Pedagogic Research Conference 2012
Programme:
8.45 – 9.10 Registration and refreshments
Asa Briggs Foyer, The Checkland Building
9.15 – 10.10 Welcome and Introductory talk: Dr Carol Robinson
Asa Briggs Hall, The Checkland Building
10.10 – 10.50 Parallel sessions 1
- Lap tops in classrooms and fingers on mobiles, Sue Greener
- International Student Experiences, Helen Stanley
- Roads to professionalism, Mark Price
11.00 – 11.40 Parallel sessions 2
- Researching visual stress and awareness, Catherine Watts
- Undergraduate supervision, Kate Williamson
- Transitions: the professional doctorate, Graham Stew
11.40 – 12.00 Poster presentations and refreshment break
- Independent research projects: a useful tool for medical students? Gemma Dovey, Brighton and Sussex Medical School
- Create, curate, collaborate: expanding student responses to the V&A Museum through the juxtaposition of creative writing and non-linear presentation technology, Jac Cattaneo, Marie-Therese Gramstadt, Curtis Tappenden, Northbrook College
12.05 – 12.45 Parallel sessions 3
- Web 2.0 in the classroom: Web-enabled action-learning, examples in hospitality teaching, Ioannis Pantelidis
- The role of the student support and guidance tutor, Melanie Gill
- The language of assessment, Rachael Carden
12.55 – 1.35 Parallel sessions 4
- Using the student engagement toolkit, Catherine McConnell and Lucy Chilvers
- University residencies for artist students, Susan Diab
- e-submission, Barbara Newland
1.35 – 2.15 Lunch
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Abstracts: Parallel session 1 (10.10 – 10.50 am)
Laptops in classrooms and fingers on mobiles – a few of my favourite things, Dr Sue Greener, Brighton Business School
All teachers are faced with decisions about allowing and/or encouraging the use of highly mobile devices in classrooms. Some writers in the literature propose strict rules governing the use of highly mobile devices in class; other researchers demonstrate added value through the affordances of highly mobile devices in class (e.g. Swan, Kratcoski & van t’Hooft (2007). (e.g. Swan, Kratcoski & van t’Hooft, 2007). This seminar will draw on recent research to clarify the main issues in this debate and help participants to consider the best approach to adopt in their own practice.
Carvin (2006) suggests that “Literacy in the 21st century is all about participation: the ability to critically consume and create knowledge for the betterment of ourselves, our families, and our communities.” Participation through Wifi networks via mobile phones or laptops – such as the use of polleverywhere - appears to engage students and encourage participation in discussion. However some teachers worry that students will be distracted by such technology and surf the web or text friends instead of engaging with the class topic. Research at the University of Brighton indicates that even teachers who are keen to use social media for professional purposes are ambivalent about the use of laptops and mobiles in class. In this session I will present the findings from a research project that involved a literature review, survey and participant observation in a range of classes. These findings suggest that students are unlikely to be distracted by mobile technology and make the case for them using various devices “above the desk” in class.
Background references
Carvin A. (2006) Happy belated international literacy day. PBS Teacher Source – Andy Carvin blog; [Online] http://www.pbs.org/teachers/learning.now/2006/09/happy_belated_international_li.html Accessed 18/11/11.
Swan. K., Kratcoski.A. & M. van t’Hooft (2007) Highly Mobile Devices, Pedagogical Possibilities, and How Teaching Needs to Be Reconceptualized to Realize Them Educational Technology May-June 2007 [Online] www.rcet.org/research/publications/ET_May-June_2007_swan.pdf Accessed 18/11/11
What’s it really like here? The experience of international students at the University of Brighton, Helen Stanley - School of Nursing and Midwifery
This project examined the lived experience of International students on diverse courses in three Schools in the Faculty of Health and Social Science within the University. The project process included focus group and individual interviews.
This work has informed the working practices of both academic and administration staff in the Faculty. The findings will therefore be of interest to staff across the University who work with International students. The findings provide insight into the students’ motivations for applying to the University of Brighton; their experience of the application process and of studying at the University, including:
- Accommodation
- School induction procedures
- Language support
- Assessment
- Study styles.
Roads to professionalism: making the transition to professional practitioner status,
Mark Price - School of Education
This research formed part of a doctoral study which explored the experience of four practitioners who work with young people (youth workers, learning mentors etc) as they worked towards achieving ‘professional ‘status.
