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’

Tackling ‘Group Hate’: Design and Delivery of Authentic and Collaborative Learning for GAMA3004 Group Game Development Module

Tackling ‘Group-Hate’: Design and Delivery of Authentic and Collaborative Learning for GAMA3004 Group Game Development module By Jacqui Edwards, Senior Lecturer & Course Leader for Game Art; School of the Arts.                           ‘Great Things’ Event, June 2019. This case study reflects on the design and delivery of a year-long level 6 module, for BA Hons Game Art, with a focus on embedding authentic learning and an innovative group work experience involving live briefs and collaborative, interdisciplinary practice (A1). In game development teamwork is essential, however, it is commonly an area that students find problematic. Indeed, the negative reactions to group work even has its own term, “Group-Hate” (Sorenson, 1981 cited in Burke, 2011)…. Read moreTackling ‘Group Hate’: Design and Delivery of Authentic and Collaborative Learning for GAMA3004 Group Game Development Module

Vignette of Practice: ‘Include Me’: A Move Towards Inclusive Teaching and Assessment

‘Include Me’: A Move towards Inclusive Teaching and Assessment by Jo Augustus; School of Allied Health and Community   On reflection my style of teaching is underpinned by two attitudes I hold; commitment to others around me and collaborative working. Through my roles in HE I have focused on leading others in activities such as; course development, teaching and scholarly activity (QAA 2017) (K2; K6). The sense of working alongside, this could be as an expert or beginner, thus leading from the front, centre and behind with both students and colleagues. At times I have found this challenging and unnatural as I am an introvert, gaining inspiration from working with others once I have worked independently. This case study will outline a variety of innovative,… Read moreVignette of Practice: ‘Include Me’: A Move Towards Inclusive Teaching and Assessment

Personal Academic Tutoring (PAT)

The Personal Academic Tutoring system at the University of Worcester sits at the heart of the student experience and impacts directly on student retention and attainment. We have been developing a model of PAT referred to as ‘working in partnership’ that we know is founded on best practice. As a result a number of useful resources and case studies have been produced. We have also updated the guidance on the University PAT web pages. There is also a Personal Academic Tutoring Guide with more information. The web pages include: * A link to the policy * Guidance – the role of the PAT; the role of the student; guiding principles; working in partnership; theoretical underpinning of working in partnership model *Examples of practice, including three… Read morePersonal Academic Tutoring (PAT)

Vignette of Practice: Level 2+ Award Programme by Craig Williams; School of Sport and Exercise Science

Level 2+ Award Programme by Craig Williams; School of Sport and Exercise Science     This case study provides an overview of the rationale for, and impact of the ‘Level 2+ Award Programme’, an accredited Sports Coaching Award Programme at the University of Worcester (UW). Launched in 2011, the programme provided students with the opportunity to achieve recognised vocational qualifications within a mandatory first year coaching module (SPRT1024). The embedded Level 2 coaching award programme was designed to develop vocational coach education qualifications for UW students, which provided affordable and flexible vocational learning whilst also enhancing student employability and placement readiness. The blended learning aspect of the program permitted students to accredit prior learning gained in the module towards the Nationally accredited 1st4sport Level 2… Read moreVignette of Practice: Level 2+ Award Programme by Craig Williams; School of Sport and Exercise Science

Vignette of Practice – Graduate Employment: Increasing Student Employability Through Applied Lifelong Learning

Graduate Employment: Increasing Student Employability Through Applied Lifelong Learning by David Mycock;  School of Sport and Exercise Science   This case study demonstrates the innovative and inspiring work I have done as the SSES Course Leader for the BSc. Sports Coaching Science with Disability Sport. It summarises my attempts to increase practical teaching, learning and employment opportunities for students on this study pathway. Graduate employment is one of the key Teaching Excellence Framework drivers for universities and this driver motivated me to more closely align my teaching activities and learning priorities with developing employability skills and opportunities. Additionally, I wanted to clearly articulate to inquiring students the answer to a question frequently asked; “What job will this course allow me to do”? The University of… Read moreVignette of Practice – Graduate Employment: Increasing Student Employability Through Applied Lifelong Learning

Accessible Organisations – Supporting learning providers in creating inclusive teaching and learning experiences

So, you want me to read for my degree? Considering a Universal Design for learning approach to reading through the use of audiobooks and accessibility tools By Jisc accessibility and inclusion July 20, 2019  Inclusive Digital Capability, Learner Experience, Library, Uncategorized It seems logical to those of us working in higher education that students need to read for their degrees. Yet research indicates this isn’t so obvious to students themselves, with patterns of student reading not reflecting the approach and skills needed to succeed in HE. In this blog post, Michelle Malomo and Sarah Pittaway from the University of Worcester explore ways of reducing barriers to reading. Taking this starting point, initial (currently unpublished) research with a group of Early Years students at the University of Worcester highlighted that students often perceive reading as a skill… Read moreAccessible Organisations – Supporting learning providers in creating inclusive teaching and learning experiences

Student Transitions Project Report

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

Vignettes of practice: The Implementation of Weekly Assessment Related Portfolio Tasks to Improve Student Engagement and Achievement During a Student’s 1st Semester at University

 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

Vignettes of practice: The Goldilocks Theory for Quantitative Research Methods

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