Learning and Teaching Festival 14-18 June 2021

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Programme

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Tuesday: Communities Wednesday: Widening Horizons Thursday: Preparing for the Future Friday: Technology

Learning and Teaching Festival sessions EuroSoTL sessions

 

EuroSoTL Sessions

Tuesday 15th June
10:00 - 10:30

The story of EuroSoTL

Katarina Mårtensson, Bettie Higgs, Mirari Ayerbe, Claire Hamshire

Lund University, Sweden and others

panel

 

 

Tuesday 15th June
10:40 - 10:50

Building Communities Online through Meso-level

Charlie Reis, Fiona Smart

Xi'an Jiaotong-Liverpool University

presentation

 

I would like to offer a short paper on meso-level SoTL during COVID, specifically how professionals have pivoted more to online platforms, including blogs, online groups, webinars, provocations, and virtual presentations to keep engagement in SoTL vial. While these activities are not peer reviewed journal publications, they have created an international sense of community when it was needed most and functioned as a knowledge and wisdom exchange. This did not begin with pandemic conditions, and will not end with them, but the less formal scholarly exchanges do signal a change in the ways creators and consumers of SoTL interact.

Tuesday 15th June
10:55 - 11:05

Enabling and building community remotely for SoTL: Opportunities and challenges in Covid times

Jane Pritchard, Roger Dalrymple

Oxford Brookes University

presentation

 

In this presentation, we will share the journey we are on as the inaugural Faculty Learning Community (FLC) at Oxford Brookes University, the Brookes Scholarship Group. This is a topic-based community, including two topics; Enterprise Education and Leading Inclusive Teaching with 12 members of staff. We elected to use an FLC approach to developing and embedding SoTL practices to support our wider ambitions of embedding strong scholarly communities and approaches across a dispersed campus and subjects within our institutional context.

Owing to the timing of launching the Brookes Scholarship Group we have been meeting entirely online and this has brought both challenges but opportunities to the running of the group. The meetings become moments and a space for us all to pause, reflect and think about our projects and how we are working together and moving forward. In many ways, the group provides some ‘light relief’ from the intensity and pressures on us all adjusting to ever-changing working and home demands during COVID. Online only has brought a richness of affordances to engagement but also a loss in terms of ‘breaking-bread’ and lighter more informal relationship building that the coffee moments allow. This for the leads of the community (Jane and Roger) has meant more support and direction for members of the community. At the same time the community members are gaining confidence and our projects are starting to take fruition as we slowly build SoTL community with a strong belief that this is as important now as before. We will share vignettes from the community members about negotiating the community online, building the SoTL expertise in relation to their projects and challenge and opportunities for them in engaging in a fully virtual FLC.

Tuesday 15th June
11:10 - 11:20

Peer to peer learning for Heads of Educational Development

Jackie Potter

Oxford Brookes University

presentation

 

I'll share my experiences of, and reflections on, learning from peers who are members of the Heads of Educational Development Group (HEDG) during a pandemic. HEDG is a national UK network for those leading educational development units. We have held a range of types of virtual meetings since the first UK lockdown in March 2020: they have all had the intention to allow us to learn together and to support one another. I'll reflect on the value of learning from peers, particularly those from those outside our own organisations and for the need for and impact of reciprocity and openness in learning networks.

Tuesday 15th June
11:45 - 11:55

SOTL as relationship management & interaction tool for connected teaching

Torsten Sprenger

Ruhr West University of Applied Sciences

presentation

 

University teaching and learning is challenged by the digital revolution. As “new” 21st century competences get more and more into the focus, relationship competences from teachers and students have to evolve alongside these future needs. This means, that bridging the gap between a professionalised relationship management and building up an authentic, warm, trust- and meaningful communication becomes a crucial factor for teaching success. This presentation proposes SOTL as an instrument for building up a meaningful relationship management and interaction tool for connected teaching.

Tuesday 15th June
12:00 - 12:10

'I am glad that it happened this way' Scholarship of Teaching & Learning & Emergency Remote Teaching

Robert Kordts-Freudinger, Diana Buecker, Rebecca Schulte, Nerea Voeing

University of St.Gallen (HSG), and others

presentation

 

The study explores the potential added value of the Scholarship of Teaching and Learning (SoTL) in managing Emergency-Remote Teaching (ERT) in the aftermath of the 2020 coronavirus pandemic. Building on definitions of SoTL, eight faculty members at German universities were interviewed about their teaching, including their SoTL activities, their teaching before and during ERT, and their future teaching; the transcripts were analyzed to form categories. Results suggest certain patterns already before ERT as well as during ERT: In addition to a strongly student-oriented teaching attitude and their view that reflection is central to teaching, the interviewees predominantly experienced the ERT as a positive learning opportunity for themselves and their students, despite existing uncertainties and sometimes greater effort. For many respondents, SoTL served as an important support on several levels, so that the basic research attitude in teaching should also be maintained in the future.

