and the learning student. Using creative workshops as a vehicle, the student partners (who have recently returned from an industrial placement) use their recent industrial experiences to identify these small adjustments. Students Partners in Curriculum Enhancement (SPICE) provides a model to engage student partners in creating dynamic opportunities both inside and outside of the class for a student learner centred approach. For this work, the model is primarily focused on student belonging and looks at three key elements:
1. Active learning with Problem Based Learning (PBL). This element helps the student to focus on applying what they learn [2]. It provides opportunities for a group competitive component, encouraging students not to be afraid of making mistakes as part of the active learning process (a target of 100 mistakes in semester 1 is set). It also offers the all-important critical thinking component: the white board exercises offering peer support, enhancing critical thinking and key employability skills.
2. Collaborative learning with peer support [3]. This element has a strong group focus, which encourages and rewards the sharing of best practice and support ideas with a related strong focus of learning from mistakes together.
3. Scaffolding delivery sequence [4]. This element looks closely at the cycle of the various learning sessions: lectures, labs, tutorials and outside class activities and strives to identify the best mixed model to suit the current cohort. As part of this, the various flexible learning spaces need to be identified: tiered rooms, flat rooms and target size. We also consider additional learning resources such as accommodating circular group seating and the all-important mentor inclusion.
The presentation will provide qualitative and quantitative results from a three-year study. Key findings for the staff, student partners and learners will be discussed. Alongside this we will look at the challenges and how we addressed these.
References:
[1] Anthony J Onwuegbuzie (2012). Introduction: Putting the MIXED back into quantitative and qualitative research in educational research and beyond: Moving toward the radical middle. International Journal of Multiple Research Approaches: Vol. 6, Mixed Methods Research in Education, pp. 192-219
[2] Catherine Hack, Aine McKillop, Sandra Sweetman & Jacqueline McCormack (2013), An evaluation of resource development and dissemination activities designed to promote problem-based learning at the University of Ulster, Innovations in Education and Teaching International
[3] Mina Tsay, Miranda Brady (2010), A case study of cooperative learning and communication pedagogy. Does working in teams make a difference?, Journal of the Scholarship of Teaching and Learning, Vol. 10, No. 2, June 2010, pp. 78 – 89
[4] Race, P (2014) Making Learning Happen: 3rd edition, London: Sage
Title: Cultivating Innovative, Collaborative, Inquiry-Centred Learning Environments: Strategic Perspectives from the Marketing Discipline Space
Presenters: Dr Sharon Ponsonby-McCabe, Depart. of Marketing, Entrepreneurship and Strategy Prof Mark Durkin, Department of Marketing, Entrepreneurship and Strategy
Abstract: Is it possible to enhance the learning experience within and across Ulster’s disciplinary spaces by reconciling the ‘staff-student partnership’, ‘research-teaching nexus’ and ‘creativity/innovation in curriculum design and delivery’ agendas outlined in the Learning and Teaching Strategy? This thunderstorm presents a model which captures the strategy used to successfully and simultaneously address these agendas in the Marketing discipline space at Ulster. Specific emphasis is placed on how research/scholarship informed learning, teaching and assessment strategies enable staff and students to co-construct a collaborative, community-spirited, inquiry-centred learning culture which continuously supports their capacities to co-creatively problem solve and to innovatively co-create knowledge.
The 2010 QAA Audit Team’s questions concerning the evidence base for the link between research and teaching at the University of Ulster prompted a project to investigate how staff in three schools across two faculties interpret and articulate the research/teaching nexus (Ponsonby-McCabe et al., 2011). Whilst the study unveiled a range of innovative and effective pedagogies and practices, it corroborated Healey’s (2005, p. 67) assertion that the nexus needs to be understood in terms of the “nature of the disciplinary spaces in which the linkages occur, that is the environment associated with different disciplinary cultures in which research and teaching take place”. Equally, the findings supported Robertson’s (2007) contention that the nexus is complex in practice, on account of personal perceptions of the teaching/research relationship (Robertson, 2007).
The current Learning and Teaching Strategy highlights the significance placed on staff/student partnerships. It also notes the intent to raise Ulster University’s profile in relation to the research/teaching nexus as well as creativity and innovation in programme and curricular design and delivery. This raises the question of how we might successfully reconcile these three agendas to enhance the learning experience both within and across Ulster University’s various disciplinary spaces.
With the issue of transferability in mind, this thunderstorm presents a model which captures a strategy used to successfully and simultaneously address these agendas in the Marketing discipline space at Ulster. Specific emphasis is placed on how research/scholarship informed learning, teaching and assessment strategies enable staff and students to co-construct a collaborative, community-spirited, inquiry-centred learning culture which continuously supports their capacities to co-creatively problem solve and to innovatively co-create knowledge.
References:
Healey, M. (2005). Linking research and teaching: Exploring disciplinary spaces
and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university:
New relationships between research, scholarship and teaching (pp. 67–78).
Maidenhead: McGraw Hill, Open University Press.
Ponsonby-McCabe, S., Armstrong, G., Peel, D. and Greenan, K. (2011). An Exploration of the Teaching/Research Nexus in Ulster: A Cross-
Faculty Pilot Study, available at:
Robertson, J. (2007). Beyond the ‘research/teaching nexus’: Exploring the
complexity of academic experience. Studies in Higher Education, 32(5), 541–556.
Title: Using EverySlide to Transform the PowerPoint Lecture by Facilitating Student Interaction and Active Learning
Presenter: Dr Stephen McClean, School of Biomedical Sciences
Abstract: EverySlide is an online tool which makes existing PowerPoint presentations much more interactive when delivering them to groups of students. PowerPoint, Keynote or PDF files are first uploaded to the presenter’s account on the website and initiated from within the web browser.
A unique web address is displayed at the top of the screen. Students may access this web address on their smartphones, tablets or laptop computers resulting in the lecturer’s presentation appearing on their screens. Multiple choice questions may be voted on by the student simply tapping on their selected answer on their own screen. This in turn creates a heat map on the presenter’s slide to indicate how the class have voted.
On this level flat lecture material becomes very interactive and relies only upon students being able to access WiFi on their own devices from within the lecture theatre. In fact, it is not always necessary for each individual student to have their own device. Asking students to organise themselves into small groups where at least one of them has some form of internet-connected technology means that discussion can take place before the final answer is provided.
The software also facilitates the creation of polls and text box comments which appear on students’ screens when initiated by the lecturer.
For EverySlide to function correctly no additional hardware apart from a WiFi connected computer is required and students do not need to buy handsets or licences to participate. Currently the educator licence for EverySlide is free and permits the basic functionality described here. However, further functionality is possible by upgrading to a paid version of the software.
This presentation will be given using EverySlide so that the audience will have first-hand experience of the “student view” of EverySlide and its functionality.
Title: Live Theatre…Should I Stay or Should I Go? Innovative Practice - Engaging Students at Pre-Entry to Reaffirm Course Choice
Presenters: Dr Laura Wells, Department of Hospitality & Tourism Management
Nikki McQuillan, Department of Hospitality & Tourism Management
Ursula Quinn, Department of Hospitality & Tourism Management
Abstract: In 2012, the What Works? Student Retention & Success programme report emphasised the critical importance of students experiencing a strong sense of belonging in Higher Education (Thomas, 2012). The report drew upon a range of literature (Richardson, 2003; Forrester et al., 2004; Long and Tricker, 2004; Quinn et al., 2005, cited by Thomas, 2012) which indicated that early withdrawal from Higher Education may be a result of students finding that their ‘academic experience is not as they expected it to be’ (Thomas, 2012, p 21). Moreover, earlier literature published by Thomas (2011, p232) revealed that ‘pre-entry interventions have the potential to impact on students’ retention’.
At a university level, the Ulster University’s Learning and Teaching strategy outlines the intention to ‘enhance the student experience’ through programmes ‘that promote student engagement and success’ (UU T &L, 2013, p8). Consequently, it is unsurprising that the challenge of student retention is a critical concern across a number of degree courses. One such degree course is BSc International Hospitality Management. The course is unique for the Ulster Business School due to the practical element of the degree, whereby first year students are scheduled for approximately 40% of their timetable in The Academy, the department’s training restaurant. While this requisite is clearly communicated in the course prospectus, a significant number of first year students maintained that they were unaware of the requirement and subsequently felt dissatisfied and disengaged with the course. Undoubtedly, the necessity was to develop a practice to overcome this challenge.
The practice-based ‘Thunderstorm’ presentation will provide a synopsis of an innovative practice delivered for the BSc International Hospitality Management course in September 2014 to address the outlined challenge. The objective was to engage first year students during the pre-entry stage to further inform and reaffirm their course choice. The practice, entitled ‘Live Theatre’, involved a novel half day event which included a series of interactive activities. Activities ranged from a ‘Come Dine with Me’ workshop, a behind the scenes restaurant tour led by student peer mentors and the sampling of a two course meal. Initial student feedback will also be presented along with key reflections and next steps.
