The Annual Learning and Teaching Conference provides an excellent opportunity for colleagues to come together to celebrate achievements and developments in learning and teaching from across the university and partner colleges, to spend a day focusing on how we facilitate learning, and exchanging ideas.
Last year’s theme – Connectivity: linking the learning community – inspired a wide programme of 36 presentations across the day. We had 280 delegates from the University and partner colleges and feedback varied from the general to the very specific and gives a good flavour of the day:
- This was a particularly good conference. The keynotes addressed issues that are at the heart of our conversations and concerns, and were presented by people who were realistic about the context of HE yet finding ways to shape things differently. The programme demonstrated the depth of thinking in the practices in the Uni, and the not-conference bits had a buzz and opportunity for people to catch up. What more could we ask? Thanks everyone! It helped us to feel part of something wider and worthwhile across the Uni. Key note speaker was great, format works well, would be good to have more pedagogic research from subject tutors around the university.
- It has made me reflect on my practice and the growing fluidity of teaching at Brighton - involving a wide range of teaching processes and importance of support staff
- This was a useful opportunity to help me understand the challenges faced by the teaching staff and their reactions to those. The break out sessions gave me some further insight into the culture and activities of the university
- A really useful day - networking opportunities are always good, but this year's theme was more thought-provoking and filled me with enthusiasm. Can we please have more of these "practical" sessions.
- The conference is a great opportunity to reflect on what we do and what we can learn from others in academic fields with which we seldom, if ever, interact. It also challenges assumptions and inspires new thinking.
- Sessions on digital learning and approaches were useful as intend to incorporate aspects into current practice. Key note on assessment approaches crystallised ideas on need to emphasise formative feedback and learning strategies.
- The information made available at the various stands is helpful.
In addition to the information stands available (Student Services, IS and Language and intercultural awareness) we also displayed the posters developed by PGCert L&THE students during their course, which provided a lively central display for discussion and dissemination. We also ran a twitter feed in the Checkland Atrium throughout the day.
The programme for the 2012 conference is below: abstracts can still be viewed and will remain on the site until we announce next year's conference theme. Please contact the CLT in the first instance if you would like any further information about the conference, or would be interested in contributing in any way.
Programme:
Registration and refreshments (8.30 – 9.00 am) Asa Briggs Foyer, The Checkland Building
Conference Keynote (9.00 – 10.00 am) Asa Briggs Hall, The Checkland Building
Parallel session 1 (10.00 – 11.00 am) The Checkland Building
Embedding academic skills into the Curriculum - Lucy Chilvers and Catherine McConnell
Create, curate, collaborate! - Jac Cattaneo, Marie-Therese Gramstadt and Curtis Tappenden
Sustainable quality: sustaining course teams - Pauline Ridley, Helen Basterra, Rachel Quinn, Marie Harder and Elona Hoover
New technologies + new practices = new pedagogies? - Peps McCrea, Jeremy Burton, Jane Melvin, Sina Krause and Katie Piatt
Link and Learn: an exchange program to explore issues affecting healthcare in three very different settings - Joyce Webber and Heidi Von Kurthy
Encouraging your students to think beyond Google: embedding information literacy in the curriculum - Audrey Marshall and Betheny Hewitt
The disability and dyslexia team's mentoring service - Daniel Wasp, Robert Lenton and Inbar Galinsky-Tero
Going global: student led internationalisation - Heather McKnight
Health and wellbeing workshop for the community: an evaluation of the 'On our doorsteps' project - Helen Stanley, Donna Goddard, Liria Murray, Maggie Bloom and Caroline Betsworth
Morning Break (11.00 – 11.30 am) Asa Briggs Foyer, The Checkland Building
Parallel session 2 (11.30 – 12.15) Level Five, The Checkland Building
Observations on formative assessment processes - Mark Hayes
How to incorporate research into teaching? - Peter McCullen and Simon Collie
Fast track to feedback using rubrics, a dragon and more - a case study on using feedback methods for e-submission - Heather Baid and Dr Les Ellam
The aesthetics and ergonomics of academic writing - Mark Hughes
We have the power: evaluating an institutional e-portfolio tool - Adam Bailey and Marion Curdy
Podcasting in theatre - Vanessa Cornford
Open Educational Resource: the start of a beautiful relationship? - Sarah Atkinson, Debbie Flint and Stephen Mallinder
Making that Link: a practical technological look at ways to reach your students in their learning cyberspace - Kevin Morton
How are you feeling? A stroke survivors’ poetry project - Debbie Hatfield, Dr Alec Grant, Dr Kay Aranda and Kate Tym
Lunch (12.15 – 1.30 pm) Westlain Restaurant
Parallel session 3 (1.30 – 2.10 pm) Level Five, The Checkland Building
Student engagement in academic quality: how much do students love their education? - Amy Rutland
Implementation of the Foundation e-portfolio to medical students: how does this contribute to a culture of life-long learning? - Anna Jones and Julia Montgomery
Patchwork writing: an alternative to the academic essay? - Jac Cattaneo
Mobile learning in blended learning contexts - Dr Barbara Newland
Rethinking learning in epistemic communities of practice - Ceri Davies and Professor Angie Hart
The impact of master’s level education on professional practice: the stakeholders’ perspective -Carole Cheales, Annie Chellel and Professor Julie Scholes
The development of the first Pediatric Nursing Course in Zambia: ‘we need it like yesterday!’ - Jillian Durrant, Susanne Simmons, Eric Chisupa and Alice Bandu
Knowledge to shape the future: exploring the role and value of Higher Education with our students - Juliet Eve and Lisa Holloway
Parallel session 4 (2.20 – 2.50 pm) Level Five, The Checkland Building
Sharing good practices in first year wellbeing enhancement and retention at the University of Brighton - Charlotte Morris
Sea of Voices: a Creative Campus Initiative for Brighton 2012 Festival - Sue Gollifer
Bridges and Barriers in Student Union Academic Casework - Nicola Trelawny and Heather McKnight
Using studentfolio (Mahara) as a teaching and learning tool - Deshinder Singh Gill, Marion Curdy, and Pamela Coppola
Researching and learning together: conducting research outside of the curriculum - Hannah Frith, Mark Pope and Ryan Cannell
Peer review in practice: reflections, results and repetition - Dan Bennett
Using a mobile application to prepare for clinical placement - Simon Whiffin and Marian Willmer
Using blended learning and interactive software to improve mathematics support - Jorj Kowszun and Peter Chapman
Sudden cardiac death syndrome screening: an experience of working with CRY (Cardiac Risk in the Young), Brighton and Hove Albion Football Club and a local Secondary School - Christine Spiers and Jillian Durrant
Afternoon Keynote (3.00 – 4.00 pm) Asa Briggs Hall, The Checkland Building
Drinks Reception (4.00 – 5.00 pm) Atrium and Sun Terrace, The Checkland Building
Exhibition Presentations Throughout the day, delegates will have opportunities to view the exhibition area, which will include presentations from:
Language and Intercultural Awareness
PgCert in HE graduating students poster presentations
Twitter wall -
Parallel Sessions One (10.00 am - 11.00 am)
Embedding Academic skills into the Curriculum
Lucy Chilvers and Catherine McConnell, Centre for Learning and Teaching
In the drive to improve retention, achievement and ‘the student experience’ across the sector, there is renewed emphasis on the development of students' academic or study skills. The recent Retention and Success Framework highlights the need for 'student skills and knowledge development' and associated work in this area to prioritise discipline-led academic skills development and support. This session will examine what is meant by academic skills and consider the range of provision at this University, as well as other institutional models, from dedicated study skills workshops, to integrated curriculum design. Various studies have shown that adopting a blended-approach engages a wider range of students.
