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January 2013 showcase

January 2013 showcase

The Faculty of Humanities hosted its latest Teaching and Learning Showcase event on Tuesday 8 January 2013 from 1 - 4.45pm. The event was held in the Martin Harris Building.

There were 10 sessions available for participants to attend, each lasting 30 minutes and structured around a presentation followed by time for questions and answers.

The event was well-attended and presenters reported positive feedback. Thanks to all presenters, stall-holders and participants for making it an interesting and engaging afternoon.

 

Presentations

Read about presentations from the June Showcase below, or find out about the stalls in the Hanson room.

Twitter icon Favourite tweet

@humelearning #humshowcase

Our favourite Tweet of the Showcase was from Laura Skilton, MIMAS: "Would be interested in hearing how Drew's course on media "runs itself", a fear for tutors is the time an online course takes". Laura wins a webcam and pc headset with mic.

We also liked Dominic Medway's (MBS) Tweet: "If you're not using it, hide it' say Roger and Will about Bb9 design. Unused icons confuse students".

Peter Lawler - (SoSS)

This session will introduce the University College, focussing firstly on the rationale and ethos behind it and going on to look at the longer term vision. The current suite of courses as well as courses we hope to introduce in the next academic year (2013-14) will be outlined. Guidelines as to what the College is looking for in course proposals - subject matter, modes of delivery and assessment, and so on -will also be offered and the session will conclude with a discussion of the key challenges ahead for the College.

Phil Handler (Law)

  • Academic Advising on Blackboard

This presentation explores the potential uses of Blackboard for academic advising purposes in programmes with large cohorts of students. It reports on a pilot project undertaken in the School of Law in which Blackboard pages have been developed to operate as an informational hub for academic advising and to facilitate online interaction between advisor and advisee.

Anna Goatman and Elaine Clark (MBS)

We have been Academic Advisors since the scheme began in 2009. Between us we currently have over 100 advisees across all years of study. We intend to use this opportunity to share some of our experiences about being Academic Advisors: some of the highs and lows, the questions we’ve been asked, the advice we’ve been asked for and the things we wish we’d known when we started. We would also hope that any other Academic Advisors attending the session will be prepared to share their experiences as we intend to allow time for questions and discussion.

Cordelia Warr (SALC)

This presentation will look at strategies for encouraging good academic practice in UG students, particularly those whose courses involve a significant amount of essay writing. Many students appear to be frightened of plagiarism and this can result not only in negative experiences when researching and writing essays, but may also prevent students from reaching their full potential. Are there positive ways of teaching good practice and how can these be incorporated into the classroom experience?

Ian Fairweather (SoSS)

This presentation will look at the advantages and disadvantages of using open educational resources (OER) in research methods teaching. I will draw upon the findings of a research project conducted last year which aimed to evaluate the potential of OER’s and the resources produced by methods@manchester in particular to contribute to the provision of needs-based research methods training. I will also consider some of the barriers to finding OERs and embedding them in existing courses.

Drew Whitworth (Educ)

This presentation is based on insights developed in a PGT course unit, "The Development of Educational Technology", taught in the School of Education. The course unit won a Blackboard Catalyst award in 2012 for 'Communications Strategies' - being the only course in Europe to win such an award. In the citation this was stated as being because of its innovative approach to 'bringing distance learners into the on-campus learning community'. The presentation will explore how this was done on the unit, and also address wider questions, such as the pros and cons of offering on-campus students more chance to participate in online environments, online contact hours, and so on. This is the ultimate extension of the notion of 'blended learning', but is it a direction the university should explore further, whether for PGT alone, or all students?

Adam Ozanne (SoSS)

Adam Ozanne uses a Tablet PC to deliver lectures for ECON10061 'Introductory Maths'. Lecture notes contain gaps – unfinished mathematical problems, diagrams etc. – which Adam completes in lectures using the Tablet’s touch screen and pen. Students can listen and think about the lecture, while having to put pen regularly to paper helps concentration. The technique combines the clarity of Powerpoint presentations with the interaction and spontaneity of "chalk and talk", while pdf copies of annotated lecture notes can be placed on Blackboard for students who miss lectures. Adam also uses the Tablet to provide ECON10061 students with feedback on weekly assignments. Samples of student work are photocopied, anonymized and scanned, marked on the Tablet, saved as pdf documents and put on Blackboard. This helps first-year students learn what is expected in terms of accuracy and clarity as well as the standards required for a First class, 2.1, 2.2 etc. The same technique is used to provide essay feedback on two postgraduate courses. Annotated essays are put on Blackboard and made available to everyone on the course so students can learn not only from the feedback on their own essays but from the feedback on all the essays submitted by their class.

Jeff Blackford (SED)

  • Intercohort feedback: effects on student performance and evaluation scores

Inter-cohort feedback For short courses, especially those with large numbers, the options for ‘feedback’ (defined here as students getting constructive and useful information about how to improve their work) are limited. Typically, blackboard based quizzes are used, and perhaps responses to individual questions in discussions. In Geography, large group year 1 courses are partially supported by tutorials, but these cover only a limited range of each course and are not available to non-geography students taking these modules. Feedback from exams is via tutorials in the next semester or even the next academic year, when to some extent it is too late; at least for the purposes of the evaluation questionnaires for that course unit. In addition, students make the same mistakes year on year- rather than a gradual improvement, especially in assessed field and practical work. To address both of these issues, a trial has been undertaken using explicit ‘inter-cohort feedback’- passing the feedback from the previous group on to the next year group, before they embark on any assessment. This was implemented in 4 courses over the years 2010-11 and 2011-12, two courses in year 1, one second year course and one third year option. Different modes of delivery have been tried, including lecture based ‘do’s and don't’s’ slides, documents on blackboard, small-group discussions and paper handouts. ‘How and when’ remain issues to discuss, however. Results are a small increase in some ‘feedback’ scores, but more significant increases in the consistency of- and average higher grades for- coursework, which may be partly due to this feedback. Discussions with randomly selected small groups of students the following year suggests that they are not aware of or don't remember the intercohort feedback from their courses the previous academic year! The seminar will discuss the concept, implementation and impacts of inter-cohort feedback and welcome critique and comments.

Stuart Phillipson (Applications Support & Development)

  • Manchester's new lecture capture system and why you might want to try it

My presentation will cover some of the motivations for getting involved in lecture capture, the impact on the student experience, positive outcomes and feedback from staff. I will also talk about the new automated podcasting service that will be offered in 100 centrally timetabled teaching spaces and lecture theatres from August 2013 onwards.

Roger Hewitt & Will Moindrot (eLearning Team)

Frustrated with Blackboard? Do your students complain that they can’t find things, or that not everything works? In this session we’ll whiz through a few simple tips from course instructors for structuring your Bb9 site and presenting materials, and show some examples of sites that work well from a usability point of view. We’ll cover some of the issues staff encounter and suggest what the problem might be. This session may answer some of your questions, and if it doesn’t, we’ll try and answer them afterwards. Come prepared to note down questions about minor frustrations and niggles you have (as clearly as possible), we’ll collate them and follow up anything we haven’t answered on the day with an email to everyone who attended. Please note we will not have time to discuss in-depth issues – contact the team through the usual routes for these!

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