Vignette of Practice: Using Workbooks to Create Effective Learning Environments

Using Workbooks to Create Effective Learning Environments By Gavin Thomas; School of Sport and Exercise Science   This case study documents the use of workbooks for students studying scientific modules on the sports, coaching and physical education HND, and its positive impact on supporting (A2) and creating effective learning environments (A4). The rationale was to provide an interactive resource in order to enhance engagement and support understanding of complex topics associated with the subject area.     Having been a module leader for several years, I had acquired a comprehensive understanding of the learning outcomes, module syllabus and assessment requirements. This enabled me to create a workbook that integrated the elements of learning from weekly lectures/seminars as well as incorporating essential assessment information (V1). Information… Read moreVignette of Practice: Using Workbooks to Create Effective Learning Environments

Psychology’s approach to engaging students and monitoring attendance

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

Developing Innovative ‘Extended’ Communities of Practice (CoP) which Enable Students to Produce Inspiring Projects in their Practice Settings

Developing Innovative ‘Extended’ Communities of Practice (CoP) which Enable Students to Produce Inspiring Projects in their Practice Settings By Lisa Porter, Lisa Mauro-Bracken, Dawn Goodall and Rebecca Weston, School of Allied Health and Community     The Work-Based Learning (WBL) level 5 module is premised on students ‘giving back’ to the wider community though the development and implementation of successful projects in their practice settings (A5), to bring about practice improvements which benefit staff and service users (K3; V4). This reflects the values of the University of Worcester’s Strategic Plan (2019) to positively impact the world around us and enhance our relationships with the local community (V4). Through experiential learning (Scott, 2015), (V3; A5) students also develop project leadership skills enhancing their graduate employability.  … Read moreDeveloping Innovative ‘Extended’ Communities of Practice (CoP) which Enable Students to Produce Inspiring Projects in their Practice Settings

Vignette of Practice – Universal Design for Learning (UDL): The Benefits of Implementation

Universal Design for Learning (UDL): The Benefits of Implementation By Lisa Porter, Senior Lecturer and Admissions Tutor – FdSc; School of Allied Health and Community     This case study demonstrates innovative and excellent practice: UDL was applied to a module, resulting in significantly increased student satisfaction, achievement and engagement. UDL is a framework which reduces barriers to learning, recognises the diversity of individual learning styles and provides equality of opportunity for all learners (Capp, 2017). It provides a ‘buffet’ of learning rather than a single ‘fixed menu’ approach and contains three core principles: ‘Flexible methods of learning’; ‘Flexible resources to support learning’; ‘Flexible assessments’ (DeMontfort University, 2019). I applied the ‘UDL Self-Assessment and Development Tool’ (DeMontfort University, 2019) to review how ‘universal’ my module… Read moreVignette of Practice – Universal Design for Learning (UDL): The Benefits of Implementation

Supporting Student Transition to UW: 2020

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

Vignette of Practice: Building Confidence to Present

Building Confidence to Present: Innovative Assessment Preparation for an Inspiring Poster Conference within the Foundation Degree Programme. By Lisa Mauro-Bracken, Dawn Goodall, Lisa Porter and Rebecca Weston, School of Allied Health and Community     This case study focuses upon innovative and inspiring practice within the Level 5 Work-based Learning (WBL) module that consolidates learning across both years. It engages students through the planning, implementation and evaluation of a setting- based project (K1-3) assessed at a poster conference. Using the framework of an academic conference, this assessment fostered peer engagement and appreciation of a diverse range of projects. Poster sessions, keynote speakers and networking lunch formed the structure of the day with all students leaving with provisional grades and feedback as “being able to get… Read moreVignette of Practice: Building Confidence to Present

Vignette of Practice: Cultivating Change for Inclusive Practice – Creating a Community of Learners

Cultivating Change for Inclusive Practice: Creating a Community of Learners By Lisa Mauro-Bracken, Head of Department Health and Well-being; School of Allied Health and Community   This case study illustrates an innovative, department-wide approach to learning and professional development of staff. Higher Education encounters increasing numbers of students from diverse linguistic, cultural and ethnic backgrounds requiring personalised learning (V1; V2). To cultivate a ‘new’ inclusive culture within the Department of Health and Well-being, I organised a workshop introducing Universal Design for Learning (UDL) as part of a team away day (K5). UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (CAST, 2019). The UDL framework supports inclusive practice and relies on multiple… Read moreVignette of Practice: Cultivating Change for Inclusive Practice – Creating a Community of Learners

Vignette of Practice: ‘How to get an A Grade’

  How to get an A Grade By Dawn Goodall, Senior Lecturer in the Department of Health and Wellbeing and Learning and Teaching Co-ordinator; School of Allied Health and Community       As part of the Post Graduate Certificate in Higher Education we were introduced to the university’s Generic Undergraduate Grading Criteria (UW, 2016) [K6] and a fellow student commented if he had known this he would have ‘got a First’. This stuck in my head and after exploring Structure of Observed Learning Outcomes (SOLO) (Biggs and Collis, 1982; Biggs and Tang, 2007), I decided to design a session for students on assessment grading (A2). I explored grade differences using key vocabulary/ideas in the descriptors’, sporting analogies, physical demonstrations with books and hypothetical authorship…. Read moreVignette of Practice: ‘How to get an A Grade’