We will focus in particular on the ASK (Academic Study Kit) and LearnHigher online resources. But we will also discuss different models of study skills provision, a case study, including projects such as involving students in peer-learning; centrally-resourced study workshops; the development of online study resources and communities, and staff development events that help module-tutors consider how they can best embed skills development.
Due to increasing numbers of students from widening participation backgrounds Uni’s experiencing more diverse background and not always arriving with essential skills required to study in HE – raises questions what is the role of the curriculum in supporting students to acquire these skills??
References: Allan, J. & Clarke, K. (2007) ‘Nurturing Supportive Learning Environments in Higher Education Through the Teaching of Study Skills: To Embed or Not to Embed?’, International Journal of Teaching and Learning in Higher Education, vol. 19, no. 1, pp. 64-76.
Bailey, R. (2010). ‘The role and efficacy of generic learning and study support: what is the experience and perspective of academic teaching staff?, Journal of Learning Development in Higher Education. Retrieved 2011 15, December, from tp://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path%5B%5D=57&path%5B%5D=36
Jac Cattaneo, Northbrook College, Marie-Therese Gramstadt and Curtis Tappenden, University for the Creative Arts
'Create curate collaborate' is a research study which aims to encourage nonlinear thinking and collaborative learning, and to develop a methodology for students to extend their research abilities and writing skills. The project is a model of connectivity, creating links between two educational institutions and a museum, across a range of creative arts disciplines. It was designed to be a collaborative cross-institutional and cross-platform action research project, working with extracurricular creative writing groups at the University for the Creative Arts and Northbrook College Sussex, to enable practical, on-line engagement between participating groups of students.
Students visited the Victoria and Albert Museum to generate and inspire their creative writing practice; this led to online collaborations through the presentation software Prezi. Prezi provides an 'infinite canvas', a space where students can collect and curate their creative responses to the Museum. Using educational Prezi accounts they are able to choose what remains private and unseen and what they want to present online via a collaborative online exhibition. The aim is to link the two worlds - tangible and intangible - physical and virtual. The experimental charge of students working at separate locations, together in the resource rich V&A environment or remotely online provided a stong framework for research study. Our conference session will explore the effect of this project on students’ attitudes and to chart their experiences.
Participants will have opportunities for interactive free-writing and use of Prezi
References: Davidson, C. N. and Goldberg, D. T. (2010) Future of Thinking: Learning Institutions in a Digital Age. Cambridge, MA, USA: MIT Press. Available from: http://site.ebrary.com/lib/ucreative/Doc?id=10367819 (accessed 18 January 2012)
Denzin, N.K. and Lincoln, Y. (Eds.) (2011) The Sage Handbook of Qualitative Research, 4. Thousand Oaks, CA: Sage.
Giroux, H. A. (1992) Border Crossings: Cultural Workers and the Politics of Education. New York: Routledge Publishing.
Golding, V. (2009) Learning at the Museum Frontiers: Identity Race and Power. Abingdon, Oxon: Ashgate. Available from UCA ebrary: http://site.ebrary.com/lib/ucreative/home.action
Pauline Ridley, Centre for Learning and Teaching, Helen Basterra, Applied Social Science, Rachel Quinn, Registry, Elona Hoover and Marie Harder, Faculty of Science and Engineering
During the last eighteen months, the university has been one of five institutional partners in a national HEFCE-funded project “Leading Curriculum Change for Sustainability: Strategic Approaches to Quality Enhancement”. The aim of the project as a whole is to explore the use of institutional quality processes to help embed sustainable development into the curriculum. Brighton has already undertaken considerable work in this area, with specific commitments in our corporate plan and associated policies, guidelines on Education for Sustainable Development (ESD) and a wealth of subject-specific resources and case studies available through the CLT website. However in the current HE context, staff often suffer from ‘policy fatigue’ and too little time to discuss curriculum development , leading to a focus on paperwork and a culture of (grudging) compliance. Our main priority was therefore to see how our quality systems themselves might become more sustainable and less bureaucratic.
This session will explore a number of pilot initiatives designed to support course development teams more creatively at each stage of the process. It will also offer an opportunity for participants to share their experiences of course development and review, to consider what sustainable development means in their own subject /professional context and what a more streamlined institutional policy framework might look like.
Peps McCrea, Jeremy Burton, and Jane Melvin, School of Education, Sina Krause, School of Arts and Media, Katie Piatt, Information Services
This session aims to draw attention to and tackle several significant 'issues and possibilities' arising from recent projects attempting to harness the power of web 2.0 technologies for enhanced learner experiences (within the context of current University policy and practice) and to report on the outcomes of a 'multi-disciplinary' team (academics, learning technologists, technicians) which has come together to 'figure out' some of the challenges of designing for learning in the digital age. In this way we are enacting the broadness required by an effective research team, as demanded by the complexity of contemporary education (HEFCE, 2011). The focus of our work is based on the premise that learning in the digital age is connected. Although we contest 'Connectivism' as a theory (Siemens, 2005), we are very much aware of the significance of connected knowledge and activity in a digital age learning.
We will discuss online learning spaces in teacher education, social software as a tool for transformative learning (Mezirow, 2009), performing professional identities in public spaces, disruptive innovation (Laurillard, 2007), VLEs vs PLEs (Peña-López, 2010), pedagogy 2.0, and ethics 2.0. These ideas will all be cached in real-life teaching scenarios such as:
- 'a student says something unprofessional in a public space (such as Twitter or the blogosphere) which you are also using: what do you do?'
- 'your students invite you to participate on in a social media discussion group: do you accept, and if so do you set up a separate professional identity?'
- ‘you decide to set up a blog to facilitate discussion between your students and a local community of practice: who own the data? And does it matter?’
The session will also introduce the Digital Ninja game designed by the team, which aims to address some of the issues under discussion by producing an effective model for developing digital literacy skills.
