Category: Vignettes of Practice

Vignette of Practice: How a Team Approach to Practice Education Combatted the COVID-19 Effect

Josh Simpson

How a Team Approach to Practice Education Combatted the COVID-19 Effect Terri Grant, School of Allied Health and Community This case study demonstrates how effective leadership has led to increased placement capacity that resulted in occupational therapy and physiotherapy students at the University of Worcester meeting their placement requirements as the country went into lockdown in 2020. In addition, it demonstrates how we have prepared for a 350% increase in placement capacity over a 6-year period. The Practice Education team was developed in 2018 after the professional regulatory body identified the need for an increase in staff dedicated to placement development. I saw the opportunity to develop a more integrated strategy, suggested the creation of an integrated team to my line manager and agreed to… Read moreVignette of Practice: How a Team Approach to Practice Education Combatted the COVID-19 Effect

Vignette of Practice: “Not another three-hour lecture”: A Blended Delivery Approach

Josh Simpson

“Not another three-hour lecture”: A Blended Delivery Approach Team Teaching Award – Richard Pepperell; Dr Christian Edwards; School of Sport and Exercise Science     Introduction Our case studies focused on the development (case study 1) and delivery (case study 2) of two new scientific principles modules in the undergraduate Physical Education (PE) curriculum. Here, we focus specifically on case study 2 demonstrating our use of a blended approach to the delivery of these modules during the COVID-19 pandemic. Background The Wolf report (2011) prompted several UK Government policy changes across the 14-19 education sector that were designed to increase the rigour of accredited courses. Within the PE and sports sector, these policy changes led to an increase in the sports science content required within… Read moreVignette of Practice: “Not another three-hour lecture”: A Blended Delivery Approach

Vignette of Practice: Embedding Real World Learning Through Inspirational Guest Speakers

Josh Simpson

Embedding Real World Learning Through Inspirational Guest Speakers Team Teaching Award – Dr Kay Emblen-Perry, Senior Lecturer and PRME Coordinator; Dr Paulo Mora-Avila, Lecturer and School Liaison Coordinator; Rachel Cooper, Lecturer and Accounting and Finance Course Leader; Worcester Business School In the Responsible Business L5 module, we include weekly guest speakers [A1]. This approach is inspirational to students, module tutors and the guest speakers themselves, as we will explain. The use of guest speakers each week is unique within Worcester Business School (WBS) and is innovative, as it is not seen elsewhere within education for sustainability. Our practice frames our pedagogical approach to the module which involves students exploring a live case study, and in 2020/21, this was the University of Worcester (UW); weekly guest… Read moreVignette of Practice: Embedding Real World Learning Through Inspirational Guest Speakers

Vignette of Practice: St Jude’s Virtual School: An Innovative Response to COVID-19

Josh Simpson

St Jude’s Virtual School: An Innovative Response to COVID-19 Team Teaching Award – Judy Miller, Isabelle Schäfer, Dave Hunt and Suzanne Lawson; School of Education Tutors in the PGCE secondary teacher training team created a virtual school called ‘St. Jude’s’ to develop trainees’ skills and attributes for those who were well but having to self-isolate due to COVID-19 during their school experience placement. St. Jude’s was an online innovation born of necessity but developed through genuine pedagogical approaches for teaching excellence. The online platform was a hidden area on Blackboard only accessible to trainees who had to self-isolate. St. Jude’s registration provided a series of activities designed to support their programme of study (A1) with activities to teach and support learning (A2). Subject tutors interacted… Read moreVignette of Practice: St Jude’s Virtual School: An Innovative Response to COVID-19

Vignette of Practice: Innovation in Pre-registration Allied Health Professional Student Placements

