Please find below session abstracts and presenter bios. Each session lasts an hour with two papers taking place within one session or one workshop.
Please note that you need to book your place for the conference before you book onto the parallel sessions.
This paper addresses the potentials and pitfalls of flipping the virtual classroom. We start with the premise that a modular experience potentially fragments student learning, increasing isolation within a digital campus, especially in competition with other social media. Whilst course-level LMS aim to bring cohesion, our experience under Sharepoint was that such spaces lacked virtual footfall and engagement. Our project, Virtual Learning Flipped, aimed to bring the camaraderie and goodwill found in live course events to virtual spaces, by encouraging English, Writing, and Film students to produce their own virtual enhancement content. Results were mixed, as our paper shows.
Eugene is University Teaching Fellow and holds a DVC Award for Excellence in Research and DVC Award for Excellence in Doctoral Supervision. He has held pedagogic funding from the HEA and the English Subject Centre as well as several international fellowships, including at Harvard, Texas, and UCLA. John is a Learning Technologist in the Faculty of Arts, Law & Social Sciences. He is a Fellow of the HEA and is particularly passionate about digital learning, accessible and inclusive design, and sustainability.
One of academic staff's concerns at Anglia Law School is whether the drop in student class attendance could be correlated with recorded lectures being uploaded onto the VLE/LMS, should the university decide to adopt an ‘all lectures recorded’ policy. Given that the pedagogic literature on this question is inconclusive, we conducted an online survey with our law students and analysed its results against the student attendance electronic data and the analytics of recorded lectures’ viewing statistics on VLE over two academic years. In this paper, we'll be sharing the preliminary project findings and discuss the impact they may have on our university’s and Law School’s future lecture recording policies.
Egle is the Director of Learning, Teaching and Assessment and Senior Lecturer in Law in the Faculty of Arts, Law & Social Sciences. Her research focuses on European Union Law and legal education. She is a Senior Fellow of the HEA, a Steering Group Member of the Legal Education Research Network, and sits on the Executive Committee of the Association of Law Teachers. John is a Learning Technologist in the Faculty of Arts, Law & Social Sciences. He is a Fellow of the HEA and is particularly passionate about digital learning, accessible and inclusive design, and sustainability.
Distance Learning (DL) has grown, is growing, and will almost certainly continue to grow as part of our portfolio, but sometimes it can be difficult to offer our DL students an experience comparable with those on campus. This session looks at ways of enhancing DL, in particular focusing on the Summer School held for Charity & Social Enterprise students, supported by the Course Leader Fund. I'll offer some practical lessons learnt from this specific activity, and we can discuss the relationship between DL and Face-to-Face more broadly, which may be timely as our LMS enters a new era.
Andy is a senior lecturer in LAIBS based in Chelmsford. He delivers content on leadership and social enterprise on our specialist third sector courses and other modules as appropriate. He is a director of two social enterprises in the East of England and a Senior Fellow of the HEA.
This presentation will explore how we can help our students manage the tricky transition to university and how we can support them to integrate into our community of scholars.
Adam is Deputy Head of Anglia Learning & Teaching at ARU. He is committed to aligning the provision of staff development with the ambitions and strategies of ARU, and with the needs of our academic and learning support staff.
The advent of our new LMS and the ease with which digital items can be uploaded, streamed, and shared through it, means having a grasp of copyright issues has never been more important.In this session we will:
Jason has worked for ARU for over 25 years, initially within central assessments, then running the cross-University and HAFS awards boards. He worked for IT Services delivering staff development for a number of years, and is now working with digital media within Anglia Learning & Teaching. Katy is a practising solicitor and works in the University’s legal team. She enjoys outdoor activities , keeping fit, going to the theatre and is a classically trained dancer.
The presentation will showcase a model, processes and tools for embedding digital literacy in the curriculum through the use of the ARU digital literacy framework. The model builds on previous research that investigated the EU DIGCOMP framework for its appropriateness for defining and measuring the digital capabilities of students and staff involved in higher education. An example will be presented on how this model has been utilised to embed the digital-literacy characteristics of pilot programmes of study. Applying the model of embedding digital literacy to practice has presented implications on aspects of the curriculum design/delivery and quality assurance.