Proposed question/challenge to prompt broader discussion: What role does pre-entry marketing play in the retention challenge?
References
Thomas, L (2012) Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success programme. Available from: [Accessed 19 October 2014].
Thomas, L. (2011) Do pre-entry interventions such as ‘Aimhigher’ impact on student retention and success? A review of the literature. Higher Education Quarterly. 65 (3), 230–250.
University of Ulster (2013) Learning and teaching strategy. Belfast: University of Ulster.
Title: "Walk a Mile in My Shoes" – Developing Cross Discipline Digital Immersive Simulations
Presenters: Prof Mary McColgan, School of Sociology and Applied Social Studies
Susannah McCall, School of Sociology and Applied Social Studies
Philip O’Neill, Office for Digital Learning
Richard Beggs, Office for Digital Learning
Abstract: This workshop showcases the development and use of digital immersive simulation as an interactive tool. It draws on a simulation example from social work education and training which used digital technology and explores the transferability to other disciplines.
Learning and Teaching Strategic Aim 3 "to encourage personal reflection and the acquisition of subject specific, critical thinking skills and broad based skills"
Aim of the workshop:
1. To engage participants in thinking about how digital immersive simulations can assist learning and teaching.
2. Utilise the social work simulation to introduce participants to the skill of "tuning in" as an approach to developing compassion for service users needs.
3. To encourage participants to reflect on ways in which digital immersive simulations can be incorporated into their programs.
Structure:
Where do you start when planning a simulation for teaching?
• Background context: process and application, creation and wire framing, an overview of simulation
• Social Work Simulation as an example: Outline the process, demonstration with observation hands on task
• Transferability to other disciplines: demonstration of how the template is used across disciplines.
• Promotion of information about next call for developing immersive simulations.
The presenters will outline the virtual world simulation, asking participants to assume the role of the social worker tasked with visiting the older person to assess their needs and risks. Participants will be introduced to the concept of “tuning in”, based on a model which considers the social/ psychological and emotional needs of service users. Using a standard proforma, participants will be asked to record their observations and concerns about the virtual world scenario. Participants will be working in small groups, facilitated by the presenters and sharing their views with each other. The workshop will end with a plenary session reflecting on learning achieved and discussing its application to the participants own contexts.
References/theoretical framework
Januszewski and Molenda (2008) application of technological processes enhances understanding of the work/learning interface.
Gilbert and Cole-Kings 2011 model of compassion and the multi-modal compassionate mind training
Cole King, A. and Gilbert 2011 "Compassionate Care: the theory and reality"Journal of Holistic Healthcare Vol 8 issue 3
Learning and Teaching Strategic Aim 3 "to encourage personal reflection and the acquisition of subject specific, critical thinking skills and broad based skills"
Title: The Use of Guides, Case Studies, Wikis and Mentoring to Facilitate the Adoption of Technology Facilitated Learning (TFL) in Assessment and Feedback – a Practical Workshop
Presenters: Dr Clare Carruthers, Department of Hospitality and Tourism Management
Christine Wightman, Department of Marketing, Entrepreneurship and Strategy
Abstract: This project was based on growing evidence of best practice in the Ulster Business School in relation to how TFL can support assessment and feedback and the implementation of the Principles of Assessment and Feedback for Learning. The project team identified four areas of good practice (ePortfolios, Wimba voice authoring/email, Turnitin/Grademark and Turning Point), which key members of the project team had already been incorporating successfully into their assessment and feedback practice. Based on pedagogic evidence the project team developed a series of best practice guides, case studies and wiki support pages to support staff in their implementation. These resources formed the basis of the work of the CoP in supporting staff and encouraging the adoption of the technologies. The resources developed will form the basis of this workshop, where participants will have the opportunity to explore them, considering ways in which the technologies might be effectively incorporated into their own learning and teaching contexts. In small groups, participants will explore the guides and related case studies in the context of the Principles of Assessment and Feedback for Learning. Facilitated by the workshop leaders, participants will be guided through the examples of best practice in the Ulster Business School and consider how they might be transferred to their own discipline/context, hence enhancing their own practice.
Proposed Workshop Structure
• Project Introduction 10 mins;
• Resources – Introduction 5 mins;
• Round Table – Exploration and use of resources in the context of
the Ulster Principles 15 mins;
• Sharing ideas and shaping the CoP - Whole group feedback 15 mins;
• Summary, round-up and moving forward in TFL 5 mins.
Title: Screen-Captured Video Feedback to Enhance Engagement with Laboratory Practical Work
Presenter: Dr Stephen McClean, School of Biomedical Sciences
Abstract: Generic screen-captured video feedback was successfully implemented and evaluated in the context of supporting laboratory practical work in an introductory chemistry module undertaken by year one Bioscience students (n = 166). Generic screen-captured video provides a highly visual and engaging means of giving feedback but also of delivering learning resources on topics relevant to practical work.
Videos were prepared which contain the following elements:
1. Screen-captured commentary on an exemplar laboratory write-up highlighting aspects of good and bad practice and direction on how improvements could be made etc.
2. Student-produced documentary-style video of the next practical in the series (made by students in a previous academic year) providing a preview of the experiment with some tips and advice.
3. Short screen-captured video providing relevant theory or examples of calculations relevant to the forthcoming practical.
The videos were hosted on the module website and “pushed” to students using email and text message alerts. A version of the video was also hosted on You TubeTM for easy access on a plethora of student owned mobile devices.
Students commented favourably on this mode of feedback with a majority finding it useful. Around 90% of students appreciated receiving text messages when feedback was available, but only one-third of students said they clicked the embedded link in the message to view the video on their mobile device. Most viewed the material later when at a desktop computer.
At the end of semester students felt that if given a choice their preferred mode of feedback would be written comments on practical work followed by personalised video feedback.
Initial conclusions suggest that while screen-captured video feedback is efficient in sending generic information to large groups of students, personalised feedback is still necessary and therefore a hybrid model of video and annotated comments would be preferred. While personalised video feedback is feasible for small groups of students the approach is not yet sufficiently scalable for large cohorts.
Title: ‘Thinking Caps’ Active and Collaborative Learning Approaches to Enhance Student Engagement
Presenter: Janet Coulter, Belfast School of Art
Abstract: This paper outlines an active learning workshop using collaborative approaches to support and enrich students’ understanding of the learning process. The outcomes are based on students’ written evaluation and their oral feedback, which showed that the workshop helped them to evaluate and synthesize their learning in a more meaningful way, than receiving knowledge via traditional delivery formats.
Creating active learning environments that are student-focused enrich both the student experience and the quality of learning and teaching (Peberdy, 2013). An inclusive learning space was chosen to create an informal and safe environment for students. Learning activities were presented as a group venture and mediated through social communication and ideas sharing. Novel presentation was used to engage the group in the ‘Six Hats’ (De Bono, 1985) strategy of parallel thinking. Props of coloured hats aided the role-play and reinforced the concepts.
Students were asked to provide feedback on fellow students project presentations. They were then encouraged to reconsider their approach and re-adjust the feedback to their peers, according to which of the ‘Six Hat’ strategies they were adopting at that time. Actively thinking from different viewpoints proved challenging for the students, but the collaborative approach to the tasks ensured that the students remained motivated (McCarthy and Anderson, 2000). This helped them to develop a broader awareness of how to analyze problems from a range of perspectives, ensuring that they gained a deeper understanding of their own decision-making processes. Constructive feedback enriched both the community spirit and the reflective skills of all students. Students felt empowered to transfer their parallel-thinking skills to new problems, helping them to make better-informed choices regarding their design decisions.
Discussion will be around active learning presentation methods and learning environment. It will focus on the impact of collaborative approaches to inquiry based learning and students’ abilities to effectively co-create new thinking to enhance their own and their peers learning.
Title: Finding the Optimal Method to Teach Quantitative Research Methods to Social Work Students: The Role of Blended Learning and the Experience at Ulster
Presenter: Johanna O’Shea, School of Sociology and Applied Social Studies
Abstract: This presentation will consider the specific challenges involved in this teaching given the diverse educational experiences of the final year Ulster social work students. At Ulster four different cohorts of students come together in the final year of the social work degree - one undergraduate cohort from Ulster; one 'fast track' degree route from Ulster and two cohorts from two FE colleges. The different cultures/resources/abilities and backgrounds of learners from across the three sites has brought some unique challenges in respect of the teaching and called for creative, innovative and above all differentiated methods of delivery to meet the needs of all learners.
Ulster’s involvement in the 2nd wave of the Economic and Social Research Council (ESRC) project
‘Making Social Work Count’ is outlined, which is a national initiative to develop the teaching of quantitative research for undergraduate social work students. There is specific focus paid to the innovative teaching practice adopted at Ulster using narrated power points. This medium was used initially to teach part-time students through a primarily distance learning model of teaching, but is currently being used as a supplement to the traditional lecture style delivery of the module. Finally the presentation will consider the evaluation of this transition and the use of more interactive materials in the teaching of the full-time cohort by the teaching staff, the part-time (distance learning) students and the full-time (face to face teaching) students.