References: HEFCE (2011) Collaborate to compete: seizing the opportunity of online learning for UK higher education. Online http://goo.gl/Mgwd9 [accessed 17/02/12] Laurillard, D (2007) Pedagogical forms of mobile learning: framing research questions. In Norbert Pachler (ed), Occasional papers in work-based learning. Institute of Education: London Mezirow, J (2009) An overview on transformative learning. In Illeris, K Contemporary theories of learning: learning theorists… in their own words. Routledge: Abingdon Peña-López, I (2010) Mapping the PLE-sphere [blog post]. Online Siemens, G (2005) Connectivism: a learning theory for the digital age. Online http://goo.gl/jeR6l [accessed 17/02/12]
Link and Learn: an exchange program to explore issues affecting healthcare in three very different settings
Joyce Webber: Information Services, Heidi Von Kurthy: School of Health Professions
The session focusses on an Occupational Therapy Student Exchange Program, a collaboration between University of Wisconsin-La Crosse (UWL) USA and Robert Gordon University Aberdeen exploring how health care differs between Scotland, England and the US. In order to improve international understanding and increase individual educational opportunities, students of the University of Brighton and the two other participating Universities co-operated to establish programs of exchange and collaboration in areas of interest and benefit to each institution.
In the UK, Health is devolved to Scotland where there are differences regarding healthcare reform and policy drivers. These drivers impact on the profession in different ways regarding service design and delivery. Post-industrial illness and disease and health in-equalities are the main challenges to health in Scotland. In the USA the challenges to Obama’s health reforms have also been very interesting to observe. Occupational therapy students have found opportunities to explore these issues together, both by visiting one of the other institutions, participating in classroom and community observation learning experiences, and also via a number of video conferences, facilitated discussions, each with a pre-defined theme such as education, cultural influences and job outlook.
Audrey Marshall, Computing Engineering and Mathematics and Betheny Hewitt, Information Services
Information literacy is perceived by some commentators as the 'missing link' with regard to learning and teaching, with particular reference to inquiry-based learning (Hepworth and Walton, 2009). It is also argued that embedding information skills into the curriculum can act as a connecting force between all those involved in learning and teaching (Carrie and Mitchell, 2010).
The session will review the concept of information literacy in a HE context and explore how it can be embedded into teaching. It will reflect on the development and delivery of a level 7 module which was introduced in 2011-12 as part of the Centre for Learning and Teaching's (CLT) new MA programme. The module was developed through a partnership between the CLT, Information Management teaching staff and a team from the library service. A blended learning approach was taken to module delivery, consisting of an introductory face-to-face workshop, guided online activities and a final presentation. Participants were assigned a mentor from their site library, who helped support their individual development. The session will highlight key aspects of the development process and reflect on the main outcomes from the module, including the participants' experience. It will also look ahead to future delivery.
References: Carrie,D.G.and Mitchell, L.M. 2010 A holistic approach to embedding information literacy in the design, delivery, and assessment of an undergraduate business program. In Mackey, T.P and Jacobson, T.E. (eds) Collaborative information literacy assessments. London: Facet., pp25-51.
Hepworth, M. and Walton, G. 2009. Teaching information literacy for inquiry-based learning. Oxford: Chandos
Lloyd, A. 2010. Information literacy landscapes: information literacy in education, workplace and everyday contexts. Oxford: Chandos
Daniel Wasp, Robert Lenton and Inbar Galinsky-Tero, Student Services
Since 2008 the Disability and Dyslexia Team’s (DDT) mentoring service has grown from supporting one or two students to around 100 each year. As a result, the number of mentors has grown from 1 to around 20 staff from a wide variety of backgrounds. Most students who have a mentor will have a mental health difficulty and increasingly will be those with Asperger Syndrome. Mentoring will mean something different to everyone and the DDT works closely with mentors and students to define the boundaries of this support within the confines of Disabled Students’ Allowance and our service. These include duration of support, and importantly that it is not subject specific and non therapeutic. It is a service owned by two people (student and mentor) and as a result presents challenges in terms of service development and most importantly the challenge of finding a balance between being a reliable source of support and being clear about what the mentor cannot do.
Using a case study throughout, the session will look at the regular successes, challenges and occasional impossibilities this increased service provision has brought and the importance of defining the mentor/student relationship within the context of disability support in Higher Education.
The mentoring service aims to enhance students’ study skills and in doing so helps to forge stronger links between the student and their academic community. The mentors may also have a key role in connecting students with various elements of the wider University community including course related contacts and student services and peer support networks. These links will increase awareness amongst the learning community and, along with the mentoring relationship, may enable a student to be a part of the wider learning community and hopefully succeed.
Going global: student led internationalisation
Heather McKnight, Students' Union
The session will give a background to the internationalisation audit of student activities and examine how well we connect with international students, the relationships between home and international students, and the opportunities for all students to have an international experience and connect with global learning and research opportunities while studying at the University of Brighton.
We will look at the National Union of Students Internationalisation projects 'Students Without Borders' and 'Internationalising Students' Unions' and introduce some case studies from other universities on integration of home/international students and international projects. This will introduce some themes for discussion. The key findings of the audit and strategy highlights will be presented followed by discussion sessions on the relevance of integration and internationalisation in an increasingly globalised learning community. The audit is being carried through the students' union by a team of sabbatical officers, student representatives and supported by students' union staff. The strategy will be complete by the end of June.
Helen Stanley, Donna Goddard, Liria Murray, Maggie Bloom, Caroline Betsworth, School of Nursing and Midwifery
As part of the University of Brighton On Our Doorsteps project, a group of PgCert in Health and Social care students designed and implemented a very successful workshop on Health and Wellbeing at The Bridge, a community education centre in Moulsecoomb. The aim was to facilitate an exchange of knowledge and good working practices between two providers of educational services aimed at different audiences.
This partnership brought together community partners and postgraduate students, who through educational activities worked collaboratively and to help raise the level of health and wellbeing awareness within the local community of East Brighton. The project aimed to raise awareness in the two student populations respectively:
The aim is for university students to gain in-depth knowledge of a community learning context through observation and participation/facilitation and, for the community learners, to gain access to relevant and up-to-date knowledge on relevant health topics. Longer term impact included improved health and wellbeing for the families of the service users and resultant reduction in generational cycles of poverty and poor health.
11.30 am - 12.15 pm
Observations on formative assessment processes
Mark Hayes, Chelsea School
Assessment for learning (AFL) is becoming an increasingly important theme within Higher Education. Connecting learners with the material they receive through the use of appropriate types of assessment and feedback is key to this process. The session will examine the use of formative assessment AFL for students from two separate courses at level 4 studying a compulsory module that historically has proved challenging.