Josh Simpson

Innovation in Pre-registration Allied Health Professional Student Placements Rebecca Lees, School of Allied Health and Community   Shortages of good quality placements for Allied Health Professional (AHP) students has been a significant issue in recent times and the COVID-19 pandemic has exacerbated this as local health and social care networks have been put under immense pressure. Traditionally, practice-based learning has taken place in clinical settings to learn clinical skills. However, service redesign is being driven by such strategies as The NHS Long Term Plan (2019) which identifies that the health and societal needs of the nation are changing and, as such, traditional services need to adapt in response. It is therefore essential to develop graduates who can be innovative, adaptable, show leadership, research, evaluate and… Read moreVignette of Practice: Innovation in Pre-registration Allied Health Professional Student Placements

Vignette of Practice – Going Online in a Pandemic: Staff and Student Voices at the Heart of Inclusive Teaching

ctay5

Going Online in a Pandemic: Staff and Student Voices at the Heart of Inclusive Teaching Jennifer Hatley, Course Leader Education Studies, School of Education       I am the course leader for Education Studies and like most courses at the University, myself and my team found ourselves moving to online teaching quickly in response to the Covid-19 pandemic. We are in a unique position. We were not just teaching any subject; we were teaching Education. Pedagogy and andragogy are what we do all day, every day, so we knew that we couldn’t simply put resources online and expect learning to happen as it does when face-to-face. Nonetheless, with the need to act quickly, that is in effect what we had to do. This constituted… Read moreVignette of Practice – Going Online in a Pandemic: Staff and Student Voices at the Heart of Inclusive Teaching

Vignettes of Practice: Embedding Applied Learning Through Innovative Course Design on the MSc Sport (Applied Performance Analysis)

ctay5

Embedding Applied Learning Through Innovative Course Design on the MSc Sport (Applied Performance Analysis) By John Francis, Lecturer and Course Leader, Michael Bateman, Lecturer, Jamie Kyte, Technical Demonstrator School of Sport and Exercise Science   This case study demonstrates the innovative approach to course design used throughout the MSc Sport (Applied Performance Analysis) course to maximise applied learning. We highlight the positive impact on students’ professional practice and the course team’s ability to continually reflect and develop subject knowledge. To maximise the applied learning, we work collaboratively with sports organisations to provide funded season-long placements. These allow students to engage with employability skills from the outset, through formal applications and an interview process that replicates industry practice (A1, K2). Additionally, the value clubs place on… Read moreVignettes of Practice: Embedding Applied Learning Through Innovative Course Design on the MSc Sport (Applied Performance Analysis)

Vignette of Practice: The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment

ctay5

The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment By Lorna Williams, PGCE Early Years Cohort Lead; School of Education Figure 1: The Design and Technology Road Map   This case study evaluates excellent practice, linking the UK Professional Standards Framework (2011), aligning to: assessing and providing feedback to learners (A3); developing effective approaches to student support and guidance (A4); and methods for teaching, learning and assessing (K2). Following the PITE2007 Design and Technology (DT) successes in 2017-18, I sought to add further strength to the module by developing the formative and summative assessment. I focused upon the importance of constructive alignment system whereby intended learning outcomes, learning and teaching activities… Read moreVignette of Practice: The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment

Vignette of Practice: Innovative Development of a Placement-Based Module to Enhance the Authentic Learner Experience and Student Satisfaction

ctay5

Innovative Development of a Placement-Based Module to Enhance the Authentic Learner Experience and Student Satisfaction By Karen Williams, Senior Lecturer (Teaching) in Physical Education; School of Sport and Exercise Science     This case study highlights examples of teaching excellence where the innovative development of a level 6, school placement module has led to exceptional outcomes and enhanced student satisfaction. The study linked clearly to the UKPSF (2011) as it focuses on designing and planning learning activities and/or programmes of study (A1) and teaching and/or supporting learning (A2). The module developments have related to K2, utilising appropriate methods for teaching, learning and assessing in the subject area at the level of the academic programme. It also reflects professional values, specifically V2 for promoting participation in… Read moreVignette of Practice: Innovative Development of a Placement-Based Module to Enhance the Authentic Learner Experience and Student Satisfaction

Vignette of Practice: Using Workbooks to Create Effective Learning Environments

ctay5

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