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Supporting Transition for Direct Entry Students – Report now available

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The Project ‘Supporting Transition for Direct Entry Students’ has published its findings and examples of effective practice in a Guide for Staff ‘Improving Direct Entry Student Experience of Transition to Top-Up/Honours Degree’ (July 2019).  The Project set out to identify the key challenges and factors that may impede successful transition and establish ways to improve experiences of ‘Direct Entry/Top-Up’ students entering an Honours Degree. Based on research, students’ views of their transition experience and the personal experiences of staff working with Direct Entry students, the Guide aims to provide practical advice for course leaders and staff who deliver Top-Up degrees or encounter students who enter Honours Degrees at Level 5 or Level 6 (Direct Entry students) with a view to improving students’ experiences of transition… Read moreSupporting Transition for Direct Entry Students – Report now available

University of Worcester Shortlisted for Three National Sustainability Awards

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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 

Vignettes of Practice: Design and delivery of a new Module – GEOG1123 Climate Change People Policy and Action

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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

Spotlight on Digital Capabilities

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Photo of York Minster

At the beginning of June I attended the latest UCISA Spotlight on Digital Capabilities in York. In its fifth year, this conference has been jointly organised by UCISA Digital Capabilities Group and Digital Education Group, so the conference has strong themes that tie in with the work around Digital Learning and Teaching here at University of Worcester. Kicking off the conference was Darrell Woodman on the the Art of Bring Brilliant, introducing ideas around positive psychology and challenging us all to be more grateful for the positives we have in our lives. This certainly resonated with me as I’m interested in how we adopt Carol Dweck’s Growth Mindset and apply this and other positive psychology methods to developing staff and student’s digital capabilities. A clear… Read moreSpotlight on Digital Capabilities

Vignettes of Practice: The use of OneNote to Develop Feedback

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 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

Addressing Assignment Bunching

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Recent student feedback, through the Course Experience Survey, and the SU Change Week initiative had identified ‘assignment bunching’ as something students would like to see addressed. So, what can be done? There are probably three key things course teams can consider to address this issue: taking a course level view of formative and summative assessment deadlines; helping students to manage their time effectively; planning an assessment strategy that involves some assignments requiring continuous engagement with reflection on learning. These are inter-related.  Some are relatively easy to adopt, whilst others will take more time.  They all start form the principle that a student’s learning experience is (and should be) of an integrated course, rather than a set of modules that are designed and developed in isolation… Read moreAddressing Assignment Bunching

UVAC Conference – November 2018

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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

EDULEARN18: 10th Annual Conference Review

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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

Vignette of Practice: Alternative Models of Practice Education for Occupational Therapy and Physiotherapy

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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