The presentation was given at London South Bank University on the 24.09.14 and the feedback was that it was very successful. It lasted a total of 25 minutes and involved a brief introduction, one interactive exercise (a quiz type question with the audience being required to resolve a problem); the showing of a YouTube clip used in the teaching and finally playing a few minutes of a narrated PowerPoint used in teaching.
Title: Flipping Amazing: Using the Flipboard App to Enhance Student Learning Through New Collaborative Virtual Environments
Presenters: Dr Peter Bolan, Department of Hospitality and Tourism Management
Matthew Kearney, Department of International Business
Abstract: According to authors such as Beetham and Sharpe (2013, 17) ‘the multiplicity of learning technologies, beyond the classroom … opens up new territories for education’. Flipboard is a mobile app freely available on smartphones and tablets. It enables the collating, storing and sharing of online topical information on a range of issues in an easily accessible and user-friendly format. This project explores the use of the Flipboard app as a virtual learning and teaching tool. Specially designed online repositories in digital magazine format were created to provide an additional source of topical information and a virtual space for students to engage with issues of relevance to their studies. This was initially utilised in a final year module called ‘eBusiness Strategy’. A Flipboard magazine called ‘The Digital Frontier’ was created for the module.
In the context of employing technology more effectively in learning and teaching, as advocated by researchers such as Gackenbach (2011), Beetham and Sharpe (2013) and Maier and Warren (2013) the module lecturers regularly ‘flipped’ relevant and topical articles and material into the ‘The Digital Frontier’ using the Flipboard app. Students were encouraged to use the new resource and engage with it on a regular basis to enhance and broaden their knowledge on digital matters in business. Directed guidance was given on a weekly basis where some highlighted articles where showcased towards the end of each class and students encouraged to access the resource and read further.
Lecturers were able to see via online notifications when students signed up to follow the online magazine through the app. Verbal feedback was gathered from students in class on a regular basis as to how useful they found the resource and level of usage and engagement was also measured through evidence of having used Flipboard as a resource in their coursework. Final feedback was also collected via a questionnaire at the end of the module. Findings revealed a high level of engagement and highly positive comments on the usefulness of the resource. Students were much more willing to access and read such short online topical articles than they would with more traditional book chapters and academic journal articles. As such the authors embraced the views of Beetham and Sharpe (2013, 21) who state ‘with learner access to the burgeoning resources on the web, and with their increasing digital skills, we should remodel education’. In this instance learning has been remodelled by tapping into the student appetite and addiction for mobile/smartphone technology to provide them with a source of topical and timely module relevant reading in a digital format they are eager to embrace.
References
Beetham, H. and Sharpe, R. (2013) Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. 2nd ed., London: Routledge.
Gackenbach, J. (2011) Psychology and the Internet: Intrapersonal, Interpersonal, and Transpersonal Implications. London: Elsevier.
Maier, P. and Warren, A. (2013) Integr@ting Technology in Learning and Teaching – a practical guide for educators. 3rd ed., London: Routledge.
Title: Promoting Student Reflection and Peer Review Using iPads
Presenter: Dr Caoimhín Ó Dónaill, School of Irish Language and Literature
Abstract: This paper will present the findings of a study conducted amongst students on the BA Irish Language and Literature programme at Belfast who used iPads during class to film, edit and share personal reflections using the target language. This type of activity sits comfortably within the task-based framework that underpins the language learning element of the programme, which has been modelled on international best practice espoused in the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001). The CEFR details four savoirs (savoir = the French verb ‘to know’) reflecting the holistic competence that the successful language learner should possess: savoir ‘declarative knowledge’; savoir faire ‘skills and know-how’; savoir être ‘existential competence’; and savoir apprendre ‘ability to learn’. This carefully balanced and well researched methodology has a wider application beyond language learning and will resonate with colleagues who are reflecting on ways of practically implementing models of holistic, student centered learning which are in tune with the current Learning and Teaching Strategy. The pedagogical design of the activities that were the focus of this study will be outlined, and the results of evaluation, including student feedback, will be presented. These outcomes will relate more widely to the issues of mobile learning, flexible learning spaces and the use of video within the HE classroom. Recent research has shown that while 80% of UK students may possess smartphones, tablet ownership is significantly lower (UCAS, 2014). The paper will report on how this type of resource intensive activity has been facilitated practically in order to ensure parity of access to the required technology.
References
Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR).
UCAS (2014) ‘Eight out of ten freshers have smartphones’ . Retrieved 7/11/2014.
Title: 'MY STORY' the Use of Narrative Story Telling as a Teaching and Learning Strategy in Undergraduate Nursing Programmes
Presenter: Louise McBride, PhD Student, Faculty of Life and Health Sciences
Co-authors: Breda Mulgrew, Letterkenny Institute of Technology
Monica Freeburn, Letterkenny Institute of Technology
Abstract: Narrative storytelling has the ability to cross individual, cultural and educational differences and is considered more powerful than other types of information (Emden 1998). It is also seen as an alternative way of learning by presenting ideas, facts, whilst sharpening focus and enabling the listener to picture a situation through narrative story (Geanello, 1996; Steffen, 1997). In the current education context which often involves fast paced, technologically driven sophisticated complex society often with little or no time to listen. Fuimane (1990) refers to this as ‘Be-numbment’ and stresses the importance of creating sufficient time and space to hear ourselves and others ‘Installation’ (Johns, 2009). This involved tipping contents of items relevant to the story for the audience to examine and explore prior to engaging in dialogue.
This presentation outlines 'My story’; a story written by one of the academic staff following a personal encounter as a mother accessing healthcare services for their 12 yr. old daughter. The story is role played and enacted by three colleagues; 3 different voices/roles are used within the story. One role play is supported by a PowerPoint presentation. Focus advocacy and ways of knowing (Carper, 1972); a bag of belongings is emptied on the stage at end of play (‘Installation’ Johns 2009). Students are invited to view the collection of items (e.g. crutches, scalpel, belongings bag, OT gown, Dancing pumps, converse runner). This is followed by small group discussions (different rooms), with groups of 4-5 (mixed disciplines) requested to make sense of the story, brainstorm, reflect and engage in dialogue about the story. Feedback is facilitated by 3 lecturers, with students then re-grouped for summative feedback (any further clarifications offered). Focus of discussion is on the application and link to theory, group dialogue and discussion ensued. Summary of main points and evaluations by the groups are offered to conclude learning from the narrative story telling experience.
Title: Student Partners - Student Educators - Student Ambassadors in Widening Access Projects
Presenters: Michaela Black, School of Computing and Information Engineering,
Rosaleen Hegarty, School of Computing & Intelligent Systems
Student Partners (Faculty of Computing and Engineering): Jason Glendinning and Bua Siricharoen
Co-authors: Dr Joan Condell, School of Computing and Intelligent Systems
Student Partners (Faculty of Computing and Engineering): Nick Davis, Neil Tom and Ryan Beveridge
Abstract: Widening Access through Computing Apps Development Training (wiCADET) at the University of Ulster, presents a staff-student partnership to engage learning and training in an outreach activity through mobile app development. The conceptual model developed presents University staff working collaboratively with student partners to act as STEM Ambassadors by engaging and mentoring Schools pupils, while also addressing the female deficit in STEM. The teaching is directed by the University’s academic staff via Ulster’s PhD students and undergraduate second year students to secondary school pupils in Northern Ireland – with the embodied capacity for competitive achievement and entrepreneurship. The success of this model is demonstrated by ongoing technical and entrepreneurial success of the 2012 winners: Cookstown High School’s. This active engagement in learning from student to pupil underpins valued skills necessary for employability and uses adaptable pedagogies for successful implementation of teaching practice assisting and promoting engagement and development of young educators.
Student-pupil facilitators from this project are notable to employers for their technical expertise and problem solving ability when in the workplace; gaining that advantage from the wiCADET training. The commitment from the facilitator, who guides the app development process, extends personal and professional development; refining skillsets in leadership, management and motivation, whilst inspiring Year 10 and Year 11 secondary school pupils to excel and achieve. In addition empowering those secondary level school pupils who may not have otherwise considered higher education or the undertaking of a third level qualification in computing at University: the involvement in which has now become more transparent through wiCADET participation. Sharing in the learning exchange between pupils, undergraduate students and Phd students reduces barriers to education and knowledge through experiences gained, and is both insightful and fear alleviating.
By addressing the relevance of Computing as a supporting infrastructure in global employment, helps pupils understand the sustainable potential there is in studying Computing at University. The involvement of local computing industries such as Kainos, Euiniti, Citi and SilverFish and their combined commitment to outreach education further embodies the value of this endeavour for a viable future.
Both quantitative and qualitative methods for the three years of the project will be presented along with the benefits of the wiCADET project collectively from the pupil perspective; the student-teacher facilitator perspective; the participating schools’ perspective on how wiCADET contributes to and enhances opportunities.