George specialises in technologies for learning, teaching, and assessment with a particular interest in digital literacy development and student analytics. Research interests include digital literacies/competences, curriculum development and quality assurance, student metrics/analytics and technology-enhanced assessment.
This workshop will offer a hands-on opportunity to consider how playful and constructionist activities can be applied to curriculum design and development. Some of these activities will draw on principles outlined in my report for the HEA on innovative pedagogical practices while others are being used on an MA in Learning and Teaching module on curriculum design.
The workshop will sketch out the LEGO® SERIOUS PLAY® approach and outline with practical activities how its principles can be adapted to higher education contexts. The session will also draw on literature and current initiatives concerning play in higher education and debunk the notion that the playful is incompatible with the serious, complex or challenging. Questions about, and examples from, participants’ own practices and contexts are welcomed.
Alison is Acting Director of Academic Quality and Development and Head of Learning and Teaching at the University of Winchester. She is former Associate Dean Learning & Teaching at the London College of Fashion and a Principal Fellow of the HEA in the UK. Her higher education career has focused on working with creative arts staff and students and, in May 2014, Alison was awarded a National Teaching Fellowship. She has worked in creative arts education in a variety of guises, across all levels and many subjects – as educational and staff developer, researcher and policy maker and teacher.
This workshop is informed by the principle that by its very nature, good assessment practice leads to an inclusive experience and to fewer individual accommodations. Conversely, it deduces that poor practice is very unlikely to be inclusive. In our session we’ll discuss practical and straightforward elements of effective assessment practice. Please bring with you an example or two of assessment descriptions. We’ll spend time discussing our audit tool and how to use it according to the needs and requirements of your module practice. To share ideas and suggestions, please bring your mobile devices.
Linda is an Academic Developer in Anglia Learning & Teaching at Anglia Ruskin University. Some areas of her work include developing guidance and resources for inclusive learning, teaching and assessment, leading on classroom management, and contributing to strategies for improved student retention and engagement. James is Academic Developer, Assessment, Anglia Learning & Teaching. Julian is Principal Lecturer in Academic Development, Faculty of Science & Technology.
We must embed inclusive learning within our curriculum. Our project was based on the principles that social contact is one of best ways to challenge prejudice. By delving deeper into our teaching provision and challenging pre-conceptions of how students learn, we adopted a ‘Human Books’ concept where the learning resources aren't books but people. In partnership with students, a new ‘Equality, Diversity and Inclusion’ module has been developed. This student/staff-led interactive session will push boundaries so come along to be challenged as we encourage you to reflect on your human experiences and move beyond your own unconscious biases!
Sally is Deputy Dean (Quality and Student Experience) of our Business School and a Principal Fellow of the HEA. She is the chair of the Disability Working Group, co-lead of the Women’s Network and co-lead of the BME staff network which all promote equality and inclusion across our university. Steve McDonald is Director of Learning and Teaching, LAIBS. Katie is Equality, Diversion and Inclusion Manager. Grace is Students' Union Education Officer.
During this workshop, staff from Life Sciences will present a range of small initiatives that have been introduced to their learning and teaching practice over the past few years. Evidence will be provided to support how these ‘quick wins’ have improved student engagement, student retention and/or student grades. Elements of this workshop will be interactive in nature, engaging you with generating your own ideas to take away and integrate into your own teaching practice.
Mat is a senior lecturer in Sport and Exercise Science. To support his teaching practice, Mat has obtained my PgCert(HE), SFHEA and MA Education. He is the course leader for the MSc Sport and Exercise Science and the Faculty Learning Lead for his department
Design Thinking is a methodology for innovation and complex problem solving. It is traditionally used by designers, but in recent years has been adopted by others who recognise its value not only for designing products, but also services, systems, procedures and organisations. Design Thinking makes use of visual thinking, non-verbal reasoning, ethnographic research methods, systems thinking and intuition. A key feature is that it seeks to deeply understand problems through genuine consultation with users and stakeholders, before attempting solutions. In their workshop, Michelle Fava and Beatriz Acevedo will be exploring what it would mean for universities to adopt the ethos of Design Thinking.
Michelle and Beatriz have been working collaboratively on a new 'Design Thinking' module, which applies methods traditionally associated with creative disciplines to 'designing' proposals for enterprise initiatives.