Adopting a narrative-enquiry approach, the research was based on the participants’ own reflections. These very personal accounts reveal a depth of self awareness and constructed understanding and meaning making.
The seminar will consider:
- the methodology and benefits of narrative-enquiry
- the role that Higher Education and professional qualification programmes play in facilitating ‘professional identity formation’ and supporting the transition into an individually constructed ‘professionalism’.
The seminar will be of interest to all those who:
- are teaching or studying on professional development courses
- have an interest in researching professional learning
- wish to learn more about narrative-enquiry.
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Abstracts: Parallel session 2 (11.00 – 11.40 am)
Researching visual stress awareness and student experience, to improve support in HE, Catherine Watts - Student Services
This seminar is based on an action research project entitled: ‘Improving the Reading Experience for University Students with Visual Stress’. The research examined the impact of visual stress (VS) on students at the University of Brighton and the effects of strategies for supporting those students. Data were gathered using a combination of both qualitative and quantitative research methods.
Northedge notes that reading for higher level study is clearly quite different from everyday reading (2005, p. 101). The type of reading expected will impact on reading speeds and therefore the amount of material that can be covered. These issues will be compounded for students with VS, yet by using simple remediation methods, students’ reading fluency can be improved by as much as 50% (Singleton & Trotter, 2005). However, whilst many universities provide significant support for students with dyslexia, research indicated that little support was provided for students with VS. Even within relevant literature on VS, there was a lack of research on the impact of VS on students at university.
Based on an evaluation of learners’ awareness and experience of VS in HE, the action research project examined practical ways that awareness and experience could be improved, including changes in advice given, availability of support, learning strategies used and teaching methods.
The research shows how students can achieve significant improvements in their reading experience, and hence the management of their studies, through:
- increasing awareness of VS among students and staff
- adapting learning and teaching practices.
This seminar will be of interest to all those who work with students who experience visual stress or who wish to know more about how action research can be used to help improve practice. It provides an opportunity to consider the research ‘journey’ as well as the project findings.
Background references
Irlen, H. 2005. Reading by the Colours, New York, Perigee.
Northedge, A. 2005. The Good Study Guide, Milton Keynes, The Open University.
Singleton, C. & Trotter, S. 2005. Visual stress in adults with and without dyslexia. Journal of Research in Reading, 28, 365-378.
Smythe, I. 2010. Dyslexia in the Digital Age, London, Continuum Books.
Wilkins, A. 2003. Reading through colour, Chichester, Wiley.
Undergraduate supervision: How does supervision contribute to learning? Dr Kate Williamson
School of Education
Supervision is usually a major part of the dissertation process. How do students perceive this relationship in terms of their learning? In times of recession is it possible to justify a one-to-one supervisory process? This session draws on a research project which examined the experience of dissertation students on an undergraduate part-time course in the School of Education, University of Brighton. It was informed by Baxter Magolda’s view of epistemological development amongst students (1992; 1999; 2008).
The research was carried out using a qualitative and interpretive framework, using a questionnaire; individual interviews and evaluations from the whole student cohort. The enquiry focused on: the supervisory relationship, learning through supervision, skills acquisition and development and growth, research identity. The investigation found that the supervisory relationship was valued highly; students felt valued and ‘listened to’; and experienced a clear sense of growth in a context of vulnerability. The need to articulate their thinking within the supervisory process was seen as very supportive of learning.
The focus of this seminar relates directly to current working practices in the undergraduate curriculum. The findings suggest that the strength of the supervisory relationship is that it involves direct feedback without summative assessment. If this is so, should we be promoting this model of learning elsewhere in the curriculum?
Background references
Baxter Magolda, M. (1999) Creating contexts for learning and self-authorship: constructive developmental pedagogy San Francisco: Jossey- Bass
Baxter Magolda, M. (2008) Educating for self-authorship: learning partnerships to achieve complex outcomes in Kreber, C (ed) The university and its disciplines: teaching and learning within and beyond disciplinary boundaries Oxford Routledge
Healey, M. and Jenkins, A. (2009) Developing Undergraduate Research and Inquiry York, The Higher Education Academy
Williamson, K. (2007) Supervision Unpublished paper presented to the Learning and Teaching Conference, University of Brighton 2007
Wisker, G. (2005) The Good Supervisor: supervising postgraduate and undergraduate research for doctoral theses and dissertations, Basingstoke, Palgrave Macmillan
Transitions: a year in the life of the professional doctorate student, Graham Stew – School of Health Professions
Previous research has investigated the impact of doctoral study on professional practice, but few studies have examined the academic experience of moving from masters to doctorate level study within a part-time professional doctorate programme. This session is based on a study which explored the experiences of first year students on the Professional Doctorate in Health and Social Care. The research aimed to examine the impact of commencing part-time doctoral level study on the personal, professional and academic lives of experienced health professionals. Greater understanding of this transitional process will help to inform programme design and delivery, and enhance the quality of the educational experience for future students in a range of professions.