Title: Student Belongingness, Engagement and Self-Confidence at Ulster University: Outcomes from the First Year of the ‘What Works?’ Change Programme
Presenters: Roisín Curran, Staff Development
Prof Aine McKillop, School of Biomedical Sciences
Co-authors: Grainne Dooher, Quality Management & Audit Unit
Prof Ian Montgomery, Faculty of Art, Design and Built Environment
Jason Grogan (Student), Faculty of Social Sciences
Abstract: Ulster University is taking part in the HEA What works? Student Retention & Success (SRS) programme (HEA 2012) which aims to improve the strategic approach to the engagement, belonging, retention and success of students. This 3 year change programme involving 13 UK Universities, is the implementation of specific interventions in the areas of induction, active learning and co-curricular activities. During 2013-14, seven discipline teams across all Faculties and campuses implemented and evaluated a range of activities with the aim of promoting belongingness within the first year student cohort. Research has shown (Thomas, 2012) that this is critical to addressing the issue of early leavers in HE. A range of evaluation methodologies are being used in the programme to evaluate the impact of these interventions at a discipline and institutional level. This paper reports on the synthesis of one of these methodologies; the belonging survey, which has been used to benchmark and identify areas of enhancement in year one. It will also report on the key messages, findings and conclusions from the SRS programme to date. Two ‘belonging’ surveys containing 16 questions rated on a Likert scale have been administered to all first years in the seven discipline areas, one in November 2013 (n= 274) and the second in April 2014 (n=230), and data has been compared with the findings in other UK Universities (n=2695).
Evidence from the What Works Programme (Phase 1) will also be discussed during the presentation which demonstrates that effective interventions start pre-entry, and have an emphasis on engagement and an overt academic purpose. They develop peer networks and friendships, create links with academic members of staff, provide key information, shape realistic expectations, improve academic skills, develop students’ confidence, demonstrate future relevance and nurture belonging.
References
HEA (2012) Student retention and success change programme: Implementing and evaluating the impact of the ‘What works?’ programme. Available at themes/retention-and-success/what-works-student-retention-and-success-change [Accessed 01Nov, 2014]
Mann, S. (2005) Alienation in the learning environment: a failure of community? Studies in Higher
Education. 30 (1), pp. 43–55.
Thomas, L. (2012) Building student engagement and belonging in Higher Education at a time of change:
final report from the What Works? Student Retention & Success programme. Available at
[Accessed 4 March 2013]
Title: Actively Engaging Learners by Using a Technology Enhanced Approach that Enriches Feedback and Promotes Self Reflection (CLARITI)
Presenters: Dr Madonna Herron, School of Computing and Mathematics
Catherine O’Donnell, Centre for Widening Access & Participation
Abstract: Traditionally coursework is submitted, marked and returned to students with a grade. The difficulties with this approach is that there is no effective mechanism in which a tutor can know whether a student has reviewed their work, understood their feedback and took action to improve their work. There is no clear method for determining whether students perceived judgment of their submitted assessment was similar to the tutor’s; or for advising support.
This paper will share the journey and evaluation findings of the CLARITI project which endeavors to
address such difficulties. Presenters will share the opportunities and challenges of an initial paper-based “feedback and progress review” approach, which was used. It had obvious pedagogical benefits but was challenging administratively. It will also showcase a new technological approach which enables students to submit assessments as normal but provides new opportunities were they are given corrective feedback and model solutions using the University of Ulster’s Blackboard VLE, FAN system and a new bespoke application. The project has been evaluating the benefits of initially withholding students marks while students are asked to reflect and indicate what score they think they deserve and what action they think they need to take to improve their learning. The student scores, reflections and action plans are collected electronically via a ‘Learner Score’ quiz on the VLE. A new application creates a template report; automatically retrieves and merges the learner score and comments data from Blackboard; allows tutor to engage with the student feedback and return a tutor score; and automatically generates an advisability for further support response, depending on the tutors scores. Each student receives an email with a link to an individual progress report. The presenters will share findings, benefits and will lead activities to encourage debate about the
application of such an approach for other subjects.
Title: Enchanting the Campus: Alternative Reality Games and Assessment
Presenter: Dr Alan Hook, School of Media, Film and Journalism
Abstract: PROJECT2of3 is a proposed pedagogic research project to use game based approaches to enchant the spaces of the campus and create a transmedia experience for students to encourage reflective learning and deep engagement with the assessment process.
“Games are frameworks that designers can use to model the complexity of the problems that face the world and make them easier for the players to comprehend. By creating a simulated environment, the player is able to step away and think critically about those problems" (Flanagan, 2009 p249)
PROJECT2of3 is a practice research project which employs game mechanics and aesthetics borrowed from Alternative Reality Games to create a framework for reflection. The project [which is still in its development stages] uses a game structure and narrative thread to warp the spaces of the campus and encourage students to engage at a deeper level with the assessment criteria of their modules; assessing their progress against the desired learning outcomes and assessment grid. The game uses a proceduralist approach to game design (Bogost, I. 2006) to create an immersive experience for students to help them reflect on the assessment across modules. The system of the game is designed to help players understand their approach to assessment and achievement, asking them to consider how they are progressing; the key to this sort of learning is reflection, which turns experience into learning (Boud et al, 1985). The game uses the experimental model of learning, outlined by Hinett in her review of learning and reflection (Hinett, K. 2002) to create a framework to scaffold student’s interpretations of their progress across a semester.
Title: Giving Students Space to Actively and Collaboratively Learn
Presenters: Dr Annette Harte, School of Health Sciences
Abstract: Clinical reasoning (CR) is defined as the thinking or decision-making process’s which are integrated into clinical practice. During a clinical examination it is the ability to clinically reason that allows the student to ‘make sense’ of the information collected, in order to diagnose and implement a treatment plan.
This module was specifically designed to develop robust clinical reasoning skills for the ‘real life’ environment. It is highly interactive, engaging the students in their own learning and giving them the space to apply their learning in a formal, informal and online environment. This module consists of lectures, practical classes, workshops, student-led presentations, case study analysis and formative MCQ tests.
Case studies are essential to developing CR and are commonly used in face-to-face sessions; this module used weekly case studies between week 3 & 9. However many students are hesitant to express their views in class and it can be difficult to ascertain if students are participating and how their CR skills are developing. To address these issues changes were made to the case study analysis.
Method: Students formed self-appointed groups and analysed the case study in their own study time. The CR analysis was then posted to the discussion board and individual feedback was given within two days. Finally the case study was discussed in class in the same week.
Analysis: Module feedback
Results: Module feedback (past 3 years) reflects the student’s positive view of the case study, despite the extra time commitment involved.
Conclusion: This method enables the students to actively and collaboratively learn in a safe space and to receive individual timely feedback from peers as well as tutors. It also allowed the tutors to identify and address common CR issues in class. This method is transferrable to other academic areas where any forms of case studies are undertaken.
Title: Making the Unfamiliar Familiar: University Space for a Widening Access and Participation CPPD Course
Presenters: Dr Máire Braniff, School of Sociology and Applied Social Studies
Dr Jonny Byrne, School of Criminology, Politics, Social Policy
Abstract: Drawing on a case study of a CPPD course, Civic Empowerment, we explore the challenge of the unfamiliar learning environment of the University setting to adult learners returning to education. The ‘strangeness’ of the University environment was nuanced by the proximity of the University to their daily lives: participants passed by the campus on their ways to work, home and social activities, but rarely if ever entered the campus. This paper outlines the opportunities and challenges of the university as an ‘unfamiliar’ learning space (Montgomery 2008). Despite being part of their local geography the University remained a space defined as ‘not for me’. The neutrality of the environment; the university was recognised as a safe space for difficult and challenging conversations, reflective learning and collaborative relationship building (Baldwin 2014). The course challenged internal and external perceptions about the educational space of the university setting (Oblinger 2006; Montgomery 2008).
The purpose of our presentation is to illustrate how the learning spaces in a University can offer challenges and opportunities for non-traditional students. We outline the ways in which space shape and affect active and collaborative learning. This presentation provides a case-study of a practice focusing on the role, and purpose of Ulster’s learning spaces in regards to community engagement and outreach.
During the session we outline the challenges and opportunities emerging from utilizing the university teaching space for non-traditional university service-users (Perberdy 2013). These findings are drawn from initial and summative surveys of the class and an evaluation from participants and teaching staff. We will outline the challenges and opportunities and propose a number of discussion themes about the University space as a community engagement and outreach facilitator.
