Learning & Teaching at the University of Worcester
Developing Institutional Good Practice in Transitions’ Support through Pre-entry, Induction and Learning Support Activities The first phase of the project was completed in May 2019 and a report presented at the July LTSEC. We would like to draw to your attention in particular to two sections of the report, which course teams might find particularly useful when planning Level 4 Transition activities. To see the full report please click here
Michelle Morgan; School of Sport and Exercise Science This case study demonstrates the innovative practice used in relation to the implementation of weekly assessment related portfolio tasks used within a 1st year module (K2). This had a positive impact on student engagement, achievement and attendance in lectures; and supported student transition to University (V4 A4). The reasons for adopting a portfolio approach, specifically for this cohort included; engaging students in a routine of attending classes on a regular basis (A1), building relationships with new peers and, encouraging the students to complete their assessments in smaller, bite-sized sections which would potentially be a more familiar approach to them (as closely aligned to BTEC course work approach) (K2 V1). The portfolio tasks related to the topic of… Read moreVignettes of practice: The Implementation of Weekly Assessment Related Portfolio Tasks to Improve Student Engagement and Achievement During a Student’s 1st Semester at University
Miranda Harris; School of Allied Heath and Community Teaching is a set of activities, carefully fashioned to facilitate learning (HEA, 2018b) with success typically measured by Student Satisfaction (Office for Students, 2018). By responding directly to student feedback three years ago, on how students engaged with quantitative methodology in Research Methods, I was presented with an opportunity for innovation and transformation using a more student-centred approach in order to prepare students effectively for their dissertations. Interactive workshop approach: Drawbacks of the traditional lecture may be lack of active participation, a potential obstacle to deeper learning (Tofade et al. 2013), and from the Higher Education Provider’s (HEP’s) perspective, difficulty in ascertaining student comprehension, as students may be reluctant to voice queries or areas of… Read moreVignettes of practice: The Goldilocks Theory for Quantitative Research Methods
The University of Worcester has been shortlisted by the Green Gown Awards for three national sustainability awards, including Sustainability Institution of the Year, Campus of the Future and Reporting Categories. Please click on the link below for the full article: https://www.worcester.ac.uk/about/news/2019-university-of-worcester-shortlisted-for-three-national-sustainability-awards
Dr Sian Evans and Dr Matthew Smith; School of Science and the Environment This case study demonstrates how we designed and delivered a new 15 credit L4 geography module ‘GEOG1123: Climate Change: People, Policy and Action’, with a specific focus on constructive alignment (Biggs, 2003), student engagement (Coates, 2006 p. 17, Kahu, 2013, Bryson, 2014 p.3), and active learning (Prince, 2004, Michael, 2006). The module was developed in line with UW’s Policy & Regulatory Framework, Learning and Teaching Strategy 2015 – 2018 and Technology Enhanced Learning Strategy 2015 – 2019. Our goal was to take the students on a journey of discovery of the topic as well as themselves by developing their personal reflective practice and enhancing their ability to become independent learners. Critical to… Read moreVignettes of Practice: Design and delivery of a new Module – GEOG1123 Climate Change People Policy and Action
Karen Broughton; School of Sport & Exercise Science This case study demonstrates the inspirational and innovative development of technology to enhance teaching, learning and assessment within a level 5 module for Sport & Business Management degree pathway, and its positive impact upon student learning. This was inspired by the learning and teaching strategy (University of Worcester, 2015) that identified the innovative use of technology to support effective feedback which enhances learning. This case study links to the UK Professional Standards Framework (2011) and focuses on design and support for learning activities (A1), assessing and giving feedback to learners (A3), appropriate methods for teaching, learning, and assessing (K2) and the use of appropriate learning technologies (K4). Prior to the module starting I reviewed the module… Read moreVignettes of Practice: The use of OneNote to Develop Feedback
Both Dr Sue Cuthbert and Dr Scott Andrews attended the UVAC Conference in November 2018 on behalf of the University of Worcester, regarding National Apprenticeships. Below are links to both of the presentations that were shown at the Conference: Unlocking Potential Through Work-Integrated Learning – Developing the Role of Apprenticeship Coach to Maximise the Apprentice HE Learning Experience in the Workplace Dr Sue Cuthbert and Alexandra Middleton uvac national apprenticeship conference sue cuthbert ally middleton final 191118 Collaborative FE/HE Degree Apprenticeship Programme Development – the Case for a New “Signature Pedagogy” for Work Integrated Learning Dr Scott Andrews and Laura Ratcliffe uvac conference presentation sa-lr v1
Slides from presentation and a poster presentation from the EDULEARN18 Conference which took place in Palma de Mallorca, Spain, from 2nd – 4th July. EduLearn18 Developing an observation tool CR Poster presentation for EDULearn 2018 KW & LB
EDULEARN18: 10th Annual Conference on Education and New Learning Technologies 2nd – 4th July 2018, Palma de Mallorca, Spain EDULEARN is one of the largest international education conferences for lecturers, researchers, technologists and professionals from the educational sector. Every year the conference brings together more than 800 experts from 80 countries to present their projects and share their knowledge on teaching and learning methodologies and educational innovations. Antonio Gracia, a member of the EduLearn organising committee, opened the conference. He set the tone through his narrative of educational change and finding ways to succeed in an ever-changing landscape. Sunanna Chand (Remake Learning) gave an insightful keynote on the fourth Industrial Revolution due to rapid technological advances. Organic communication is needed rather than hierarchical communication to solve complex… Read moreEDULEARN18: 10th Annual Conference Review
Alternative Models of Practice Education for Occupational Therapy and Physiotherapy by Dr Yvonne Thomas, Principal Lecturer – Allied Health Professions, Institute of Health and Society The following case study identifies the development of a range of alternative practice education (PE) models, including Role-Emerging Placements, International Placements; Student-Led Clinic and two pilot Collaborative Learning in Placement (CLiP) placements that have been established in Occupational Therapy and Physiotherapy programmes. Through effective leadership, the adoption of a range of alternative practice education models within both programmes has been promoted to students and to professional colleagues in practice. In 4 years the feedback from students and practice educators supports the effectiveness of Role-Emerging Placements to promote student confidence and competence. One of the crucial elements has been in… Read moreVignette of Practice: Alternative Models of Practice Education for Occupational Therapy and Physiotherapy