Michelle will highlight the teaching and learning opportunities arising from collaboration between universities and museums. She will focus on an independent learning module which she's running in collaboration with Wisbech Museum and Cambridge County Council which she hopes to develop into a permanent module. Students visit the museum and town with Michelle and then develop a temporary exhibition for the following autumn based on any topic which falls within the broad remit of language and linguistics. The experience empowers students as subject experts and also encourages creativity as they apply their knowledge and skills to something new.
Michelle has been a Senior Lecturer in English Language and Linguistics at ARU since August 2015, before which she was a postdoctoral researcher at the University of Cambridge. In 2016 she became a Senior Fellow of the HEA and also has a PGCE in Modern Foreign Languages.
A Hackathon is an event where a multidisciplinary team collaborate for an intense period of time to create something useable and tangible. Funded by a Learning and Teaching Project award, this Health Hackathon is the first event at our university where our electronic engineering and sport science students combined their expertise in movement science, physical therapy, coaching, designing human-machine interfaces, programming micro controllers, and installing sensors to hack a health problem. Specifically, they tackled challenges to make a difference in the way rehabilitation and physiotherapy could be provided in poor countries and, in particular, in crisis regions and war zones.
Domenico is the Director of the Sound and Game Engineering Research Group in CAT. Genevieve is the Director of the Cambridge Centre for Sport and Exercise Science Research Group in FST.
With the advent of developments in assessment strategies and styles, a range of feedback approaches have started to become more prominent within the University. These range from the traditionally orientated written feedback through to less personal forms such as Grademark where standard phrases are used to facilitate the process. An alternative approach that has been successfully trialled for a number of years within Sport and Exercise Sciences is Audio Feedback. Using a system (Project Lighthouse) metrics will be presented to show how students engage with different forms of feedback and how this information is assimilated and fed-forward.
Dr Gordon is Course Leader for Sports Science and a Principal Lecturer in Exercise Physiology. He leads the Endurance Physiology Research Group in the Cambridge Centre for Sport & Exercise Sciences and has over 17 years’ experience as a lecturer in Higher Education.
Students are becoming a more informed group, shaping their university choices and expectations through a range of resources. Many students are becoming more critical and less accepting of institutional sources, placing a greater reliance on social sources to shape their expectations of university life. This case study builds on Bordia, Bordia and Restubog’s (2015) model of the formation of the psychological contract through either institutional or social sources. The purpose of the research is to develop the space between the institutional and social sources through a communication between current and new students to improve transition to Anglia Ruskin University.
Natalie is a chartered accountant who worked in professional practice before entering academia in 2006. Natalie’s research interests are public sector finance and innovation and, through her role as Director of Postgraduate Courses, the construction of HE student identity and expectations and the impact on student experience, satisfaction and retention.
This study explores how an undergraduate degree course in Human Resources Management at a UK Business School develops future HR professionals and leaders. Specifically, this research examines the pedagogic content of the course and how students develop a sustainable sense of self during their undergraduate education. The findings point to the importance of providing students with a platform to reflect on their own sense of self surrounding issues of sustainability. We propose that it is the role of education to not create a space where student ‘should’ be sustainable, rather that they want to be – equipping them with the skills to act sustainably and understand more about the personal and emotional attributes that require them to do so.
Caroline is a Lecturer at Henley Business School. Her research relates to creating healthy and productive workplaces through exploring the links between leadership and wellbeing in organisations. She investigates in particular how to manage executive stress, how to maintain authentic functioning at work, and the role of coaching for creating resilience for positive leadership.
After many years of teaching ethics and responsible business, it is evident that without a clear personal engagement these ideas tend to be theoretical and abstract. This presentation concerns a proposal merging active learning, student engagement and art in education for sustainability in a project called RawTag. RawTag has two clear dimensions: it's an educational process, where the pedagogical event sparks discussions and transformations, and it has an artistic manifestation: in the pedagogical event and also in a material installation. RawTag has been exhibited in the Cambridge Sustainability Residency (2015) and also recently in Espacio Gallery (London). The next step for us is to use this approach in a core module on Responsible Business, where 250 students will get involved with the RawTag methodology while reflecting on social responsibility, ethics, and sustainable alternatives. Our presentation seeks to hear the audience opinion and suggestion on how this can be done.