Tuesday 15th June
12:15 - 12:45

Key Success Factors and Good Practices for SoTL-Projects in Higher Education

Maik Arnold, Sabine Reisas, Nerea Vöing

Fachhochschule Dresden - University of Applied Sciences

panel

 

Due to increased interest in greater cooperations, in 2017 a German-speaking SoTL network with members from different colleges and universities was founded in order to enhance the specific attitude as a “teacher-researcher” within higher education. The aim of this workshop is to present and discuss initiatives for the successful implementation of SoTL by teachers, researchers and university didactics based on current projects and best practices to broaden the scope of SoTL at all universities in Germany.

Wednesday 16th June
10:00 - 10:30

International, interdisciplinary field-based learning: Impact of staff development

Bettie Higgs, Fidelma Butler and Ruth Ramsey

University College Cork

panel

 

An Erasmus+-funded project is re-thinking field-based pedagogy in physical/life/social sciences. Collaborators developed and implemented curricula for students at various stages in their study. Residential courses, where small interdisciplinary and international teams of students carry out research on issues of global interest, have proved successful. To build confidence in furthering this approach, the project also involves staff development (training-the-trainers) courses for field-course leaders, who have traditionally been thrown ‘in-at-the-deep-end’. Encouraging peer-learning between novice and more experienced participants is at the heart of courses. This poster reports impact on staff, and project partners themselves, in their approach to teaching, learning and assessment.

Wednesday 16th June
10:40 - 10:50

From 'Encounters ' in the field to 'online encounters': Training of intercultural competencies in times of COVID 19

Gery Nijenhuis, Veronique Schutjens, Gemma Corbalan

Utrecht University and others

presentation

 

MSc Degree students in International Development Studies at Utrecht University usually leave their university to do fieldwork abroad in the global South. We train students’ intercultural competences to prepare them for such fieldwork through reflections on intercultural encounters experienced by peers from previous cohorts. The Covid-19 pandemic however radically changed the practice of fieldwork, from data-collection ‘in the field’ to ‘online’. This impacted the character of intercultural encounters students experienced during data-collection, and requires adaptation of our training on intercultural competences. Using a SoTL-approach, we explore options to optimize training of students’ reflection on intercultural encounters in online fieldwork situations.

Wednesday 16th June
15:15 - 15:45

The Inclusive University: The SoTL Challenges

Julie Hughes, Ada Adeghe, Jenni Jones, Debra Cureton

University of Wolverhampton

panel

 

The inclusive university is a major strategy at the University of Wolverhampton which seeks to explore how students’ identities and circumstances are interrelated and may mutually shape one another and their experiences. The case for inclusivity recognises the diversity of the student population which is constituted from under-represented groups whose intersectional characteristics reflect the richness of the Black Country region from where we draw 80% of our students. The panel will discuss the SoTL challenges from curriculum review and redesign to the creation of transition roles to address historical disadvantages and degree awarding gaps.

Thursday 17th June
09:45 - 10:00

Introduction to EuroSoTL 2022

Claire Hamshire

Manchester Metropolitan University

presentation

 

Thursday 17th June
10:00 - 10:30

Learning with our Learners: Current Research on Remote Teaching and Learning in an Irish Higher Education Institution

Susan Flynn, Gina Noonan, Damien Raftery, Thomas Drury

Institute of Technology Carlow, Ireland.

panel

 

This panel examines some of the recent challenges in remote teaching and learning since the ‘online pivot’. It explores key findings from a series of recent research projects at the Institute of Technology Carlow, Ireland, where we have been attempting to understand the impact of the transitions to hybrid and online learning. Our research considers the responses, opportunities, difficulties, and concerns of both our teaching staff and students. We explore how online learning environments produce different interactions, and we consider how our new ‘pandemic pedagogies’ can facilitate learning in different ways.

Thursday 17th June
11:10 - 11:20

Tutoring large globally distributed online groups in a pandemic

Nicholas Bowskill

University of Derby

presentation

 

How do you tutor large groups online? Many postgraduate online courses may contain modules with 20-30 participants. Larger numbers may have more than one tutor. How do you scale up online teaching to manage large numbers alone? This presentation will provide an overview of the changes made in an online module which initially had 20-30 participants and most recently had 155 students enrolled. A range of technologies, structures and activities will be discussed to show how individuals might tutor large online groups. Key challenges and participative opportunities will also be highlighted.