It has been suggested assessment permeates every aspect of our lives and is a natural and automatic activity (Rowntree, 1987). From an educational perspective assessment can have strong negative connotations, particularly within the student population for whom assessment is often associated primarily with summative judgement (Taras, 2005). Consequently there is often a reluctance to engage as the emphasis is on judgement as opposed to development. Encouraging connection between the learner and material with the aim of promoting self development and learning while facilitating performance, requires the application of varied assessment techniques coupled with effective feedback (Crisp, 2012). The aim of the study was to examine the efficacy of formative AFL and period summative assessment in the enhancement of learning and attainment in a year one mixed course module that historically has proven a challenge for students. Fifty nine year one BSc Sport Coaching and BA QTS students received regular checks of knowledge development and feedback through the use of virtual learning environment (VLE) quizzes, independent and small group reviews in lectures and periodic summative assessment. Effectiveness of formative assessment was determined from end of module questionnaire and official end of module summative assessment marks.
It is hoped the session will inform future practice in relation to the wider university corporate plan connecting the student experience to modular learning.
References: Black, P. (2003). The nature and value of formative assessment for learning. Available from: http://www.kcl.ac.uk//depsta/education/hpages/pblackpubs.htm [accessed 5 March 2012]. Crisp, G.T. (2012). Integrative assessment: reframing assessment practice for current and future learning. Assessment and evaluation in Higher Education, 37(1), 33-43.Rowntree, D. (1987). Assessing students: How shall we know them? London: Harper and Row. Taras, M. (2005). Assessment-summative and formative-some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478.
Peter McCullen and Simon Collie, Brighton Business School
The session will explore the connection between learning aquired through research and EASE (economic and social engagement), and its impact on teaching and learning within the Business School and beyond and report on a Learning and Teaching Fellowship project, the objectives of which were to:
- Obtain a qualitative understanding of the different ways that business school lecturers incorporate personal research into their teaching.
- Understand the actual and potential contribution of EASE to teaching and learning.
- To evaluate the effectiveness of these approaches from student and curriculum design (course leader/developer) perspectives within the business school.
- To learn about best practices adopted in other faculties and subject disciplines.
- To provide business lecturers and staff across the university with good ideas about how to infuse their teaching with research and knowledge gained through EASE.
References: Elsen, M., Visser-Wijnveen, G., van der Rijst, R. and van Driel, J. (2008) “How to Strengthen the Connection between Research and Teaching in Undergraduate University Education”, Higher Education Quarterly, Vol. 63, No. 1, pp 64-85.
Fast track to feedback using rubrics, a dragon and more - a case study on using feedback methods for e-submission
Heather Baid, School of Nursing and Midwifery and Dr Les Ellam, Information Service
The University of Brighton recommends Turnitin as the preferred method of e-submission for textual assignments. Turnitin allows a variety of tools for offering feedback to students. This session will look at rubrics and the experience of the tutor in setting them up and explaining to students who interpret them, plus other methods such as Grademark and Dragon speech recognition software
References: JISC. 2010. Effective assessment in a digital age. [Online]. Available from: http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf [03.04.12]
Lunt, T. and J. Curran. 2010. ‘Are you listening please?’ The advantages of electronic audio
feedback compared to written feedback. Assessment & Evaluation in Higher Education 35 (7): 759–769. Reddy, Y.M. and H. Andrade. 2010. A review of rubric use in higher education. Assessment & Evaluation in Higher Education. 35 (4): 435-448.
Mark Hughes, Brighton Business School
This reflective session seeks to connect with colleagues involved in academic writing through sharing personal experiences from within the private world of my study. It is hoped that through such disclosure it may subsequently be possible to connect with the lived experiences of postgraduates and doctoral students undertaking academic writing.
The word publish is derived from the Latin publicare to make public whereas the environments in which academics write are far more private. Equally we offer students and new staff guidance on how to write, but often remain silent about the effectiveness of the environments in which they write. PowerPoint slides will be used to illustrate the furniture, sights, sounds, stimulants and aromas which enhance and encourage my writing to flow. In the second part of the session, in the spirit of sharing you will be asked to share - what works for you?
Adam Bailey and Marion Curdy, Information Services
Mahara enables students to collect, reflect and share their achievements and learning digitally in a collaborative learning space. Users can produce content that can be viewed and shared with other individuals and groups, both within the institution and publicly.
ePortfolios offer compelling opportunities for tutors to promote authentic ways for students to evidence and present their learning experiences and for tutors to promote reflection and assess student learning.
This session will present the findings of a yearlong pilot using ‘studentfolio’, with selected courses across the University of Brighton. Studentfolio uses the open source software called Mahara.
Mahara is structured to allow an individual user to have control over who has access to their content. This can include files, images and video. The social networking aspect of the Mahara software enables users to interact with each other online to view and share material as a community.
The pilot sought to investigate the suitability of Mahara as an institution wide ePortfolio tool based on 4 key criteria:
- Impact and use
- Functionality
- Usability and accessibility
- Technical and support
The session will make recommendations on the key issues and success criteria for the implementation of an ePortfolio on courses and invite discussion from attendees on the potential of Mahara as an institutional ePortfolio tool.
Vanessa Cornford, Northbrook College
This session will give participants the opportunity to produce, upload and share a podcast as well as exploring ways to connect practice to reflection, academia to practitioners, peer to peer across year groups and disciplines.
The Learning and Teaching Fellowship funded research project set out to explore the use and production of podcasts. There are now several strands been investigated; podcasting academic writing, podcasting for student reflection and sharing of work; podcasting for documenting work, sharing thoughts, encouraging complex thinking. As the project develops, ideas, thoughts and podcasts will be shared on a blog; The proposed presentation will share findings, share examples of good podcasting practice and invite participants to make and share a podcast. Participants are also invited into the process to either follow, actively take part or comment on the blog documenting the project; http://transitionsconference.blogspot.com/2012/02/blog-post.html
References: http://brighton.academia.edu/LanceDann/Papers/881407/Only_Half_the_Story_Radio_Drama_Online_Audio_and_Transmedia_Storytelling (accessed 5.12.12)
Moreno, R. & Mayer, R. E. (2000). A learner centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. available at: http://imej.wfu.edu/articles/2000/2/05/index.asp
Open University Podcasts http://podcast.open.ac.uk/
http://blogs.lse.ac.uk/impactofsocialsciences/2011/12/02/academic-podcasting/
Sarah Atkinson, Debbie Flint and Stephen Mallinder, Faculty of Arts
Open Educational Resources (OERs) are defined as “teaching and learning materials freely available online for everyone to use…” (OER Commons Wiki, 2012). A team in the Faculty of Arts are undertaking a project, ARTS-OER Brighton, that seeks to develop the potential of open educational practices for art, design and media subjects at the university of Brighton. The project aims to:
- initiate and draw together discussion around open educational resources and practice in the Faculty of Arts;
- develop understandings of OERs; motivations for, and barriers to, their creation and use that can inform Faculty approaches to future practice;
- identify existing examples and provide opportunities to trial a national platform of arts, teaching and learning resources.
