This was a great conference – some really excellent analysis and research on assessment feedback which has significant implications for re-considering how we do things.  Professor David Carless, University of Hong Kong gave a thought-provoking keynote drawing on his work with David Boud, Deakin University/ University of Technology, Sydney, Australia, on enabling uptake of feedback. The main theme of the conference was improving the effectiveness of feedback for students.  The starting point for this is to re-conceptualise feedback as a process, and to develop student feedback ‘literacy’: the understandings, capacities and dispositions needed to make productive use of feedback information. Feedback is a process in which learners make sense of comments and use these to enhance their work or learning strategies (Carless and Boud, 2018)… Read moreTransforming Feedback: reflections on the International Assessment in Higher Education Conference, 28 June 2018, Manchester UK

Developing Student Midwives’ Practice Performance: The SKIPP Initiative Institute of Health and Society   Teaching Team Award Lead Award Author: Julie Smith, Senior Lecturer in Midwifery Team: Tina Dennis, Senior Lecturer in Midwifery Becci Godwin, Senior Lecturer in Midwifery Lucy Hope, Senior Lecturer in Midwifery Toni Martin, Lead Midwife for Education: Programme Leader Lynne Mason, Senior Lecturer in Midwifery Lisa Stephens, Senior Lecturer in Midwifery Kate Taylor, Senior Lecturer in Midwifery Ros Weston, Senior Lecturer in Midwifery Contributor: Ellie Sonmezer, Midwifery Lecturer Practitioner   The focus of this case study is to demonstrate how the Skills for Improving Practice Performance (SKIPP) initiative provides an example of the midwifery teaching team’s collaborative approach to student midwife education.   SKIPP was an innovation introduced in February 2017… Read moreVignette of Practice – Developing Student Midwives’ Practice Performance: The SKIPP Initiative

Authentic learning and partnership building through module design  by Gill Renfree, Senior Lecturer in Sport Management and Sport Development, Institute of Sport & Exercise Science   This case study demonstrates the innovative and inspirational approaches I have taken when designing learning activities, teaching and supporting learning, and developing a positive and effective learning environment for first year Sport Business Management students in a 15-credit module.  The module has been designed and planned to enhance student understanding of the subject and to apply understanding and produce work that enhances their employability skills.  Through focusing on the areas of employer engagement and peer and formative assessment the module pushes students to achieve and ‘learn about learning’ and therefore enhance the students’ approaches to study and knowledge creation…. Read moreVignette of Practice – Authentic Learning and Partnership Building through Module Design

Mind the Gap – supporting effective transition for direct entry students   by Dr Susanna Prankel, Senior Lecturer in Biology, Institute of Science and the Environment This case study involves a Research Excellence Framework (Education) submission from within the Institute of Science and the Environment (ISE) on access to Higher Education (HE) teaching following a number of successes. These have included grant applications, research, course development, successful course delivery, evaluation of impact and dissemination of resources, along with publication. It is linked to the QAA Enhancement Theme ‘Student Transition’.   Students face challenges when embarking on HE studies at university, particularly on direct entry to level six. This investigation acknowledges the wider context in which HE operates recognising the implications for professional practice.   Having… Read moreVignette of Practice: Mind the Gap – Supporting Effective Transition for Direct Entry Students

Consideration of Preferred Learning Styles in the Module PSYC3646 (Forensic Psychology in Practice)  by Dr Gill Harrop, Lecturer in Forensic Psychology, Institute of Health and Society and Dr Dean Wilkinson, Senior Lecturer, Institute of Health and Society Dunn et al. (1995) found that matching students’ learning-style preferences to teaching strategies is beneficial to academic achievement, while Yassin and Almasri (2015) suggested that failing to consider students’ differing preferred learning styles can lead to students disengaging and feeling confused. In an effort to address this issue, learning preferences within PSYC3646 (Forensic Psychology in Practice) were considered within the context of Jahiel’s VAK model (2008), which identifies visual, auditory and kinaesthetic learning preferences. This model was selected due to positive reviews within the pedagogical literature around the… Read moreVignette of Practice – Consideration of Preferred Learning Styles in the Module PSYC3646 (Forensic Psychology in Practice)

Using real world audits to develop business management students’ sustainability knowledge skills and values  by Dr Kay Emblen-Perry, Senior Lecturer, Worcester Business School In spite of the growth in specialist modules and integration of sustainability content into some modules, Business Management curricula have not adequately prepared students to deal with sustainability issues in the workplace (Waddock, 2007; Govender, 2016). It is now widely accepted that Education for Sustainability (EfS) has fallen behind the internal and external sustainability interests of businesses and change agents (Lonzano et al., 2013; Environmental Audit Committee, 2017); Laurinkari and Tarvainen, 2017). In response, I have designed and implemented an innovative approach to business sustainability learning, teaching and assessment for Business Management Students: Audit-based Learning (ABL).   ABL for EfS is learning… Read moreVignette of Practice – Using Real World Audits to Develop Business Management Students’ Sustainability Knowledge Skills and Values

Going on a Goose Chase – promoting practical learning through technology By Terri Grant Senior Lecturer, Allied Health Sciences, Institute of Health and Society       Learning how to safely use and effectively prescribe equipment is a vital skill required by student Occupational Therapists. Like all practical skills, this takes time and repetition, which is often not available when students are on placement in the clinical setting. Without the opportunity to practice and make mistakes in this area within a safe classroom environment, students can struggle to establish appropriate situations in which they can learn about equipment.   Setting up appropriate classroom learning can be challenging – any experiential learning approach requires significant time to set up appropriately (Laurillard, 2010).  Providing students with individual… Read moreVignettes of Practice – Going on a Goose Chase – Promoting Practical Learning Through Technology