Title: A Class Act! Engaging Students in Meaningful Dialogue and Participation
Presenters: Dr Isobel Hawthorne-Steele, School of Sociology and Applied Social Studies
Dr Rosemary Moreland, School of Sociology and Applied Social Studies
Abstract: The primary aim of this workshop is to demonstrate and involve participants in a pedagogic exploration of the power of transformational learning (Mezirow, 1990; Cranton, 2006; Illeris, 2014; Meyers & Land, 2006), leading to what Smith and Colby (2007) define as ‘deep learning’. Developed from the work of Freire (1972) and Boal (1979), that posits the teacher’s role as facilitator in the reflection on learning and fosters a partnership approach, whereby teachers and learners are on a journey together, this model is consistent with Biggs (1996) constructional alignment, focusing on the centrality of student learning. Based on their prior research (Hawthorne-Steele, 2011; Hawthorne-Steele & Moreland, 2013, 2012; Moreland, 2008, 2007, 2000), the presenters are committed to fostering learning which leads to both individual and ultimately wider transformations within society. This pedagogic model involves students as ‘co-creators’ of
the learning, through an experiential process of role-play and dialogue. It utilises Boal’s (1979) technique of ‘forum theatre’ to enable students to explore a topic from a number of alternative and sometimes challenging perspectives, in order to gain a wider understanding of the complexities of the issue. This interactive workshop will firstly outline the context and rationale for adopting this pedagogic approach and highlight examples of where this has been used elsewhere. This will be followed by a demonstration of the model, using students who have previously engaged in this type of learning, as co-presenters and collaborators. The student ‘actors’ will perform a role-play and afterwards, the ‘spectactors’ (Boal, 1979) (workshop participants) will be invited to participate, at the end of which, they will be invited to join ‘learning pods’, where one or two students will facilitate discussion on the key learning elements of the role play. Learning pods will also discuss how participants might utilise this approach in diverse learning environments.
References
Biggs, J. (1996) ‘Enhancing teaching through constructive alignment’, Higher Education 32:347-364.
Boal, A (2000) Theatre of the Oppressed, Pluto Press, England, (First pub. 1979).
Cranton, P & Carusetta, E (2004) ‘Developing authenticity in teaching as transformative learning’, Journalof Transformative Education, 2(4), 276-293.
Freire, P (1972) Pedagogy of the Oppressed, Harmondsworth: Pengun.
Illeris,K (2014) Transformative Learning and Identity, Routledge: London.
Hawthorne-Steele, I (2011) On course for change: an investigation into the journey taken by community youth workers from Northern Ireland as participants in an aspect of transformative learning through a formal education process, University of Ulster: PhD Thesis.
Hawthorne-Steele, I & Moreland, R (2013) ‘Transformational Learning Journeys of Adult Learners in a Divided Society: Barriers to Accessing higher education, Widening Access to Higher education in ‘Divided Communities’, Forum for Access and Continuing Education, London.
Hawthorne-Steele, I & Moreland, R (2012) ‘Identifying the problems associated with accessing Higher Education’, Widening Access to Higher education in ‘Divided Communities’, Forum for Adult and Continuing Education Annual Conference, 4 – 6 July, Magee Campus, University of Ulster.
Meyer J and Land R (Eds) (2006) Overcoming Barriers to Student Understanding: threshold concepts and troublesome knowledge, Routledge: London and New York.
Mezirow, J. and Associates (1990) Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning, San Francisco, CA: Jossey-Bass.
Moreland, R (2008) ‘Transforming learning through critical reflection’, in Creative Transformations:
Conversations on determination, risk, failure and unquantifiable success, Morrow, R., Rohr, D., & Mey, K., Belfast: University of Ulster, pp 106-109.
Moreland, R (2007) ‘Engaging Learning Communities: Valuing Experience’, in McIlrath, L., Farrell, A.,
Smith, T W & Colby, S A (2007) ‘Teaching for Deep Learning.’ The Clearing House, 80 (5) pp. 205-211.
Title: A Digital Space for Scaling Online Assessment and Feedback
Presenters: Shauna McCloy, Employability and Marketing
Andy Jaffrey, Office for Digital Learning
Abstract: Employability and Marketing deliver CPPD modules to student cohorts in excess of 2500 students per academic year. In 2013 the team developed digital spaces to engage, develop, inform and validate the assessment of employability modules. The workshop describes the methods used and reveals the positive impact on the student experience.
The workshop will explore the challenges of scaling assessment and feedback to large numbers of
students (across multi-discipline areas) and will describe how digital spaces impact positively on the
student experience and change perceptions of the purpose of assessment and feedback.
The structure will be as follows:
• Overview of the administrative challenges of the existing model;
• Students perceptions of assessment and feedback on employability modules;
• Practical demonstration of the technology that enabled change; Turnitin, Group management, Rubrics, and Audio feedback;
• Review of evidence of impact, both on the student experience and administrative practice
• Reflections from a student perspective;
• Discussion around how effective digital spaces can help change ownership, purpose and use of assessment to benefit students while maintaining quality and standards of the institution;
• Discussion designed to reassure teams who are considering using online assessment and feedback;
• Questions.
Title: Who Needs a Teacher?
Presenters: Dr Karl Stringer, School of Computing & Information Engineering
Dr Norman Creaney, School of Computing & Information Engineering
Abstract: Peer assessment is the process whereby students’ work is marked or graded by their peers. Many advantages and disadvantages of the approach are noted in the literature (Careless et. al. 2006, Sadler & Good 2006, Orsmond 2011). We are specifically concerned here with the following:
Advantages:
- saves teachers’ time
- the assessment task requires additional engagement by the students, with the subject matter
Disadvantages:
- there is a risk of unreliability in the grading if students do not take their responsibility seriously
- there is a risk of inaccuracy in the grading if students are not clear about how they should approach the task
A case study in the use of peer assessment with computing students is described. The peer assessment process is tightly integrated within the module learning and teaching. Students
complete weekly exercises and each is peer assessed by three peers. Blackboard Learn peer assessment tools are used to manage the process and provide a virtual space for peer assessment. Students are provided with video demonstrations against which to benchmark their assessment judgements. A moderation process is used to ensure accuracy and reliability of the assessment. This is supported by a specially designed algorithm for highlighting potential anomalous marks - each of which is then followed up by the module tutors.
A student questionnaire was designed to evaluate the student experience, and completed by 100 students. The results of this are presented and discussed.
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Title: Evaluating the Effectiveness of E-Portfolios to Support Problem-Based Learning and to Enhance Student Motivation and Engagement
Presenters: Dr Marian McLaughlin, School of Psychology
Prof Melanie Giles, School of Psychology
Cara Byrne (Student), School of Psychology
Abstract: The aim of this paper is to describe and present the findings of an evaluation designed to enhance student engagement and intrinsic and extrinsic motivation. The intervention, which was based on the philosophy of problem based learning (PBL), was introduced as part of the formative assessment within a year 1 research methods module. To date PBL has had little application to the teaching of research methods in higher education but nonetheless has been recognised as being highly relevant to the area (Koutsopoulou et al., 2006). However, it is acknowledged that if PBL is to be adopted as the pedagogy, it must also be accompanied by changes in the curriculum and in assessment (Hack, 2013). This study sought to expand on this pedagogic evidence base by pilot testing the use of an e-portfolio to support and assess research based PBL among Year 1 psychology students. Further, it was also hoped that the initiative would serve to deepen student levels of engagement and motivation.
Given these aims, the study employed a mixed method evaluative design. Stage 1 adopted a pre and post evaluative survey design and psychometric scales were used to measure motivation and engagement before and after using the e-portfolios. Two focus group discussions were also conducted to explore the student’s (n=9) attitudes and experiences of using the e-portfolio. Results illustrate that the e-portfolio did not serve to enhance motivation or engagement. Whilst the students considered them to be a useful repository for assessments, challenges with the Blackboard learning environment and for the continuity of this type of assessment were identified. Despite this, the students in the focus groups outlined that the process served to improve reflection, problem solving, transition, and staff student relationships. In discussing the design and delivery of the PBL process, along with the results from the evaluation, it is hoped that this paper could have the potential to help other academics interested in adopting and fostering active and collaborative approaches to learning.
References
Hack, K. (2013). Using Web 2.0 technology to enhance, scaffold and assess problem-based learning.
Journal of Problem Based Learning in Higher Education, 1(1), 230-246.
Koutsopoulou, G, Todd, Z. and Forrester, M. (2006). Teaching qualitative research methods at
undergraduate level. Survey results of current provision in UK psychology departments. Available from: (accessed 16th October, 2013).
Title: Applied Drama to Enhance Problem-Based Learning and Peer Assessment in Nursing
Presenters: Pat Deeny, School of Nursing
Dr Helen McGarvey, School of Nursing
Anne Marie Tunney, School of Nursing
Co-authors: Matt Jennings, School of Creative Arts
Diane Lyttle, School of Nursing
Dr Derek McLaughlin, School of Nursing
Abstract: Nursing has a long association with applied drama as a method to enhance, mental health nursing, health promotion, and end of life care1 2. Nevertheless, there is a dearth of activity to explore the use of applied drama to enhance problem-based learning (PBL) and \or peer assessment. This joint project by the School of Nursing and the School of Creative Arts, scrutinizes how applied drama can enhance established pedagogical methods such as problem-based learning and peer assessment. Theory on applied drama, theatre of the oppressed’ ‘Theatre Improv’, ‘Drama Games’ and ‘Scene Analysis’ was used to support a group of final year undergraduate nursing students (n=25) who acted out roles as patients and carers in simulated clinical scenarios. These students also peer assessed colleagues who were in 25 different PBL groups responding to the specific clinical scenarios (n=190). The PBL groups did not receive tuition or couching in applied drama, as they were expected to respond as real professional nurses in real clinical situations, meeting the needs of those in their care.