Burgeoning open educational practices present significant and distinct opportunities, as well as challenges, to art, design and media subjects. ARTS-OER Brighton is investigating departmental perceptions of OERs and how their creation, sharing and use can support teaching and learning in the Faculty of Arts. This presentation will review the findings of the project through the lens of 'connectivity'; how can higher education institutions utilise open educational practices to support links, communication and collaboration between individuals, departments, disciplines, institutions and the wider community?
References: OER Commons (2012) 'What are OER?', OER Commons Wiki, http://wiki.oercommons.org/mediawiki/index.php/Main_Page, Accessed 13/02/12.
Making that link: a practical technological look at ways to reach your students in their learning cyberspace
Kevin Morton, Chelsea School
It is apparent students have the capacity for connectivity prior to the classroom doors; are staff making the link with them within the learning scenarios and are we, as educators, engaging them to the fullest? Students have a greater awareness for developing environments through the tools of connectivity at their fingertips; how much of their skills do we enhance further through teaching and are we expanding the use of particular skills or degrading them?
This workshop will practically demonstrate varied learning and teaching styles through the use of innovative practise, using new forms of technology. Delegates will be expected to take a comprehensive part in the session, experimenting with the latest equipment, including internet-based resources, smart phones and the iPad functionality. They will leave with some innovative methods to connect to their audiences, using current available tools. The session aims to equip staff with useful knowledge and tips of how to link technology with innovative pedagogy successfully. In a circular process of learning, the group will experience enhanced appreciation for content through the practical elements. The workshop will encourage delegates to apply deeper thought to individual methods they may have to broaden connectivity in their subject areas
Working in small groups participants will have opportunities to experience software available and various applications for iPads and smart phones.
Debbie Hatfield, Dr Alec Grant, Dr Kay Aranda, and Kate Tym, School of Nursing and Midwifery
Art speaks to humanity and human suffering. In its many forms it can provide testimony to experience and represent a voice or narrative not previously shared within a community,
Working with performance poet Kate Tym, nursing students and academic staff visited three local Stroke Clubs. Club members were encouraged to talk about their stroke in non-medical terms to promote their social and community inclusion. The use of speech and interaction was viewed as a sociable means of stimulating language and memory skills. Carers as well as stroke survivors participated. Words and trigger phrases often provoked a narrative which Kate then crafted into poems. Some weeks later, the academic staff and students returned to hear Kate perform her poems at the Stroke Clubs. This was seen as a way of verifying the narratives and to ensure they represented the experience of stroke survival. The poems, once authenticated, were published in a pamphlet together with a CD recording of Kate reading them. This presentation aims to:
- Illustrate how arts-based learning can connect to a different way of knowing.
- Show greater insight into stroke survival and the experiences of survivors and carers
References: Frank, A W. 1995. The Wounded Storyteller: Body, illness and ethics. Chicago: University of Chicago Press.
Grant, A. 2011. Introduction: Learning from narrative accounts of the experience of mental health challenges. In: Grant A, F Biley and H Walker (eds) Our Encounters with Madness. Ross-on- Wye: PCCS Books
Grant A, F Biley and H Walker (eds) 2011. Our Encounters with Madness. Ross-on- Wye: PCCS Books
Sandelowski, M 1994. We are the stories we tell. Narrative Knowing in Nursing Practice. Journal of Holistic Nursing 12 (1): 23 – 33
1.30 pm - 2.10 pm
Student engagement in academic quality: how much do students love their education?
Amy Rutland, Students Union
Earlier this year Brighton Students’ Union ran a week long campaign ‘I Love My Education’ which aimed to provide opportunities every day on every campus, for students to get engaged and feedback on different elements of University life. The principle aim was to encourage students to think deeper about their education, and become a critical partner, rather than a passive participant, and so produce contributory data to the Student Union’s QAA Institutional Review. Feedback was collected via; Thought Walls, Video Blogs, Student forums and ‘Keep, Start, Stop’ ballot boxes. The campaign was a great success with over 1,200 feedback forms collected, generating a huge amount of quality feedback.
Information from the feedback has been presented for action at Faculty and Course board meetings and has now been presented at a national level to institutions and Student Unions across the HE sector. We will provide an overview of the campaign and discuss the next steps in understanding what studentsY about their education.
Reference: http://ubsu.net/files/minisites/38003/engagement-week-update.pdf
Implementation of the Foundation e-portfolio to medical students: how does this contribute to a culture of life-long learning?
Anna Jones and Julia Montgomery, Brighton and Sussex Medical School
This session will look at how the use of an e-portfolio can help students to bridge the transition between being undergraduates and postgraduates and to foster a culture of life-long learning.
The use of portfolios as a tool for professional development and assessment in postgraduate medical training is well established. The General Medical Council (GMC) in Tomorrow’s Doctors, 2009 requires undergraduate students to “establish the principles of lifelong learning including… a professional development portfolio containing reflections, achievements and learning needs.”
The Brighton and Sussex Medical School are part of a national collaboration piloting the introduction of an e-portfolio for undergraduate students. Many doctors are using the existing Foundation e-portfolio throughout their training and so the use of this by our students should ensure a smooth transition of their undergraduate portfolio and data to postgraduate training.
We are conducting wide-ranging research to inform others about our approach. Results of the pilot and research will be presented including the use of reflective logs by students, engagement of staff and students, and use of student advocates to improve uptake. We believe this will encourage reflective practice and result in a smoother transition to Foundation training.
References: General Medical Council. Good Medical Practice Framework for appraisal and revalidation. www.gmc-uk.org/doctors/revalidation/revalidation_gmp_framework.asp.
Tomorrows Doctors, General Medical Council, 2009, para 21b
NHS eportfolios www.nhseportfolios.org
Paul Levy, CENTRIM and Brighton Business School
This will be a dynamic and interactive session based on several years experience of facilitating virtual meetings. It also looks at the specific power of "visual radio" as a potential learning format. The session will examine examples of platforms that are cost-minimal such as Skype that can provide the basis for enjoyable, engaging and powerful learning processes. Drawing specifically on work with the Applied Improvisation Network that is currently experimenting with "virtual improvisation" methods. The session will include a live demonstration of Skype-based learning. The session also will draw on ideas about virtual learning from Paul Levy's forthcoming book "Learning to Dance with Spiders"
Jac Cattaneo, Northbrook College
The conference session will discuss how the ‘Patchwork Project’ participants responded to the combination of a patchwork submission and the adapted model of the creative writing workshop. Peer discussion and patchwork writing can challenge the individualistic nature of the academic essay and encourage students to see themselves as part of a larger research community, we shall investigate students’ claims that their learning ‘went deeper’ and ask participants to imagine further ways of working with students in this collaborative fashion.