A naturalistic inquiry using illuminative case study design was used. This approach aimed to explore the first year of the professional doctorate programme from the perspective of the student. Through description of an individual’s learning experience, shared understanding and meaning were co-constructed by the participants and researchers. Data were collected from two focus group interviews with first year student cohorts and from end of year evaluation questionnaires.
Framework and thematic analysis of data produced findings which described students’ personal, professional and academic transitions, as they encountered new challenges connected to identity, practice and intellectual growth.
Background references
Bourner T, Bowden R, Laing S (2000) Professional doctorates: the development of researching professionals. In T. Bourner, T. Katz & D. Watson (eds), New Directions in Professional Higher Education Buckingham, Open University Press/Society for Research into Higher Education.
Costley C, & Stephenson J (2007) Building doctorates around individual candidates’ professional experience. In: Boud D, Lee A eds Changing practice of doctoral education. London: Routledge.
Stephenson J, Malloch M, & Cairns L (2006) Managing their own programme: a case study of the first graduates of a new kind of doctorate in professional practice. Studies in Continuing Education 28(1): 17-32
Wellington J, Sikes P (2006) ‘A doctorate in a tight compartment’: why students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education 31(6): 723-734
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Abstracts: Parallel session 3 (12.05 – 12.45 pm)
Web 2.0 in the Classroom: Web-enabled action-learning. examples in hospitality teaching, Ioannis Pantelidis - School of Service Management
With the advancement of web 2.0 solutions and the development of a student culture that embraces social-media interaction, there is increasing pressure on academics to utilize innovative solutions in order to facilitate effective learning in the classroom. Students expect teaching that motivates and inspires them to engage in research and scholarship. As a result, there are concerns that traditional teaching methods, which are sometimes described as “death by power point”, cannot keep up with the ‘internet-savvy ‘education contemporary student.
This session is based on a study which examined the use of Prezi with three groups of students to facilitate Action Learning in the classroom. Action learning (or learning in small groups) has been widely used in education over the past decades. Prezi is a recent technological development, which provides a ‘teaching tool’ that allows students to fully engage with the subject matter while also improving their technology awareness, research, referencing and presentation skills.
Three groups of students ranging in size from 5-23 were chosen for an investigation of Prezi’s potential.. Two were postgraduate students and one (the largest of the three) was comprised of first-year undergraduates. The Prezi based workshops lasted from 1-2 hours and students provided qualitative anonymous feedback after the sessions. Preliminary findings from the research suggest a strong preference (91% to 100%) for Prezi-based Action Learning in the classroom rather than traditional teaching methods utilizing power-point presentations. Although we need to be cautious in relating the findings the findings to larger groups, they provide a strong indicator in relation to teaching practices and approaches to blended learning.
Background references:
Beard, C., Wilson, J. P., & McCarter, R. (2007). Towards a Theory of e-Learning: Experiential e-Learning. Journal Of Hospitality, Leisure, Sport & Tourism Education, 6(2), 3-15.McGill I., and Beaty L., (2001) Action learning: a guide for professional, management & educational development. 2nd Ed. London: Kogan Page
Who comes to see me; why do they come and does it do any good? The role of the student support and guidance tutor: a case-study in the School of Education, Melanie Gill - School of Education
In October 2011, the University introduced an institution-wide Student Retention and Success Framework, which is designed to enhance transition, retention and achievement. Studies of retention and progression in HE have highlighted the need for pastoral and personal support, alongside academic guidance, if students are to be successful on their courses and complete their studies. The role of the Student Support & Guidance Tutor (SSGT) has been developed at the University as one means of providing this kind of support, and in 2008-9 the School of Education appointed its first SSGT. This research project was conducted to evaluate the work of the SSGT during her first two years in post and the contribution that work has made to the high retention rates achieved by the School of Education in recent years.