Video recording of scenarios and written feedback by peer assessors facilitated the PBL groups to reflect on practice and formulate ‘new perspectives’ on self and overall professional competency. Despite some issues related to use of video and a perception that PBL groups had to ‘be different in a drama’, it is evident that applied drama facilitated PBL, presenting ‘real life’ challenges to PBL groups. Preliminary evaluations suggest that it enhanced confidence in peer assessment and probably helped to deepen knowledge and empathy towards patients, carers and fellow students being peer assessed. Both the PBL groups and the Peer Assessor groups felt challenged, but still achieved the module learning outcomes.
This presentation will consist of five parts:
• Back ground and rationale.
• How the project was linked to Learning Outcomes of a Problem-Based Learning module and the process of peer assessment.
• Explanation of applied drama and how it was used.
• How applied drama was used to support peer assessment.
• Main Findings and Lessons Learned.
References
Boggs, J, Mickel, A, and Holtom, B.2007. Experiential Learning Through Interactive Drama: An Alternative To Student Role Plays Journal of Management Education, 31(6): pp. 832-858
Robinson, D, and Meyer,M. 2012. Health education and interactive drama: Findings from a service learning project. Health Education Journal,. 7(2) pp. 219-228.
Title: BRICK – International Collaboration to Give Ulster Students the EDGE
Presenters: David Comiskey, The Belfast School of Architecture
Dr Sharon McClements, School of the Built Environment
Abstract: Construction is a truly global industry and with the advancement of technology and the emergence of Building Information Modelling (BIM) graduates are likely to be employed on international construction projects and collaborating with professionals in a range of countries. The role of higher education in developing student employability has been the subject of discussion and debate for almost as long as the universities have existed (Nilsson, 2010). However student employability should be an integrated activity that is undertaken in close collaboration between the lecturers, employers’ representatives, and students themselves (Zhiwen & Heijen, 2008). Furthermore students employed in a global industry should have an appreciation of other cultures and an awareness of construction methods and techniques in other countries.
This presentation will provide an overview of an Ulster University EDGE activity that has been developed to meet the aforementioned aims as well as developing collaborative working practices. Dooly (2008) states, “Collaborative learning requires working together toward a common goal”, whilst Walker (2007) adds collaboration is a crucial aspect of project success.
This collaborative employability activity was designed taking the above into consideration, with students collaborating with each other, and with academics and construction professionals, to produce a presentation on construction practices within the United Kingdom (UK) and Ireland. The recorded presentation was then made available to a consortium of international universities who produced a similar recording and thus help foster mutual awareness and understanding of common trends, methods and techniques. The nature of the activity allowed students to be “responsible for one another’s learning as well as their own” (Dooly, 2008), ensuring a sense of responsibility and self-ownership of the activity.
The session will reflect on the lessons learned and evaluate how similar approaches could be undertaken by academics in other disciplines. Evidence of impact will be presented via feedback from those currently enrolled on the module.
Title: Promoting Active Learning Utilising the Virtual Learning Environment
Presenters: Moyra McClure, School of Biomedical Sciences
Dr Julie McClelland, School of Biomedical Sciences,
Abstract: Within optometry, undergraduate students are challenged to learn the module “Ocular Disease”. Teaching comprises didactic lectures, with clinical placements in hospital clinics, viewing pathology within the Optometry Clinic and attending “grand rounds” of those with ocular disease; all methods mirror respected educational practice (Denial et al 2011). To introduce innovative practice, the authors examined how technology could encourage students to become more active learners.
For each lecture, students availed of a recommended reading list, comprising electronically available articles or books with links in the VLE, Blackboard Learn. This was an innovative approach for this course although the VLE has been utilised as formative assessment elsewhere (Herse and Lee 2005).
Surveying 25 students, 68% responded and 71% reported using the resource of which 88% found the VLE link helpful. Disappointingly, 41% read only once a semester compared to 59% reading monthly or weekly. We propose that infrequent reading occurs because of summative assessment focussing on lecture content. Although 94% of students reported the resource as helpful to enhance understanding and knowledge, active frequent participation in reading has been encouraged and promoted using reading groups. Lifelong learning in optometry requires skills in examining evidence for clinical practice, (Adams 2007), often sourced from journals and discussion groups (Stolee et al 2011). Too many students within an optometry group and student expectations can influence perceived benefit of collaborative learning (Gable 2001) and traditional physical teaching spaces have been challenged as reducing collaboration (Perbedy 2013). Small table use shows success in Pharmacy, to improve students’ active learning and inclusion (ibid).
In conclusion, most students used the VLE and engaged in recommended reading, albeit infrequently. Students’ active learning of “Ocular Disease” by reading more frequently and within groups will be discussed. Further discussion is invited on approaches to encourage reading including using a suitable physical environment.
References
Adams AJ. (2007) The role of research, evidence and education in optometry: a perspective. Clinical and Experimental Optometry, 90 (4), 232-237.
Denial A, Nehmad L, Appel J. (2011) Student and Faculty Perceptions of Factors Influencing the Clinical Learning Experience. Optometric Education, (37), 1, 36-43.
Gable EM. (2001) Introducing optometry students to clinical patient care. Optometric Education, 26 (2) 43-50.
Herse P and Lee A. (2005) Optometry and WebCT: A student survey of the value of web-based learning environments in optometric education. Clinical and Experimental Optometry, 88 (1), 46-52.
Peberdy D. (2013) The Case for Active Learning Environments in University Education ()
Stolee P, McKillop I, McMurray J, Strong JG, Jones DA, Hildebrand JM. (2011) "Eye-T": information technology adoption and use in Canada's optometry practices. Optometry, 82(3):166-74.
Title: Dealing with Large Class Sizes: Utilising Multimedia Technologies to Improve Student Learning
Presenter: Dr Mark Donnelly, School of Computing and Mathematics
Co-authors: Chris Nugent, School of Computing and Mathematics
Ian Cleland, School of Computing and Mathematics
Abstract: University classes continue to increase in size and contain a variety of social and academic backgrounds. Large class sizes have been shown to increase reliance on the lecture methods, reduce student active involvement, frequency and quality of instructor interaction and student depth of thinking inside the classroom. Large classes also limit the breadth and depth of course assignments/ learning (Cuseo 2007). Results from the UK national student survey have indicated that more needs to be done to improve student experience and to facilitate and ensure effort, engagement, interaction and active and deep learning (HEPI–HEA 2014). One way this can be achieved is by providing more effective and timely feedback to enhance learning through novel assessment methods. Indeed, class size has been shown to negatively impact upon academic achievement, student satisfaction and course evaluations.
This presentation presents a reflective study of innovative methods aiming to improve student engagement in a Computing Science module through the use of multimedia technologies for large class sizes (~100). The presentation will discuss the lessons learned in migrating module assessment methods from a paper based assessment to a video blog assessment. Over a four year period the structure of assessment evolved, moving from traditional essay based questions to the contemporary use of multimedia technologies. The impact of this was twofold. Overall cohort averages increased through 60.18 (n= 100, Stdev= 11.45) 61.88 (n= 72, Stdev=13.1) 58.3 (n= 97, Stdev=14.5) and 64.01 (n=101, Stdev=12.31). Secondly, assessment time for module assessors was reduced, in addition to time taken to provide feedback.
The impact of these changes on the effectiveness, efficiency and impact on academic performance will be discussed in further detail during the presentation in addition to outlining future innovations.
References
The HEPI–HEA Student Academic Experience Survey 2014. Ioannis Soilemetzidis, Paul Bennett, Alex
Buckley, Nick Hillman, Geoff Stoakes,
Joe Cuseo, The empirical case against large class size, adverse effects on teaching, learning and
retention of first year students. Journal of Faculty Development, v21 n1 p5-21 Jan 2007
Title: Considering Active and Collaborative Learning Approaches to Year 1 Modules with Interdisciplinary Students
Presenters: Terry Quigley, School of Creative Arts & Technologies
John Harding, School of Creative Arts & Technologies
Abstract: Creative Technologies is 100% assessed through coursework and the early parts of year 1, semester 1 can be disorienting for students given the diverse nature of topics and diversity of student backgrounds. To overcome these challenges staff have considered and implemented new means of student engagement using innovative practice and novel technologies which are tailored specifically to each module.
This paper is based on a 2 year study of the contribution of BSc Creative Technologies in the What Works? SRS Retention and Success programme. The team carried out several interventions designed to increase student engagement and belonging particularly in year 1. The need for this is further increased as the course is 100% coursework assessed and of a trans disciplinary nature.