Thursday 17th June
12:00 - 13:00

Understanding Identity, Authenticity & Belonging in the Virtual Classroom

Paul Taylor

University of Leeds

panel

 

Colleagues at both Manchester Metropolitan and Leeds Universities have been researching and promoting a sense of belonging and opportunities to be ourselves in the classroom. Widespread use of virtual classrooms has created new challenges and opportunities. A first step is to understand how identity, authenticity and belonging play out in the digital environment.

In this session, participants will experience a set of exercises that help us understand presences, absences and dynamics in on-line spaces and reflect on the opportunities that listening methodologies can bring.

Thursday 17th June
14:00 - 14:30

Career learning for the future academia, the how and why - GeoIntern as a modern case study

Iver Martens, Oda Bjørnsdatter, Ingvild Lorentzen

UiT The Arctic University of Norway

panel

 

Internship practices in science disciplines is increasing in popularity and relevance. Throughout the last year we have developed a systematic approach to internship courses in geoscience education nationally in Norway. The aim of the internship programs is to make students aware of who they are, what they can, and how this can be conveyed to their future employers. Mapping and knowledge of skills, and the teaching of orienting students through this process is a goal for this panel.

Thursday 17th June
14:35 - 14:45

Becoming the student to be a better teacher in the current context

Kerry Dobbins

University of Leicester

presentation

 

As HE practitioners, we view ourselves as continual learners; however, we may not often view ourselves as students. In the current context, I have found it invaluable to take on the explicit role of the student and engage the academics that I support as students of HE. I will reflect on a 3-stage process I have taken: 1) taking on the student role myself to 2) inform the teaching development sessions I design in which academics explicitly become a HE student leading to 3) them creating teaching resources for colleagues based on critical reflections of their experiences as students.

Thursday 17th June
16:30 - 17:00

Publish your SoTL-work in Teaching & Learning Inquiry?

Katarina Mårtensson, Kelly Schrum, Ketevan Kupatadze, Susannah McGowan

Lund University, Sweden, and others

panel

 

In this panel, the editorial team of Teaching & Learning Inquiry, the ISSOTL-journal, invites participants to discuss their experiences of and questions related to publishing SoTL-work. In particular we encourage those new to SoTL and/or less experienced in publishing SoTL-work in journals to join us. The panel will adress topics such as: the journal and our specific process of peer reviewing, key aspects to consider when writing for the TLI-readership, and support available to new authors. There will also be room for questions & answers.

Friday 18th June
11:00 - 11:10

An exploration of best-practice in using video-captured lectures, to support learning.

Chris Midgley

Manchester Metropolitan University

presentation

 

Video capture of taught lectures is rapidly becoming both simpler and more commonplace in many educational institutions; and timely access to recorded lectures is a growing expectation of students. This presentation will highlight current literature and thinking within this area - as well as reflecting upon observed practice with professional students, in order to determine areas of 'best-practice' in the use of video-capture lecture materials.

Friday 18th June
11:15 - 11:25

Decentralised Teaching and Self-Directed Learning with OER Podcasts in Higher Education: SoTL-based Decoding of the Classic Management Murder Podcast Series

Maik Arnold

Fachhochschule Dresden - University of Applied Sciences

presentation

 

(Time will change) In the fall term 2020, the 'Classical Management Mystery Podcast' was started to provide students with a unique learning opportunity to acquiring initial basic knowledge and skills connected with the classic management schools in the history of management (e.g., Frederick Winslow Taylor, Henry Fayol, Max Weber). This podcast series is an open educational resource and consists of six short episodes of a captivating murder story which are linked to short e-learning activities and support student's narrative learning in a social work management course in higher education.

Friday 18th June
11:30 - 12:00

Reflections on an EdTech COP bringing academic and professional services together

Janet Lord, Orlagh McCabe, Rod Cullen, Matthew Thorpe

Manchester Metropolitan University

panel

 

As a sector, we have seen how responding to a crisis has precipitated enhanced teaching and learning practices in the post digital era; an er where we are beginning to challenge the usefulness of binary distinctions that place learning activity as being either face-to-face or online, and instead highlighting that both the digital and non-digital, material and social, are intrinsically interconnected in educational activities. In 2019 we set up the university-wide Community of Practice (CoP) on Educational Technology. The purpose of this CoP is to give members the opportunity to develop their thinking and practice in relation to educational technology by talking about teaching, pedagogical research or other educational projects which are linked to EdTech, and to share examples of practice and 'theory into practice'. This session will reflect on the work of this CoP.

 

If you have any questions about the Festival, please contact utacpd@mmu.ac.uk

 

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