Beatriz Acevedo is an artist and educator, university teaching fellow, HEA Principal Fellow, and co-director of Centre for Innovative Business Education. Beatriz is passionate about education for sustainability and has created projects such as the GoGreen Movement, the active learning module on STEP, and is trying to merge art with education. Carmen Lamberti is a multidisciplinary artist. Her artistic practice is influenced by Eco Aesthetics. Her art-based research and conceptual approach combines these practices to create natural environments that engage the perceptions of the material and the virtual. Currently she is doing a Masters degree on Art and Politics at Goldsmiths.
This study reports on the first stage of a research project into the impact of a Pedagogic Research (PedRes) Directory in one UK Higher Education institution. The session aims to demonstrate how to build a directory to best serve the learning and teaching community, in the pursuit of capturing teaching excellence. The objectives are to get feedback on the development of the directory, open dialogue about how the resource can link to the TEF and REF environments and consult on next steps in carrying out the research.
Simon currently works with partner colleges on maximising their student success with a particular focus on ‘Good Degrees’. He is also working with academic colleagues from all faculties in developing our work in the field of Pedagogic Research across Anglia Ruskin. Mark is Research Fellow at Anglia Learning & Teaching. He carries out individual and collaborative research and/or evaluation projects that are relevant to the successful implementation of our Learning, Teaching and Assessment (LTA) Strategy.
This presentation will report on the progress and adjustments made to digital teaching materials on the VLE during the course of the Inclusive Learning and Teaching Project ‘Making Learning Materials Accessible’ (MLMA). The rationale behind the MLMA Project was to meet our university’s growing digital accessibility agenda and, as far as possible, to reduce the increasing demands on colleagues’ workload to ensure that all of their already existing materials complied with accessible documents’ requirements. Therefore the original overall project aim was to make all learning, teaching and assessment materials available in accessible formats in the Faculty of Arts, Law and Social Sciences during 4–29 July 2016. Did we succeed in auditing and converting all Microsoft Word, PowerPoint, Adobe PDF and other text and non-text files on the VLE? Come and find out!
Dr Egle Dagilyte is the Director of Learning, Teaching and Assessment and Senior Lecturer in Law in the Faculty of Arts, Law & Social Sciences. Her research focuses on European Union Law and legal education. She is a Senior Fellow of the HEA, a Steering Group Member of the Legal Education Research Network and sits on the Executive Committee of the Association of Law Teachers. John Walsh is a Learning Technologist in the Faculty of Arts, Law & Social Sciences. He is a Fellow of the HEA and is particularly passionate about digital learning, accessible and inclusive design and sustainability.
This short session presents the results of audits of learning materials and forms of assessment in the Faculty of Science & Technology. It highlights the most prevalent departures from inclusive/accessible practice and makes recommendations for 'quick wins' to improve inclusivity.
Julian works as an academic developer supporting staff in their teaching practice. His major areas of activity include assessment and feedback, student engagement and partnership, independent learning, and online learning design.
In this workshop, we’ll be matching how our students learn to how we deliver lecture content by exploiting the potential of images, and mapping that to how our brains process knowledge. Drawing on five decades of research in cognition, and the contemporary scholarly research of Richard Mayer and others, we’ll explore a more balanced pedagogic delivery called multimedia learning (MML).
MML acknowledges the role vision plays in interpreting knowledge. It can be adapted and applied in other pedagogic contexts beyond the lecture theatre, but it also draws on an older idiom: ‘a picture paints a thousand words’. We’ll be reviewing David’s recently published research that explores how imagery generates engagement, provokes active learning, and stimulates better recall. The workshop will begin with a visual presentation using image-filled slides that summarises the research and its findings. We’ll be talking about the implications of adapting our pedagogies to, and exploiting resources from, the digital visual era. We’ll also look at supporting the increasing number of dyslexic learners through visuality. You’ll have the opportunity to do hands-on exercises in groups to better understand the ‘how’ of the process. If you can, please bring an Internet-connected device with you. Please watch David’s TEDx talk Visual feasts of the mind: matching how we teach to how we learn to prepare for the workshop.
