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Presentations

Presentations

Quickfire Sessions: Student Generated Content

Samantha Clarke, eLearning, Faculty of Life Sciences

Final year eLearning project students in the Faculty of Life Sciences create online learning resources to support units taken by their fellow students, and for the public. Samantha's presentation will explain the process, how it has developed, and how she and her colleagues are moving forward with this.

Katja Stuerzenhofecker, School of Arts Languages and Cultures

Katja will introduce the form and orientation of student generated content for summative assessment used on RELT20121 Religion, Culture and Gender, and report on the ways in which it relates to other parts of the module's learning and assessment strategy, and how it links students up with alumni mentors.

John Zavos, School of Arts Languages and Cultures

This presentation will showcase contributions by students to the publicly-facing Museum of the South Asian Diaspora. The museum is a slowly developing on-line project, expanding as it draws on the work of level 3 students on RELT3029 Global South Asians: Religion, Migration and Diaspora. The presentation will explain how part of the assessment for this unit is structured around creating virtual exhibits for inclusion in the museum. The tasks assess a range of transferable skills including challenging students to re-present critically sound knowledge and understanding in this specific non-academic environment.

30-Minute Presentations

Emily McIntosh, The Atrium, University Place

This presentation introduces the Atrium, First Floor University Place which opened in September 2013 as a one-stop-shop for information, advice & guidance for students. The presentation will also focus on the newly established Information, Advice & Guidance Service providing support for students on a variety of issues form finance and budgeting to health and wellbeing.

Ralf Becker, School of Social Sciences

Over the last few years I have started to make extensive use of online clips in my delivery of a large, quantitative course unit (ECON20110 Econometrics). I have now accumulated a large amount of additional material (mostly) online clips that enable me to radically rethink what I do, both in tutorials and lectures. The changes are not only challenging how I deliver my teaching, but perhaps even more so how I expect students to study. Unsurprisingly, these expectations and reality do not match up well, leaving me with the realisation that a large part of my job as a lecturer is to motivate students to work in a timely fashion. Therefore, the technical innovation has eventually led me back to the most vital task of a lecturer, that is to enthuse students. But the fact that I now largely use online clips to deliver material/content gives me more time in lecturers to focus on this task.

Kate Sapin, School of Environment, Education and Development

Different versions of an undergraduate course unit have been attempted over several years, including ones that aimed to bring together full time students and on-going professionals. Both fully online and blended learning versions were trialled with alternative arrangements for materials, formative assessment and mixed media submissions. Some practical issues to consider when designing courses as well as possible tips will be presented as critical reflection - with opportunities for participants to identify pros and cons.

Paul Dewick, Manchester Business School

In this session we consider the use of ‘gamification’ as a method for participatory learning. We present the case of ‘Gamifying sustainable student choices’, which was one of the workshops involved in the University Grand Challenge Pilot to FLS students in March 2014. Measuring the effectiveness of the method in terms of learning outcomes (and, potentially, behavioural change) is important, especially if the pilot is to be scaled up across the University of Manchester in 2015. Preliminary data from the 2014 pilot will be shared, but the presenter welcomes ideas and discussion about how better to evaluate the effectiveness of this approach.

Steve Jones, School of Environment, Education and Development 

In September, the University of Manchester will launch its first institution-wide Postgraduate Certificate in the area of HE. Open to both PSS and academic staff, it will explore the changing global context of HE, how our individual and collective professional identities are affected, and what the implications might be for key institutional agenda, such as research, teaching, eLearning and recruitment. This session offers an opportunity for colleagues to learn more about the programme and consider how it might facilitate their own development.

Adam Ozanne & Cath Booth, School of Social Sciences & Humanities eLearning

This spring, Dr Adam Ozanne became the faculty’s second winner of the international Blackboard Catalyst award for his module ‘ECON10061 Introductory Mathematics’. In receiving the award Adam has been recognised by a network of peer-reviewers for his dedication and attention to detail in using technology to facilitate a holistic and enjoyable learning experience. Alongside international acclaim, the Catalyst programme is also beneficial to all entrants as a reflective and developmental tool in helping to identify opportunities and gain independent feedback and endorsement. In this session, Adam provides an overview of the winning course, and Will Moindrot (faculty Learning Technologist) will outline how staff can be supported by the eLearning team through the Catalyst process leading into spring 2015.

Patricia Perlman-Dee, Manchester Business School

  • Enhance Interaction in Workshops through Honesty, IT and 'Doing'

How do you increase interaction in a workshops that are tight on time and have many students? How do you know learning actually has taken place? Will students really tell you? How do you make them actually "do" rather than "take"?

Mark Brown, and Jackie Carter, School of Social Sciences: Employability by design

Manchester is one of 15 universities selected to be a Q-Step Centre. Q-Step is a £20million initiative (funded by the Nuffield Foundation, ESRC and HEFCE) that aims to promote a step-change in quantitative social science training in the UK. It is a response to the growing concern (within the research community and among employers) over the shortage of quantitatively skilled social science graduates, in a world of increasing volumes of data, and the need for evidence-based decision making.

The talk will discuss the particular challenges of getting students to engage with quantitative data and outlines our innovative use of work placements to both incentivise and inform the development of new teaching in this area. It is an approach to curriculum development that emphasises the importance of engaging with employers to help ensure our degree programmes are not only academically rigorous but equip our students with the kind of skills and experience they need to secure jobs in a competitive labour market. This is the first year of the Q-Step Centre at Manchester but already we have much to share.

1-Hour Workshops

Elaine Clark, Manchester Business School

This presentation will share the presenter's use of story to engage students. The presentation will also work with participants to gain knowledge of how they could use this technique in practice.

Becky Allen and Emma Dixon, Students as Partners

  • What does an engaged student look like on campus...where could they be found? The power of peers

Using the experiences of colleagues working in the field of Peer Support, this session will explore what some of the traits and characteristics of 'engaged' PASS Leaders/Peer Mentors are. It will use emerging work from a university wide project to encourage participants to discuss and learn from each other about other potential traits, characteristics or approaches to encourage engagement in a range of different spheres.

Jennie Blake and John Hynes, The Library

This hour long workshop will introduce you to Catalyst Award winning My Learning Essentials, a new and innovative skills programme provided by the University of Manchester Library. This is a blended training programme consisting of interactive online learning resources, face-to-face workshops and training and skills clinics. My Learning Essentials covers key topics and skill-sets from core information and digital literacy, through to broader academic and employability skills.