Drawing on quantitative and qualitative data, the seminar will provide insights into:
- the numbers of students who sought support
- the kinds of concerns they raised
- the kinds of support and guidance provided to them
- their evaluations of their experience
- the role of the SS> in helping students to persist with their course, rather than withdraw.
The seminar will conclude by examining ways in which the SSGT role could be developed within the context of the Student Retention and Success Framework
References:
References:
Jeffreys, B (2011) Students’ mental health ‘at risk’, psychiatrists warn. BBC news, 30/09/2011. [online] Available: http://www.bbc.co.uk/news/health-15112980 [Accessed 03/10/2011]
McChlery, S and Wilkie, J (2009) “Pastoral support to undergraduates in higher education” International Journal of Management Education 8 (1) pp23-35.
National Audit Office (2002), Improving student achievement in English higher education, HC 486, Session 2001-02, January 2002; Committee of Public Accounts, 58th Report of 2001-02, Improving student achievement and widening participation in Higher Education in England, September 2002.
Quinn. N, Wilson. A, MacIntyre. G and Tinklin. T (2009): ‘People look at you differently’: students’ experience of mental health support within Higher Education, British Journal of Guidance & Counselling, 37:4, 405-418
Strategic Planning Office (SPO) (2011) Student Retention and Non?continuation Report 2009/10 entry. University of Brighton
Thomas. L (2002) “Student retention in higher education: the role of institutional habitus” Journal of educational Policy, Vol 17, No 4, 423-442.
Trotter, T (2004) Enhancing the Early Student Experience. (Education in a changing environment: conference proceedings 13-14 Sep 2004.) University of Salford.
Wilcox. P, Winn. S, and Fyvie Gauld, M. (2005) ‘“It was nothing to do with the university, it was just the people”: the role of social support in the first year experience of higher education’ Studies in Higher Education, Vol. 30(6): 707-722.
“He just talks in a weird way. It’s really academic, so it throws me. I think, ‘Should I know this’?” (Undergraduate student). Does the language of assessment have an effect on students’ grades? Rachael Carden - City College Brighton and Hove
When I started teaching Foundation degree students in 2006 some of them seemed to be uncertain about which skills they were expected to demonstrate in their formal assessments, and it appeared that many of these students also received low grades During the last two years I have investigated this topic through various research projects and this seminar will consider the findings of that research.
The provenance of my students is extremely varied, with many students having little formal education in the UK. Therefore students arrive on the course with a very diverse mix of skills, qualifications and experience. Those who have a more traditional previous educational experience, i.e. with ‘A levels’, find HE academic terminology and practices easier to deal with than those who do not. The research examined whether there was a shared understanding amongst students and staff of the terminology used in QAA and SEEC benchmark level descriptors, which provide the basis for most FdA assessments. The project was conducted in two phases over two academic years and involved first-year and third-year students. Data collection took the form of questionnaires, focus groups and individual interviews.
My hypothesis was that a shared understanding of skills requirements amongst lecturers, and subsequently between lecturers and their students would aid students to achieve higher grades. My research indicates that achieving a shared understanding between lecturers is problematic and many of the students involved in the study were unable to define, with any degree of accuracy, the skills that were being assessed. Other research in the literature supports these conclusions. The seminar will provide opportunities to discuss these findings.
Background references:
Davies, P. (2006) Threshold Concepts: How can we recognise them? in J.Meyer and R. Land (Eds.) Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge. Abingdon, Routledge. Pp 70-85
Eagleton, T. (1983) Literary Theory: An Introduction, Oxford: Blackwell
Lucas, U. and Mladenovich, R. (2004) ‘Approaches to learning in accounting education,’ Accounting Education, 13 (4) pp 399-407
Perkins, D. (2006) Constructivism and troublesome knowledge. In J. Meyer and R. Land Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. London: Routledge. (pp. 33-47)
Sheeran, Y. and Barnes, D. (1991) School Writing. Buckingham, Open University Press.
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Abstracts: Parallel session 4 (12.55 – 1.35 pm)
Artists Placements: exploring residencies for art students within a university context, Susan Diab - School of Arts and Media
This session will examine the experience of students, staff and others who are involved in the Critical Fine Art Practice (CFAP) student residency scheme at the University of Brighton. The CFAP scheme has been designed in the context of renewed critical interest in the original Artist Placement Group (APG) and the impact of the group’s ideas on contemporary art practice. Its purpose is to provide students with opportunities to engage in cross-disciplinary work in an exploratory and open-ended way.
