Strong evaluation is crucial in order to ensure that projects, initiatives and interventions remain efficient and are achieving impact. We have put together a Framework for Evaluating Impact which is designed to provide a useful overview for anyone undertaking such work to encourage thinking around how evaluation will be carried out prior to committing resource (typically time and effort). The Framework also includes useful information about the key considerations that might be taken into account when evaluating for impact at interim and end stages of work. At its best, building in evaluation from the start will make tracking progress and recognising impact both much easier and more powerful. It is therefore considered best practice to include plans on how evaluation is to be incorporated when… Read moreFramework for Evaluating the Impact of Projects
In line with the University’s approach to monitoring attendance/engagement, Psychology introduced a simple process to record attendance/engagement in classes electronically and online via students’ completion of short, password-protected quizzes on Blackboard. The password is available only in the class (it is generally included on a slide), so that only those attending can complete it. It may be worth highlighting to students that monitoring of attendance is supportive, not punitive, so if they share the password with absent peers they are preventing those students from receiving support that they may need. For example, a question might be: “What is the one ‘take home message’ you’ve discovered today?” Of course, as the object is to measure engagement, the actual answers to the quiz are less important than… Read morePsychology’s approach to engaging students and monitoring attendance
Background Over the past few years we have explored the various issues regarding students transitioning into HE, both at Level 4 or Level 6 and directly to UW or via our partners. Given the particular circumstances we are faced with this year, it seems useful to revisit some of the outcomes of this work as well as to look across the sector at the work others are doing to make transitions as easy as possible for new students. This piece then, outlines the issues facing us in terms of students’ transitioning to us in September and provides an overview of the steps our staff – and others across the sector – are taking in order to ensure that they join us ready to engage appropriately… Read moreSupporting Student Transition to UW: 2020
The 2020 University Teaching Award Scheme is now launched; this has been developed as part of the initiatives to celebrate excellence at University of Worcester. This Scheme is designed to recognise and reward excellent and outstanding practice in teaching, and in supporting and leading learning. The Scheme explicitly promotes innovative, inspiring and excellent practice which is outstanding in its impact to enhance and inspire student learning. There are three categories of Award: A University of Worcester Teaching Award B University of Worcester Teaching Team Award C University of Worcester Leading Teaching Award. Applications are welcomed from staff with a range of experience including academic staff, professional services and staff working in learning support. Full details are given below in the Scheme guide, and also available… Read moreLaunch of the University Teaching Award Scheme 2020
Welcome to the Realising Teaching Excellence blog at the University of Worcester, where we hope to keep you informed about teaching and learning developments, create dialogue around developing excellence, and introduce you to examples of interesting practice. The “Teaching Excellence” page has the latest news on learning and teaching The “Interesting Practice” page has a range of learning and teaching case studies See the “Resources” page for useful guides and information including the “Busy lecturer’s Guide to Inclusive Practice” and information on student transitions and Teaching Awards The “Tried and Tested” page contains examples of enhancement activities undertaken at module and course level which have been evaluated and proven to have been effective. Our “Projects” page shows updates and outputs from the various learning and… Read moreWelcome
Baseline standards for VLE use were introduced in September 2015 and an audit of modules from the 2016/17 academic year has found that 94% of modules now have a tutor enrolled indicating a minimum level of engagement with the VLE. An increase of 2% from last year. A further spot check of 50 random courses found that the vast majority were complying with baseline standard requirements with many exceeding the minimum and providing online learning resources and activities which were engaging and attractive and clearly enhanced the students’ learning experience. With this high level of engagement, we wanted to encourage teaching staff to think about their Blackboard sites and consider ways that they might provide a better learning experience for their students. With this in… Read moreBronze, Silver or Gold – how’s your Blackboard site looking?
Dr Jennifer Joyce, Lecturer in Sport & Exercise Science and Link Tutor for HND Sports Coaching, Institute of Sport and Exercise Science One of the most notable transitional challenges for students when coming to University to study science is the expectation that they will now need to read primary research and effectively utilise it to support their work. There is sometimes the expectation that students will already possess the necessary skill set to read and critique this research. However, my experience is that this is not the case and that they require guidance to build strong reading habits.
Dave Hunt, PGCE Computer Science Course Tutor, Institute of Education As a teacher trainer from a secondary school setting, my arrival in the HE sector provided me with some immediate insights into how staff and students could potentially benefit from the use of Technology Enhanced Learning (TEL). Schools have historically benefitted from significant investment in this field and perhaps their smaller size makes them more agile in terms of institutional change. I felt the need to raise my trainees’ awareness of the range of learning technologies that were available to them whilst on their school based training placements.