One of the primary challenges for students on a trans disciplinary course is engaging with subject areas for which they have little experience and as a result lower confidence in the context of other more experienced students. Staff, as partners, must understand that every student is an individual and different (Haggis, 2004) and how they engage is therefore also different.
All year 1 modules contain an active learning strategy aimed at making learning participatory, collaborative and engaging. Within the scope of this project we enabled the students to evaluate each module in relation to teaching, learning, collaboration, feedback and assessment. The evaluation encompassed a combination of goal focused and goal free questions.
Learning outcomes are influenced by how an individual participates in educationally purposeful activities (Bryson and Hand, 2007). Based on initial student evaluation staff worked to ensure each module delivers the appropriate activity and environment for all students.
Constructivist learning theory forms the main structural approach, with consideration that: “learning is more effective when content is structured to provide scaffolding for problem solving” (Jonassen, 1997) and participants are more actively involved in the content vs. the traditional passive access to theoretical module content. Experiential Learning (Klob, 1984) Learning though play (Prensky, 2001) and Collaborative Learning (Bruffee, 1993) are also fundamental to this approach.
Title: Employability Spaces
Presenters: Dr Malachy Ó Néill, School of Irish Language and Literature
Abstract: Blocher’s (1974) Ecological Learning Theory might be applied to the Employability agenda currently facing all disciplines of Higher Education, a particular challenge for non-vocational disciplines and subject areas. This ‘thunderstorm’ will present a model from the School of Irish Language and Literature for the creation of Employability Spaces for students which can provide a formula and an impetus for the initiation of discipline-specific activities in all subject areas, maximising the potential of curricular and extra-curricular opportunities and engineering a learning ecology based on partnership.
‘Professional education for professional life’ is the cornerstone of pedagogic practice at Ulster and annual surveys such as NSS, DLHE and KIS challenge academics across the UK to deliver student satisfaction, foster employability skills and engender graduate qualities. The employability model presented here embraces Ulster’s current Learning and Teaching Strategy and addresses the new institution-wide compulsory placement dimension, offering suggestions for the successful development of this core module. A key dimension of the model is EDGE (and EDGE Excel), flexible frameworks which facilitate student participation in a range of generic professional activities. This model, however, highlights the need for subject specialists to develop discipline-specific initiatives in order to initiate the partnership between ‘the workplace, the individual learner and the university’ (Boud & Solomon, 2001).
Employability statistics have traditionally been a challenge for the Humanities and DLHE figures for 2012-13 graduates from the Faculty of Arts in full-time employment had the lowest figure in the University. Since the inception of the current model in 2012 EDGE participation has risen dramatically and NSS has returned a 100% student satisfaction score for Irish. Blocher’s three subsystems of opportunity, support and reward can inform a framework for work-based learning (Jones & Warnock, 2014) and develop Employability Spaces across all aspects of academic provision at Ulster and beyond.
Question/Challenge: Creating Employability Spaces is fine but how is student buy-in achieved?
Employability awareness is a key part of the marketing strategy of the School of Irish Language and Literature. Students therefore anticipate the integration of employability activities within course structures while staff work creatively with industry to forge viable partnerships and ensure accreditation is provided in recognition of student engagement. Key areas are identified for focus at each stage of the academic programme and opportunities for placement and innovation activities are provided throughout.
Title: GIS in Secondary Schools: A Multi-Disciplinary Approach
Presenter: Dr Stephen Roulston, School of Education
Co-authors: Dr Sally Cook, School of Environmental Sciences
Dr Paul McKenzie, School of Environmental Sciences
Abstract: Geographical Information Systems (GIS) are a ubiquitous technology in the global economy but getting them used in schools has been a challenge for over two decades. A range of barriers to implementation have been identified and a collaboration between two faculties of Ulster University is addressing these, with promising results for the embedding of GIS in schools, but with particular advantages for Ulster students.
There is a growing demand for a skilled GIS workforce (Richardson, 2009). Pirog (2014) identified that Geography graduates need interpersonal as well as GIS skills. There is also a need for more awareness of GIS in schools to encourage its use in University. Progress has been slow despite repeated calls for its implementation (Goodchild and Kemp, 1990; Kerski, 2003). A consistent challenge to teaching GIS is the time constraint in integrating GIS during comparatively short lessons (Jo and Bednarz, 2014) and in preparing lessons with unfamiliar and complex software and data (Lay et al., 2013). Many interventions have been tried with limited success. Lack of success has been attributed to issues about hardware (Meyer et al., 1999), software and data (Baker, 2004), the curriculum (Kerski et al.,2013) and teachers (Chalmers, 2006). While the first two of these issues have largely been addressed, and the third is beginning to change, the last is a challenge around the world. In 2011, a collaboration began between two schools in Ulster University: the School of Education, responsible for training Geography teachers in Northern Ireland, and the School of Environmental Sciences, with well-established GIS expertise. What emerged is an evolving, collaborative, cross-faculty programme aimed at addressing the challenges of getting GIS used more widely in schools. This collaboration combined the pedagogic skills of PGCE students and the GIS skills of Geography Undergraduate and Postgraduate students. A range of initiatives, each contributing to the overall strategy, were developed:
• Tutoring in Schools for GIS students,
• Undergraduate assessment of GIS lessons for schools, prepared by students,
• Incorporation of GIS into PGCE Geography Pre-Service Training,
• PGDip Work Placement in schools for GIS students,
• GIS workshops PGCDE and GIS students working collaboratively with teachers,
• Teacher Training events and the development of website with sample GIS lessons
All of these strategies were successful, but some proved more intensive of tutor time than others. Increasingly, the team have moved towards strategies to engage GIS students with schools, student teachers and practicing teachers. A GIS for Teachers Short Course has been developed and will run in Semester 2 of 2014-15 for the first time.
Evaluation and Impact:
• There are significant advantages in using students to help to deliver GIS to experiences to teachers,
• Students gain valuable skills including developing their interpersonal skills,
• Forging emerging pedagogic skills of student teachers and technical skills of GIS students is of considerable benefit to both groups, and to schools, and
• The collaboration has led to other joint work between the tutors, including research output in GIS-related technologies.
Title: Using PeerWise to Engage Students in Active Learning
Presenters: Dr Stephen McClean, School of Biomedical Sciences
Abstract: PeerWise () is an online tool which encourages collaborative and independent learning by facilitating students in the creation and sharing of multiple choice questions (MCQ) relevant to their course of study. PeerWise was created by Paul Denny (Denny, Hanks, Simon, & Bagley, 2011; Denny, 2013) and resides on servers at the University of Auckland, New Zealand. A large number of universities and colleges worldwide have employed PeerWise in their courses and an increasing body of literature is growing around its application as a collaborative learning tool.
Students may answer, rate and comment on questions set by their peers and follow authors who create high quality MCQs. Students may also provide feedback that is made available when a correct or incorrect answer is chosen. If students feel that a question is not written clearly, or that the answer provided is not correct, this may be challenged and the question edited or withdrawn. As students interact with PeerWise they build up a reputation score and earn badges thus providing an incentive for engagement.
All student activity on PeerWise is anonymous to other student users, but instructors may track student activity using pre-defined unique identifier numbers associated with each student. This session will describe some of the initial uses of PeerWise within the School of Biomedical Sciences at Ulster and demonstrate to staff how to get started with using PeerWise.
Interest in this tool within Ulster is increasing and therefore the creation of a PeerWise user community may provide significant advantages in promoting the practice of collaborative peer learning using PeerWise.
Title: Active Learning with Game Enhanced Learning (GEL) in and out of the Classroom
Presenters: Dr Michaela Black, School of Computing and Information Engineering
Prof David Bustard, School of Computing and Information Engineering
Dr Darryl Charles, School of Computing and Information Engineering
Chloe Kernohan (Placement Student), School of Computing and Information Engineering
Abstract: GEL has been used within the Faculty of Computing & Engineering now for 7 years. We primarily focused on GEL and the inbuilt Gamification attributes for the year 1 cohort and have now actively rolled this out across year 2 and year 4. GEL offers educators a variety of flexible parameters to dynamically actively engage and meet the needs of individual learners and/or groups inside and outside the classroom. Educators can design challenges with feedback and reward to address areas of improvements needed in cohorts or create challenges collaboratively with their students as partners to enhance curriculum design and student belonging.
This activity based workshop will be designed as a group based Gamification session offering the participating groups key Gamification elements: structure, challenges, fun, identity, social, feedback.
The activities within the workshop will actively highlight to the group participants the opportunities and success that Gamification can offer. Each participant will be allocated to a group and be given a role within the group. The groups will be allocated challenges (with fun elements) with opportunities for feedback and reward. Each group will have an active student partner as a facilitator.