David is Senior Lecturer in International Relations at Loughborough University. He is Senior Fellow of the HEA and Honorary Research Fellow, Archbishop Desmond Tutu Centre for War and Peace Studies.
Although virtual reality is just starting to enter mainstream usage, there have already been innovative experiments in applying VR to transform the ways in which we interact with digital media. But how can virtual reality enhance teaching and learning at Anglia Ruskin? This workshop will examine the affordances of virtual reality as a spatial medium, with examples of bespoke immersive content in Canvas. This will be followed by discussion of opportunities for inter-professional collaboration, namely how we can create and consume learning content in three dimensions. Attendees will also be encouraged to try out our new mobile VR headsets.
Paul is an Educational Technologist at Anglia Ruskin University with 25 years of teaching experience. He is also an award-winning materials writer, teacher trainer, graphic designer, and illustrator. Paul’s research interests span across many fields, exploring the roles of technology, digital video, game design, play, and embodied cognition in the process of learning.
Education for Sustainability (EfS) is about ‘the kinds of education, teaching and learning that appear to be required if we are concerned about ensuring social, economic and ecological wellbeing, now and in the future' (Sterling 2012). In addition, according to HEFCE, ‘good [education for] sustainable development pedagogy is often simply good pedagogy’ (2008). Since 2014, sustainability has been a core part of our academic regulations. This workshop will explore what EfS means for staff at the University and how sustainability can be embedded into teaching and learning across all courses in order to support and compliment what staff are already doing.
Victoria is the Global Sustainability Institute’s Education for Sustainability Coordinator. Her work at ARU involves supporting staff and students to place sustainability at the heart of their learning. Prior to joining ARU, she worked for SEEd, one of the UK’s leading NGO’s focussed on how to embed sustainability into education.
Team-based learning (TBL) is an active learning approach a number of staff have successfully adopted across disciplines at ARU. It has improved participation, retention, and student performance. This workshop will take participants through the different steps of TBL in a hands-on way. At the end of the workshop you will:
Uwe Matthias Richter is the Academic Lead: Distance and Online Learning, Anglia Learning & Teaching. His main activities are in technology-enhanced, online and distance learning, staff development, and projects.
We need to think creatively about inclusive curriculum design and ensure our curriculum promotes success among all students (Morgan and Houghton, 2011). The Business School has been removing barriers to learning by embracing the creative opportunities of digital technology. In building two new inclusive learning labs run by student interns and staff equipped with green screen, teleprompter and software (e.g. Supportive Speech Recognition), we've been transforming the way we co-develop and deliver learning materials. Our paper outlines the success, impact and reach of this investment which has challenged the way we use and create visual and audio materials.
Dr Sally Everett is Deputy Dean of the Business School. Steve McDonald is its Director for Learning and Teaching. The faculty is extremely lucky to have Marcus Hanwell and Mark Constable who are outstandingly able and passionate Academic Learning Technologists. A learning and teaching technology dream team!
A key concern for student achievement is the often de facto capping of marks at around 80-85%, which a clustering of marks in the 70s and little differentiation and often a disregard of grade level descriptors. This session discusses the results of a pilot study in English and Media which introduces the use of a letter-based grading system. A first analysis shows that markers are more likely to award grades at the high end of the scale – 85% or even 95% – and a clear mirroring of the language of grade descriptors in their feedback.
Sebastian Rasinger is a Principal Lecturer in Applied Linguistics and the interim Head of English and Media. He has extensive experience with learning and teaching, and quality assurance processes.
More and more research is emerging regarding the automation of jobs which threatens both our students' futures whilst challenging the traditional roles that universities and lectures play. This paper argues that there is a desperate need for an enterprise partnership type of relationship between student and lecturer that breaks down silos, crosses boundaries in order to develop and commercialise ideas from all faculties be it Art, Science, Engineering or Technology, Law or Medicine. Examples from successful inter-relationship building across cultures in incubators and accelerators will be used to convey and provide insight into the barriers, perceived limitations and positive outcomes.
Lianne is currently undertaking commercial funded research into succession and harnessing entrepreneurial capital. She founded the first natural skin care business for teen with global distribution. As a Business Psychologist, Lianne worked with FTSE companies and in International Banking in South Africa and Canada.