The Patchwork Project, supported by a Learning and Teaching Fellowship award, explored different models of student participation in order to develop an alternative submission of students’ academic work. During the course of their Critical Studies module, a group of Level 4 Fine Art students brought drafts of shorter pieces of writing to class to discuss with their peers. This activity replaced the lonely endeavour of writing an essay at the end of the unit. A portfolio of the ‘patches’ was assessed. The results suggest that skills and insight acquired by participants will allow them to approach future academic tasks with more confidence in their individual voice and analytical abilities. Although the project focused on the experience of creative arts students, Patchwork Writing strategies have been used in a range of disciplines, including Psychology and Community Nursing (Winter Parker & Ovens 2003).
References: Boud, D. Cohen, R. & Sampson, J. (eds.) (2001) Peer Learning in Higher Education: Learning from and with Each Other Routledge . Brunsden, V (2007). Blending research & teaching in the classroom using patchwork text assessments to simulate the research process, available at: http://www.psychology.heacademy.ac.uk/docs/doc/p20070522_Brunsden_CaseStudy_VIII_Patchwork_Final.doc
Dalrymple, R & Smith, P. (2008) The patchwork text: enabling discursive writing and reflective practice on a foundation module in work based learning. Innovations in Education and Teaching International, Special Issue, 405(1), 47-54.
Denzin, N.K. and Lincoln, Y. (eds.) (2011) The Sage Handbook of Qualitative Research Sage Greenwood, D. & Levin, M. (2006) Introduction to Action Research: Social Research for Social Change Sage
Dr Barbara Newland, Centre for Learning and Teaching
The aim of the session is for participants to gain an understanding of the potential of mobile learning in face to face sessions.
The session will provide examples of the use of mobile learning illustrating a range of uses from productivity to interactivity.
Participants will then discuss the implications for “switching it on” during face-to-face teaching in relation to the changing role of academics. Participants with smart phones or tablets will be able to share their own examples of mobile learning during the session.
References: ECAR National Study of Undergraduate Students and Information Technology, 2011 Report, http://www.educause.edu/2011StudentStudy
Hoover, D., Valencia, J. (20110 iPads in the Classroom: Use, Learning Outcomes, and the Future http://www.educause.edu/E2011/Program/SESS081
Horizon Report (2011) http://net.educause.edu/ir/library/pdf/HR2011.pdf
Ofcom (2011) Communications Market Report http://stakeholders.ofcom.org.uk/market-data-research/market-data/communications-market-reports/cmr11/
Perkins, S., Saltsman, G., (2011) Researching Mobile Learning at ACU: Conclusions, Questions, and Future Directions, Educause, http://www.educause.edu/E2011/Program/SESS044
Ceri Davies Community University Partnership Programme and Professor Angie Hart, Nursing and Midwifery
Communities of Practice (CoPs)are widely presented as a space of situated learning, what is less noted is how learning developed can be taken back and employed in participants own ever day settings. The emphasis of this session will be to explore this connectivity and see from own empirical work, if we have anything to add to this debate.
This will be done by briefly outlining the existing understanding of CoPs and drawing on learning theories beyond that of situated learning to examine the detailed texture of learning processes. Using our empirical case to reflect on how and what different community members learn we will question what being specifically in an epistemic community of practice meant for that learning.
References: Amin, A. and J. Roberts (2008). "Knowing in action: Beyond communities of practice." Research Policy 37(2): 353-369.
Lave, J., Wenger, E. (1991) Situated learning. Legitimate peripheral participation. NY: Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, Cambridge University Press.
Wenger, E., R. McDermott, et al. (2002). Cultivating communities of practice. Boston: Harvard Business School Press.
Carole Cheales and Annie Chellel, School of Nursing and Midwifery, Professor Julie Scholes, Centre for Nursing and Midwifery Research
As healthcare becomes more complex there is a growing expectation that more health professionals in the UK should be working in advanced roles, leading to an increase in the number of non medical health care practitioners seeking master’s level education. This session examines the impact of master’s level education on advanced practice.
The design of the study is based on Stake’s “responsive evaluation” which is focussed on the experiences and values of the stakeholders rather than on criterial measurement. Three groups of stakeholders were identified, students (62), academics (11) and funding managers (9). Questionnaires and interviews were used to generate the data which were analysed using Stake’s antecedents, transactions and outcomes.
The findings suggest a positive impact for Master’s level education; this includes enhanced clinical confidence, improved inter-professional communication, increased research and strategic awareness leading to career opportunities and promotion. However, the data also provided a complex picture of positive and negative contextual factors which influence impact of master’s education for health professionals. Factors within the practice environment, the University context and the student’s personal circumstances, interact to create a tripartite learning experience for the student. Within each component there are factors which may potentiate or diminish the impact of Master’s level education in healthcare. HEIs and service providers need to work closely together, not only to create relevance in the curriculum, but also to provide positive learning environments in order to realise the full potential of master’s level education to enhance practice.
Deeper understanding of the relationship between master’s level education and its impact on health care practice is crucial to the implementation of the ‘Bologna Process’ of harmonisation which places a responsibility on academics to specify the ‘second cycle’ or master’s level descriptors of level and outcomes for theory and practice. In the context of financial constraint in health care and education across Europe this challenge is greater than ever before.
Jillian Durrant and Susanne Simmons, School of Nursing and Midwifery, Eric Chisupa and Alice Bandu, University Teaching Hospital, Zambia
The School of Nursing and Midwifery and the Brighton Link have been involved in course development projects in Zambia over the last few years, most recently a Critical Care course, which commenced in January 2012 at the Lusaka School of Nursing.
Following continued involvement in the Brighton Link we became aware that the development of a Paediatric Nursing course had been identified as a priority by the partners at University Teaching Hospital (UTH). A needs assessment visit was agreed, allowing us the opportunity to meet with all major stakeholders to gain their views and opinions as to the feasibility of developing a Paediatric Nursing course at the Lusaka School.
The aim of the needs assessment was to meet with all stakeholders to gain their views and opinion as to the feasibility of developing a Paediatric Nursing course. Eric Chisupa, a paediatric nurse lecturer at the Lusaka School of Nursing coordinated the visit, which ensured that all major stakeholders were included. In addition to the needs assessment, we were able to deliver a teaching session to 35 third year student nurses on the assessment of the sick infant/child and asked them specific questions about the challenges of working on the paediatric wards, and were able to tour all the paediatric areas in the hospital which helped to gain an understanding and insight into the complex issues facing nurses at UTH.
On returning to the UK, Jill and Susanne are now working collaboratively with members of the Brighton Link to apply for a grant to enable this vital project to become reality. In partnership with UTH stakeholders, the aim of the project is to develop the first Paediatric Nursing course in Zambia.