Drawing on interviews with CFAP students and placement hosts, we will consider:
- the distinctive ‘learning, teaching, assessment’ aims of the CFAP student residency scheme
- how new processes and unexpected outcomes are encouraged and embraced
- the challenges to students, teaching staff, and the residency hosts
- the outcomes to date.
This session is particularly relevant to those with an interest in art student placements and placements within the university for students of all disciplines.
Background references:
Brunell, Geoffrey. "The artist in residency scheme." Issues in Architecture, Art and Design. (1993)
Doherty, Claire, From Studio to Situation, London: Black Dog Publishing. 2004
Özbilgin, M. and Tatli, A. (2008) Work Placement Toolkit for Students, Universities and Arts and Cultural Organisations. London: Arts Council England and London Centre for Arts and Creative Enterprise.
Powell, Leo. "What do art students' experiences of a placement scheme ('making work outside of the studio') tell us about the art school studio?" Masters of Research. University of Brighton. 21 September 2011. Essay.
Using the Student Engagement Toolkit: Exploring ways of engaging students in their academic experience - Lucy Chilvers and Catherine Mcconnell, Centre for Learning and Teaching
There is an increasing emphasis in higher education on student engagement, experience and achievement. This session will use the NUS/HEA Student Engagement Toolkit as a basis for considering what ‘student engagement’ means and how we can promote it. In particular, we will examine how higher education staff can work in partnership with students to shape ‘the academic experience’, drawing on current work with colleagues across the University (including Student Union staff and project officers; academics and academic-related support colleagues), and on work with the NUS and Higher education Academy. This discussion will be informed by examples of current activities at the University (including the Academic Study Kit and Peer Assisted Study Sessions scheme) and at other institutions. These include Birmingham City University’s ‘Student Academic Partners’ scheme and the University of Lincoln’s ‘Student As Producer’ programme. The aim of all these activities is to foster a culture in higher education which encourages students to engage with their learning; inspires them to take more ownership of their learning and so to have a positive, productive student-experience. The seminar will also include opportunities for participants to consider how they can engage students in their own teaching and research.
Background sources:
http://student.brighton.ac.uk/ask
www.studentacademicpartners.co.uk
http://studentasproducer.lincoln.ac.uk/
http://www.nusconnect.org.uk/campaigns/highereducation/student-engagement/nus-heaproject/
eSubmission – UK policies and practice, Dr Barbara Newland - Centre for Learning and Teaching
The NSS has encouraged sustained attention to assessment and feedback in HE. Within the context of this attention, eSubmission is being implemented in universities across the UK. The University of Brighton has recently updated its GEAR regulations in relation to eSubmission, and guidelines for staff and students regarding eSubmission have been approved by Learning and Teaching Committee. However, the term eSubmission is used very widely to cover a range of activities which include:
- eSubmission
- eMarking and eFeedback
- eReturn
- Plagiarism deterrence and detection
Therefore it can be difficult to relate local practices with those in other parts of the university, or in other institutions. This paper provides an overview of current policy and practice in UK Higher Education (HE) which will enable participants to consider their own use of eSubmission in relation to the national situation.
The research draws on an online survey which was circulated to the Heads of E-Learning Forum, a network of over 125 senior staff in institutions engaged in promoting, supporting and developing technology enhanced learning.
The study indicates that e-submission is changing the roles of academics and administrative staff, as well as increasing the work of learning technologists. The process of implementing e-submission is generally occurring at a local level initially, in departments and Schools, with institutional changes in policy and practice following afterwards. In most institutions the technical infrastructure is in place but there could be greater integration between VLEs, plagiarism detection software and student record systems. Other findings relate to, for example, administrative efficiencies; assessment regulations; enhancing feedback and academic attitudes to online marking.
Background references:
ECAR National Study of Undergraduate Students and Information Technology, 2011 Report
http://www.educause.edu/ecar
HeLF. (2011) www.helf.ac.uk
JISC. (2007) Student Expectations Study, available from http://www.jisc.ac.uk/publications/research/2007/studentexpectations.aspx
JISC. (2009) Higher Education in a Web 2.0 World, available from http://www.jisc.ac.uk/publications/generalpublications/2009/heweb2.aspx
Nicol, D., & Macfarlane-Dick, D. (2006) Rethinking Formative Assessment in HE: a theoretical model and seven principles of good feedback practice http://business.heacademy.ac.uk/assets/York/documents/ourwork/tla/assessment/web0015_rethinking_formative_assessment_in_he.pdf
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