There are many (differing) views on what constitutes an Entrepreneurial University. The base definition for this presentation will be three reports from NCGE (The National Council for Graduate Entrepreneurship) and associated partner institutions in 2005, 2008 and 2009. Here the emphasis was on student employability, the need for direct interventions in every Faculty, and the value of embedding activities and initiatives within the credit-bearing curricula. In this presentation we will first critique the relevance and merits of these ambitious proposals and discuss what might be implied by a relevant business model – who would be doing what, why and how.
Marcia is Enterprise and Entrepreneurship Support Manager, LAIBS. John is Professor of Social Entrepreneurship, LAIBS.
Ohio State University is in the top 5 nursing programmes in the USA, internationally renowned for its innovation. Funded by a University Teaching Fellowship, Sian Shaw, Annette Thomas-Gregory, George Evangelinos, and Erasmo Musci visited Ohio State in 2016 to explore their use of digital work-based assessment. The visit identified several areas of excellence in teaching and research including evidence-based practice, wellness and diversity which will be presented. A significant sense of pride in Ohio State University was evident in academics, students and alumni, but we returned to Anglia Ruskin with a great sense pride in our own University. We are just as good although we're not so good at telling everyone.
Sian Shaw is Director of Learning, Teaching and Assessment in FHSCE, and a University Teaching Fellow. She has a particular interest in technology-enhanced learning and teaching and is currently researching digital practice assessment funded by Health Education East of England.
The specialist practitioner qualification, District Nurse (SPQDN), is a national specialist post-registration qualification. After a six-year absence from Anglia Ruskin University, the SPQDN program was re-established in January 2014. There is little national research to understand the value of the SPQDN qualification or to understand students learning and teaching needs. Using a qualitative approach, we conducted four Focus Groups over two years, Cambridge and Chelmsford Campus mapping to QNI voluntary standards and ‘being a student’. Early findings include understanding political and organisational agendas are important for the students, which increases confidence in team working and patient care delivery.
Jane has been a community nurse lecturer at ARU since January 2014. She has extensive community nursing experience and is currently undertaking her PhD in community and primary care. Kellie is Senior Lecturer in Community Nursing, FHSCE.
Zoe will examine the issue of supervising research students from the global South and East studying in the global North and West. The current structure of the UK HE sector is driven by the income international students, and contrariwise by the increasingly inhospitable attitude of the British government in visa allocation. Speaking as a DProf Programme Director and supervisor, Zoe will raise questions in relation to three issues: canon versus context – issues of conceptuality and literature; voice – issues of language, agency and dominant/subaltern discourse; and power – issues around the selection of students, visas, and financial negotiation and ‘support’.
Zoe is Director of the DProf programme in Practical Theology with the Cambridge Theological Federation and a Deputy Director of Studies in ALSS. She was formally directed MA in Pastoral Theology.
This workshop is run using Canvas, and showcases some of its features, investigating your thoughts on a Digital Campus.
Toby Carter is a principal lecturer and Director of Learning, Teaching & Assessment and Mat Timmis is a senior lecturer in Sport and Exercise Sciences, both in the Faculty of Science & Technology.
This workshop session explores preferences and attitudes towards classroom behaviour and management. It further probes the common problems and challenges many tutors encounter – both low-level and persistent ones. Finally, the session provides a forum for sharing strategies leading to a more engaged and engaging classroom experience for everyone. Please come prepared with your mobile device, ideas and experiences of disruptive behaviour and successful strategies you’ve encountered.
Dr Linda Brown is an Academic Developer, Anglia Learning & Teaching. Some areas of her work include classroom management, inclusive learning, teaching and assessment, and student retention and engagement.
In this interactive workshop, Mark will explore the interface of technology and inclusivity, experience first-hand some of our design decisions, and reflect upon what this means for continued strides into digital education. This session will be informed using a resource informed by our students, which integrates ideas around technological intervention and inclusivity. The interface between education and technology is only as good as the designer, and we hope this workshop will inspire great accessible learning. The future of Higher Education technology is exciting – let’s make it accessible to all.
Mark is a highly experienced academic in medical science whose research interests and publications span science (osteoarthritis, cell signalling and microscopy) and education (mobile learning, assessment and digital literacy). In December 2016, the HEA named Mark as a National Teaching Fellow.