The session outline would be as follows:
- setting the scene: introducing GEL and key elements of Gamification and how we have used it
successfully and unsuccessfully (10 minutes);
- an ice-breaker with identity within group roles (5 minutes);
- each group will be provided with a timed sub-activity of challenges. Each group will be assisted with student partners at this stage. During this activity each group will have opportunities to receive live feedback from mentors (workshop facilitators) and achieve rewards for targets met within the activity (20 minutes);
- On completion the groups will review the successes achieved and why? Review will also include areas of weaknesses and how the Gamification could be adjusted to address these (10 minutes);
- The winning groups will be announced! (5 minutes).
References:
Darryl Charles, Therese Charles, Michael McNeill, David Bustard and Michaela Black, “Game-based
feedback for educational multi-user virtual environments“, Wiley, British Journal of Education Technology, April 2010.
McGinnis MT, Bustard DW, Black MM, Charles DK, (Feb 2008) "Enhancing E-Learning Engagement Using Design Patterns from Computer Games", Proceedings of First International Conference on Advances in Computer-Human Interaction 2008 , Sainte Luce, Martinique, 10-15 February 2008, IEEE Computer Society Press, Pages 124-130
Charles, T., Bustard, D. W., Black, M., "Game Inspired Tool Support for e-Learning Processes," in The 7th European Conference on e-Learning, 2008, Cyprus
T. Charles, DW. Bustard, M. Black., “Enhancing e-Learning Engagement using Game Absorption
Techniques”. (NAPSE) Novel Approaches to Promoting Student Engagement, (2008). ISBN: 978-0-
9559676-1-02
Title: Bring your own Device for Learning: Using Smart Technology to Transform Learning Spaces
Presenters: Dr Kay Hack, School of Biomedical Sciences
Abstract: Smart technology is transforming the way we engage with people and information. Smart devices, such as smartphones and tablets, are ubiquitous, with over 90% ownership regularly reported in studies with UK students. Such devices are causing a paradigm shift in the way we communicate, access information and exchange ideas. Their potential for transforming the learning space has been recognised, with several studies reporting enhanced student motivation and engagement, through the delivery of authentic learning activities and empowering students to take control of their own learning. However, the growing array of tools available for learning and teaching can present challenges for staff and students; it is critical to ensure that the use of technology is integrated within curriculum design and supports the delivery of learning outcomes.
Session Outline
This session will provide interactive examples which will illustrate the potential of mobile devices to facilitate collaborative and constructive learning, develop personal learning networks, demonstrate practical skills or procedures and provide real-time feedback.
It has been recognised that there is a gap between having the ability to use a particular device or software application and its effective use in learning or teaching. Participants will be encouraged to consider how the digital literacies, that is the skills, competencies and attributes that are essential for graduate employability, can be developed through embedding digital technology in the classroom.
Workshop Activity
Using cue cards based on Blooms taxonomy, participants will work in groups to select a learning objective and identify how mobile technology could be used to transform the activity. Participants will be encouraged to use their mobile devices to share ideas and to collaborate within and between groups to construct creative solutions.
POSTER SESSION ABSTRACTS
NB: (i) the abstracts are exactly as received, i.e. no corrections have been made to typos.
Title: Social and Constructive Learning Activities in Immersive Virtual Worlds: Evaluating Impact
Presenter: Kay Hack
Abstract: Using the online delivery of a postgraduate bioethics module as an illustrative example; this work compares the impact of three different learning models used within an immersive virtual world:
• problem-based learning;
• flipped lectures;
• role-play;
on student engagement and the delivery of learning outcomes.
The aim of this HEA funded project was to develop a virtual campus, containing flexible learning spaces that could replicate on-campus social learning activities and evaluate the impact of different pedagogic approaches on student engagement and learning outcomes. Using the delivery of a large postgraduate distance learning module in bioethics to health professionals as an illustrative example, the type of learning activity that could be enhanced through delivery in an immersive virtual world (IVW) was explored. Several activities were repurposed from the ‘traditional’ virtual learning environment into the immersive virtual world, providing insight into the pedagogic affordances of each environment. Voluntary classes, which were held each week over the twelve week module, were designed to provide deeper understanding of ethical theory and how it informs professional healthcare practice. Virtual classes included problem-based learning, flipped lectures, and role play. Following the introduction of the virtual classes the module failure rate was less than 5%, compared with ~11% in the previous two cohorts. However the introduction of any new technology presents challenges to both staff and students; therefore the barriers to using virtual worlds are also explored.
Title: Using pencasts to extend and enrich the student learning experience
Presenter: Dr Madonna Herron, School of Computing and Mathematics
Abstract: This poster describes a lecturer’s use of the Livescribe smartpen to produce pencasts that are shown to extend and enrich the learning experience of students in mathematics and engineering programmes at Ulster University. This evolutionary technology yields significant benefits over traditional pen and paper, offering an effective 21st Century teaching resource.
Title: Reconfiguring the Teaching Space to Facilitate Community Engaged Research
Presenter: Adrian Hickey, School of Media, Film and Journalism
Claire Mulrone, Centre for Widening Access & Participation
Abstract: ‘Community engagement as a core academic and scholarly activity involves the identification and support of faculty leaders and mentors who will sustain partnership activities over time and integrate engagement into their overall scholarly agenda’ (Holland and Gelmon, 2003)
This poster will demonstrate the development of an appropriate pedagogic space to engage students in Community Engaged Research. Staff from the Centre for Widening Access & Participation and the School of Media, Film and Journalism have developed a compulsory ‘live’ community engagement project on the undergraduate Interactive Media Arts degree program. The poster will demonstrate our experience in using space to engage students in the process and practice of delivering live Interactive Media projects for external community based partners and it will detail how staff and students engage in a collaborative learning process which simulates Interactive Media industry practices.
The ‘innovation space’ we have developed allows us to facilitate activities and engagements with students including brainstorming, prototyping and research and development of desired end products alongside more vocational activities such as brokering briefs with clients, setting project milestones, time management and managing the relationships between community partners and students.
Working in the ‘innovation space’ with student teams we encourage students to exam their strengths and weaknesses and their own role in the community based project. The ‘innovation space’ allows the students a safe space to collaborate with each other and with staff. Meetings in the space allow staff to shepherd the projects and supervise their progress to insure successful delivery and deployment for the client. Staff and students are actively participating in open, frank and engaging discussion on the projects, the next steps in the process and for troubleshooting issues and problems. This poster will disseminate the lessons learned in working with students on live briefs with community partners and how our innovation space allows us to facilitate this work.
Holland, B. and Gelmon, S. (2003). The State of the Engaged Campus: What Have We
Learned About Building and Sustaining University-Community Partnerships. In: Campus Compact, ed., Introduction to Service-Learning Toolkit: Readings and Resources for Faculty, 2nd ed. Campus Compact.
Title: The Use of Guides, Case Studies, Wikis and Mentoring to Facilitate the Adoption of Technology Facilitated Learning (TFL) in Assessment and Feedback – a Practical Workshop
Presenters: Dr Clare Carruthers, Department of Hospitality and Tourism Management
Christine Wightman, Department of Marketing, Entrepreneurship and Strategy
Abstract: see abstract for Workshop (parallel session number 14)
Title: Effectiveness of Teaching Computing in Disengaged Communities: A Project-based Learning Approach
Presenters: Oluwadara Asinobi, School of Computing and Information Engineering
Michael Johnson, School of Computing and Information Engineering
Siobhan O’Connor, School of Computing and Information Engineering
Co-authors: Prof Martin McKinney, School of Computing and Information Engineering
Dr Michaela Black, School of Computing and Information Engineering
Dr Adrian Moore, School of Computing and Information Engineering
Janet Allison, School of Computing and Information Engineering
Abstract: Four University modules were designed and developed to enable people from the Neighbourhood Renewal areas of Coleraine to engage with the University and increase their aspirations on enrolment into third level education. The four Personal and Professional Development (PPD) University of Ulster modules include:
Multimedia Web Development, Introduction to Mobile App Development, Robotics and Effective Social Media 1.
The Neighbourhood Renewal areas participating in this project are from two regions of Coleraine:
Coleraine Churchlands (Killowen and Heights) and Coleraine East (Ballysally and Millburn). The five
participating centres from these regions include three Community Centres and two Secondary Schools. During the period January to August 2014, a total of 76 participants enrolled on one or more modules on the IM HAPPY project. These 76 participants have agreed to take part on the research study. Students are assessed at the end of each module in accordance with the module description. This includes an individual or group coursework that demonstrates their level of understanding and skills acquired. The research study seeks to measure the impact of learning new technologies on participants from the Neighbourhood Renewal areas of Coleraine. It also monitors the engagement and retention of students on each module. This poster will:
1. Identify the module(s) that best engages participants.
2. Identify the module(s) that best engages females and males.
3. Identify the age ranges that have engaged with the project.
Also, this poster will address the teaching delivery method. In addition, it will illustrate feedback from the teaching method.
References
Blumenfeld, P.C., Soloway, T., et al. Motivating project based learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3&4).
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