References: Department for International Development. 2005. Zambia – key facts. Available from: http://www.dfid.gov.uk/Where-we-work/Africa-Eastern--Southern/Zambia/
Tropical Health Education Trust (THET). 2011. Partnerships for Global Health. Available from: http://www.thet.org/
Williams,P. 2010. What will it take to stop the needless death of millions of women and children each year? Journal of Paediatric and Child Health 47:249 - 256
World Health organisation. 2011. Zambia. Available from: http://www.who.int/countries/zmb/en/
Juliet Eve, Centre for Learning and Teaching and Lisa Holloway, Northbrook College
This workshop will explore questions about the role of Higher Education, and how we address the wider value of HE in society in our curricula and with our students. Following our recent experience of delivering staff development with academics in the Kurdistan region of Iraq, we were struck by the explicit articulation of the place of HE to develop the Kurdistan region and be a force for social change; and the identity of lecturers as ‘change agents’. This led us to consider how we address these issues in our region, at the University of Brighton and Northbrook College, and what we can learn about our own values, beliefs and identities, and how we bring those into our teaching. We will begin the session with a brief overview of our experiences from Kurdistan, and some of the conversations we had with academics there, and follow that with a discussion on how (or if) we – and you – currently consider these issues in your own curriculum, with your students, and how we can – and do – keep those values alive in a climate of increasing individualisation and privatisation of the university experience.
2.20 - 2.50 pm
Sharing good practices in first year wellbeing enhancement and retention at the University of Brighton
Charlotte Morris, School of Pharmacy and Biomolecular Sciences
This session will disseminate findings from ‘Starting Well’ a Learning and Teaching Fellowship project which responded to current concerns about the mental wellbeing of students in the UK, seeking to identify good wellbeing enhancement practices nationally and at this university. A recent Royal College of Psychiatrists Report (2011) indicated an urgent need for research and development in this area due to a rapidly changing economic context, heightened diversity, increased International student presence, high (and increasing) prevalence of student mental health problems and the diminished funding of student support services nationally. A review of literature on wellbeing and retention indicated that first year students and International students are especially vulnerable. Academic concerns are consistently identified as key contributors to stress (Grant, 2002; Morris, 2011) with transitional periods particularly challenging and linked to the risk of student suicide (Stanley, 2007). Research recommends a proactive, preventative approach to student mental wellbeing. Key themes to emerge around wellbeing enhancement included preparedness, belonging, integration, academic confidence development, self-management and awareness of support. Project activities were designed to contribute towards identifying and embedding positive practices in these areas. The session will provide an opportunity for participants to share and discuss examples of local good practice.
References: Grant, A. (2002) ‘identifying students’ concerns: taking a whole institutional approach’ in Stanley, N. and Manthorpe, J. (eds.) (2002) Students’ Mental Health Needs, Jessica Kingsley Publishers, London HEA report (2008) ‘The First Year Experience of higher education in the UK’
Lee-Krause, K. and Coates, H. (2008) ‘Students’ engagement in first year university’ in Assessment and Evaluation in Higher Education, 33:5, p.493 – 505 Morris, C. (2011) ‘Open Minds: Towards a Mentally Healthy University’ in Marshal, L. and Morris, C (eds) Taking wellbeing forward in higher education: reflections on theory and practice, University of Brighton PressMorris and Wisker et. Al (2011) ‘Wellbeing and the Research Student’ in Marshall, L. and Morris, C. Taking wellbeing forward in higher education: reflections on theory and practice, University of Brighton Press.
Retention Grants Programme Briefing No.4 July 2010 – HEFCE, HEA, Paul Hamlyn Foundation and Action on Access
Royal College of Psychiatrist (2011) Report on Student Mental Health in Higher Education.
Yorke and Longden (2008) Yorke, M. and Longden, B. (2008) The first-year experience of higher education in the UK (final report). York: Higher Education Academy.
Sue Gollifer, Arts and Media
For the Creative Campus Initiative project, students from the MA in Digital Media Arts at the University of Brighton, led by Sue Gollifer, worked with ‘Invisible Flock’ a Brighton Festival commission, to develop and deliver ‘Sea of Voices’ an interactive digital piece, consisting of an ‘audio walk’ and a series of public art installations along the Brighton Sea Front. Starting at Fabrica Gallery, participants embark on an audio journey exploring mythologies and stories of the coast, the transit of Venus and notions of time and place.
The aim of the project was to form an alliance between the University and various Brighton Arts organisations, including Lighthouse, Invisible Flock and Fabrica galleries, and deliver a number of student learning opportunities. As part of their learning experience, students worked alongside artists to create live elements to be included in the final piece.
This presentation will show how the work developed and evolved over a three month period and prepared for public presentation as part of the 2012 Brighton Festival and ask:
- What did the students gain from this experience?
- How can the partnership between the University and the TPSE cluster organizations precede beyond September 2012?
- Did working with ‘Invisible Flock’ and at ‘Blast Theory’, provide additional opportunities for students to engage in a deeper understanding of creative processes?
Nicola Trelawny and Heather McKnight, University of Brighton Students' Union
Students’ Union Academic Casework Service provides independent support and representation for students on many issues they may face while at University. We actively support hundreds of students every year by helping them apply for extensions, make appeals, raise and resolve complaints as well as assisting those facing accusations of plagiarism or misconduct
The session will address provide a general overview of the service that the Students’ Union Academic Casework Service provides. It will provide examples of best practice in the university where students are encouraged to engage with the service. There will be discussion around key suggestions for enhancement and development in learning/teaching policy and practice based on the in-depth student experience information drawn from the service.
Deshinder Singh Gill, School of Computing, Engineering and Mathematics, Marion Curdy, Information Services, Pamela Coppola, Student Services
Studentfolio is the University of Brighton’s implementation of an online portfolio packaged called Mahara. This session will allow the presenter to report on his findings of a project funded by the Teaching Fellowship awarded in October 2011. Studentfolio is being trialled at the University of Brighton as a potential tool for generating online portfolio. One of the obvious implementations would be to move the paper version of studentprofile to the online version using studentfolio. This session will give examples of what was done with first year students with generating an online portfolio. The presenter will also report on other different applications of studentfolio for teaching and learning. Examples of its use for regular reflective learning using journals will be presented. Evaluations of the trials of submissions of traditional engineering assignments will also be presented. Finally examples will be shown of how students share their research in an assignment so that a central online store of knowledge based on students work can be achieved. Studentfolio allows the student to have more control over their learning space. They have full control over what they publish on their space and decide on what content is made available for the tutor to see.
Hannah Frith, Mark Pope and Ryan Cannell, School of Applied Social Science
This session focuses on developing connectivity between undergraduate students and staff through inquiry-based learning and the voluntary involvement in research outside of the curriculum.
