The Call for Papers for the annual University of Worcester Learning and Teaching Conference (17-18 June 2024) is available via the Conference webpage and submissions are now open. The theme of ‘A Community of Learning’ will be explored through presentations, posters, workshops and student lightning presentations. The closing date for submissions is 17:00 on Friday 15 March. For queries, please contact ltconference@worc.ac.uk.

The full schedule and abstracts are now available for the Thursday 2 November Symposium, ‘AI generations: Staff and Student Innovations Unplugged’ and can be downloaded at the following link: AI Generations Symposium – Schedule and abstracts Many exciting talks are planned, including those on the use of AI in assignments, in planning and structuring lectures, and in subjects such as History and Fine Art. The keynote from Sue Attewell, Co-Director of the Jisc National Centre for AI, will be on ‘The Impact of AI in Education’. Places are still available. To book, please visit the Staff Development page and join the Symposium Teams site. Queries can be sent to j.simpson@worc.ac.uk.

AI generations: Staff & Student Innovations Unplugged Thursday 2 November 2023 1.00-4.15pm (Teams meeting online) Keynote speaker: Sue Attewell, Co-Director of the Jisc National Centre for AI A symposium aimed at exchanging ideas and experiences about the impact of generative artificial intelligence on education, learning, and assessment for use in future academic practice. WANTED: Contributors for 5-minute lightning talks Whether you have developed and polished tried-and-tested outputs in the form of assessments or teaching sessions, or are planning to experiment, we would like you to share your practice and reflections. Contributions from both staff and students are welcome. The time limit is 5 mins and 5 slides. To be considered: Please email Josh Simpson j.simpson@worc.ac.uk with the title of your talk and a couple of… Read moreSymposium: ‘AI generations: Staff and Students Innovations Unplugged’ – 2nd November 2023 (Online)

When the World Shuts Down: Delivering a Successful Teacher Training Course Dan Hughes, School of Education I was the course leader for PGCE Primary when the COVID-19 pandemic forced a lockdown in March 2020 and the challenges for the course were significant. The impact was that our 2019/20 trainees could not go into school for their final placement and face-to-face lectures were stopped. Placements are fundamental to professional courses; they give the trainees time to put theory into practice. The third placement of their year is also where they are assessed against the Teachers’ Standards (Department for Education, 2021). This could not happen, and the question was simply, what do we do? We delivered an entire nine-week online curriculum, supported by coaches/mentors, that focused on… Read moreVignette of Practice: When the World Shuts Down: Delivering a Successful Teacher Training Course

Resources for understanding and supporting student engagement with learning have been collated into a spreadsheet for staff to review and use. The resources are organised into different tabs according to type (such as conference outputs) and with the following information provided: title, year, summary, institution or author and website link. Questions can be sent to j.simpson@worc.ac.uk.

Resilience is fundamental for student retention and it is one of our graduate attributes.  Resilience enables students to cope with the challenges, obstacles and setbacks they are likely to experience on their learning journey, and to graduate with the capabilities and mind set for success.  The term can be applied to both academic and personal aspects of the student experience and is increasingly associated with student well-being, academic buoyancy and a ‘growth mindset’. A proactive approach to developing student resilience as part of the curriculum at Worcester is therefore important because it will support our objectives to improve student retention and graduate outcomes.  We want our students to understand and demonstrate the behaviours, actions and mindsets that constitute resilience, and to be able to articulate… Read moreBuilding student resilience

Please find below the link to the latest guide for tutors on Effective Assessment Feedback Style, written by Professor Michael Bradshaw and Suzanne Lawson. Effective Assessment Feedback Style guide web version Nov 2020

Some ideas on basic good practice to help you and your students engage effectively with a module where the teaching is in different modalities.  Covers things like weekly intros, interactivity, managing and resenting content, directed learning, accessibility and what students said they appreciate from their experience of online learning in ‘lockdown’. Open the file in powerpoint mode 2020.09.04 A Framework for Organising and Managing a Module v4