In this presentation students and staff will reflect on their experiences of co-researching a project outside of the curriculum. During the summer of 2011, two students and a psychology lecturer conducted a qualitative research project exploring online information about sexuality - specifically orgasms. This provided the opportunity for student volunteers to work alongside an experienced researcher, and to shape and develop the production of knowledge in the social sciences. Student presenters will reflect on five key aspects of their learning through this experience. Firstly, we gained practical experience of the research project construction process, from the generation of a research question through to the submission of the journal article. Secondly, we learned the practical application of the methodology and developed practical research skills. Thirdly, we realised that all knowledge is readily obtainable and not exclusively in the hands of lecturers. Fourthly, that we are all equal partners in knowledge construction and all ideas and contributions are equally valid and acceptable. Lastly, we learned the importance of working as part of a team and developing the necessary communication skills which are vital in all forms of life. Staff will reflect on issues of power, time management, and inquiry-based learning.
Dan Bennett School of Service Management
In part the peer review process is about developing better understanding between students and tutors with regard to assessment and marking processes. Peer review is also about students and tutors learning together and being able to discuss more openly the assignment criteria and types of approach to the work. Collective learning and the desire to debate and discuss each other’s work, approaches and ultimate outcomes is also a key feature.
This session will present results and reflection of recent usage of peer review on a final year marketing module run in the School of Service Management. It will consider the benefits of peer review (from both the tutor and student perspective), and present a series of reflections on the exercise that was being undertaken by both the students and the tutor for the first time.
Student feedback regarding the impact on their learning experiences will be presented along with reflections from the tutor who implemented what at first appeared to be a straight forward exercise, but who didn’t take into account the number of students on the module and the challenges that arise from the process.
The presentation will conclude with some final thoughts on whether all involved consider the exercise to be worthwhile and how it could possibly be repeated in future in years.
References: Bourner, T., Greener, S., & Rospigliosi, A., (2011) Graduate employability and the propensity to learn in employment: a new vocationalism. Higher Education Review. Vol 43, No 3. pp 5 - 30
Harrigan, P. & Hulbert, B. (2011) How can marketing academics serve marketing practice? The new marketing DNA as a model for marketing education. Journal of Marketing Education. Vol 33, No 3. pp 253 - 272
Hopkins, C., Raymond, M., & Carlson, L. (2011) Educating students to give them sustainable competitive advantage. Journal of Marketing Education. Vol 33, No 3. pp 337 - 347
Tregear, A., Dobson, S., Brennan, M., & Kuznesof, S. (2010) Critically divided? How marketing educators perceive undergraduate programmes in the UK. European Journal of Marketing. Vol 44, No 1/2. pp 66 – 86
Using a mobile application to prepare for clinical placement
Simon Whiffin and Marian Willmer, School of Nursing and Midwifery
The standards for pre registration Nursing and Midwifery education as set out by the Nursing and Midwifery Council (NMC) provide that 50% of the student’s time must be spent in practice. The aims and learning outcomes for the theoretical aspects of Nursing and Midwifery courses are set out in module handbooks. Whereas in order to maximise learning in the clinical setting students need to prepare by familiarising themselves with the type of clinical placement, for example what kind of patients are cared for and what procedures are carried out there. Further, what learning experiences are available and how these relate to the specific learning outcomes for the particular placement.
The purpose of this session is to give an insight into the form practice learning takes in nursing and midwifery education, how information about clinical placements is stored and managed and to explore how details about the type of placement, the learning experiences available in each clinical environment and the learning outcomes can delivered in a mobile application.
References: Clark C, C. Stevens 2006 A Web based programme for hospital and community student placements, British Journal of Community Nursing 11 (1) 23-28
Duffy K. 2011 Getting off to a good start Nursing Standard 26 (9) 64
Nursing and Midwifery Council 2010 Standards for pre-registration nursing education. NMC, London.
Nursing and Midwifery Council 2009 Standards for pre-registration midwifery education. NMC, London.
Sharples K. 2008 Adopt a strategy for your first placement Nursing Standard 23 (3) 70-71
Using blended learning and interactive software to improve mathematics support
Jorj Kowszun and Peter Chapman, Computing Engineering and Mathematics
The aim of the session is to describe a process of change in the design of a module to support mathematics from traditional ""chalk-and-talk"" to a more blended approach enabling greater interaction for students. We will demonstrate some of the interactive approaches used, including a range of Java applets and the mathematical testing environment Maple TA. We will report on the impact of the change on students and their performance.
We will describe in some detail the key connections made that led us to this approach: David Tall's research into the teaching of calculus; The availability of the open source ""Geogebra"" software that enabled us to construct interactive applets; Discussions with a Chemistry lecturer about desired outcomes and learning how to use the Maple TA testing environment."
Sudden cardiac death syndrome screening: an experience of working with CRY (Cardiac Risk in the Young), Brighton and Hove Albion Football Club and a local Secondary School
Christine Spiers and Jillian Durrant, Nursing and Midwifery
The sudden death of a young, fit apparently healthy young athlete is a rare event, but when it occurs it is an unparalleled tragedy which has extensive effects on the family, friends and community as a whole. In the UK every week, 12 apparently fit and healthy young people (under 35 years of age) die from undiagnosed cardiac disorders, known as sudden cardiac death (SCD) and distinguished authors suggest that this may be a conservative estimate.
This presentation will describe the experience of working with a professional football club and the charity Cardiac Risk in the Young (CRY) to perform cardiac screening for their 14–16 year-old squad. There have been a number of high profile deaths attributed to SCD in athletes including Jim Fixx (marathon runner), Flo Hyman (Olympic basketball player) and Marc Vivien Foe (football player).
This presentation aims to:
- Describe collaborative working with a local football team, club doctor and the Football Association in organising a cardiac screening session for 42 young boys aged 14-16 years of age in the Centre of Excellence football programme at Brighton and Hove Albion Football Club
- Raise awareness of Sudden Cardiac Death in the young, particularly in relation to athletes. This is a key issue in 2012, the year in which the UK hosts the Olympics
- Debate the importance of teaching Emergency Life Support in schools as well as the use of defibrillators in schools and other public places
Cardiac Risk in the Young (2011) Why introduce an ECG Testing Programme? http://www.c_r_y.org.uk/why_should_we_introduce_an_ecg_p.htm
Papadakis M, Whyte G, Sharma S (2008) Preparticipation screening for cardiovascular abnormalities in young competitive athletes BMJ 337: 806-11
Papadakis M, Sharma S (2009) Electrocardiographic screening in athletes: the time is now for universal screening Br J Sports Med 43: 663-8
Spiers C, Durrant J (2012) Raising awareness of the need for cardiac pre-participation screening in young athletes British Journal of Cardiac Nursing 7 (2) 71-74
