Learning and Teaching Conference 2015

Learning and Teaching Conference 2015 Student engagement in and out of the classroom

Thursday 25 June 2015, Heartspace, City Campus, 09.00 - 17.30

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Welcome

I am delighted to welcome you to our Annual Learning and Teaching Conference for 2015 aimed

at promoting excellence in learning and teaching and enhancing the student learning experience.

Our conference theme of 'Student engagement in and out of the classroom' has inspired a record

number of submissions both from within the university and externally. The outcome of the peer

reviewing process is a conference programme with 30 thunderstorms, short papers and co-labs

on offer, with 99 colleagues involved in presenting and sharing their practice. Our conference

theme has also inspired a record number of delegates with 400 registered, including colleagues

from other HEI's and partner organisations. I extend a warm Sheffield Hallam welcome to all our

visitors and colleagues.

This level of interest reflects the relevance of our conference theme as we enter a period of further

uncertainty around higher education funding, and debate around the quality of teaching and the

student experience. It is inevitable that this will place further emphasis on ensuring that future

students get value for money, as the outcomes of the recent HEPI-HEA Student Academic

Experience Survey have highlighted. Our focus therefore on student engagement with their

learning both in and out of the classroom is more important than ever.

Our conference programme is packed with opportunities to explore this theme and I am delighted

that our keynote speakers have agreed to support us as we face the challenges of the next few

years and share their practice, reflections and vision:

Professor Simon LancasterProfessor Simon LancasterProfessor Simon LancasterProfessor Simon Lancaster, Professor of Chemical Education, University of East Anglia

Professor Liz BarnesProfessor Liz BarnesProfessor Liz BarnesProfessor Liz Barnes, Deputy Vice-chancellor, Sheffield Hallam University

If you are discussing or following our event on Twitter, please include #SHULT15 in your tweets.

I hope that you enjoy the conference and that you stay involved with our learning and teaching

events for 2015/16, including an Assessment Exchange on 15th September 2015 and the Learning

and Teaching Exchange on 7thJanuary 2016.

Dr Graham Holden

Director of Teaching and Learning

Sheffield Hallam University

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Contents Welcome Page 3 Useful Information Page 4 Keynote Speakers Page 6 Conference Posters Page 8 Agenda Page 9 List of Delegates Page 13 Student Engagement and Experience Journal Page 18 Forthcoming Events Page 19 Maps Page 20 (back cover)

Useful Information Conference Schedule 09.00 Registration and Refreshments 09.20 Welcome and Keynote – Professor Simon Lancaster 10.30 Parallel session 1 11.20 Refreshments 11.40 Parallel session 2 12.30 Lunch 13.30 Keynote – Professor Liz Barnes 14.10 Parallel session 3 (with Grab and Go refreshments at 15.00) 15.10 Parallel session 4 16.00 Forum facilitated by Professor Liz Barnes 16.45 Wine and nibbles 17.30 Conference close

Help and Support

If you have any queries please visit the Registration Desk, where our staff will be happy to help

Cloakroom

A cloakroom is provided, between the Pennine Lecture Theatre and Heartspace. This is not

staffed and items are left at your own risk. If you need to leave valuables please go to the

Registration Desk.

Contact

Jo Headley: [email protected] or Jackie Cawkwell: [email protected]

Conference website: https://blogs.shu.ac.uk/ltconference/

Follow us: @SHULTCONFERENCE #SHULT15

Mobile Phones

As a courtesy to the speakers and other delegates please switch youtr mobile phone to "silent"

whilst the conference is in progress.

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Refreshments

A buffet lunch will be available in Heartspace between 12.30 and 13.30

Hot and cold drinks will be available at the times and places listed below -

9:00 - 9:20 11:20 - 11:40 12:30 - 13:30

15:00

(Grab and Go)

HeartSpace � � � �

Owen 1026 & 1025 X � X �

Careers Centre X X X �

Internet

SHU is part of the eduroam service. To connect to this you should select "eduroam" from the

available networks and use your username followed by @***.ac.uk, (e.g. for Nottingham Trent

University - @ntu.ac.uk) then enter your password and press 'Join'. Eduroam uses WPA2

Entrerprise security.

Temporary WiFi codes can be obtained from the Reception Desk. PCs are available in the Internet

Cafe adjacent to Heartspace.

Photography, Video and Audio

Photography will be used throughout the day to document proceedings and may be used in

future promotions. Additionally a number of the sessions will be recorded in either video or audio

formats to be used as a resource after the event. These will be available to delegates through the

event's WordPress site.

Thank-you to SHU colleagues

The conference organisers would like to extend their thanks to SHU colleagues who have shared

their valuable time steering operations, peer reviewing submissions, hosting guests and chairing

sessions:

Colin Beard, Michelle Blackburn, Simon Clark, Chris Corker, Luke Desforges, Jill Dickinson, David

Eddy, Keith Fildes, Sam Giove, Alice Gladman, Ian Glover, Jean Harris-Evans, Deborah Harrop,

Stuart Hepplestone, Brian Irwin, Stella Jones-Devitt, Damian Kingsbury, Peter Lake, David

Laughton, Liz Laycock, Jill Lebihan, Mel Lindley, Ann Macaskill, Dean Maragh, James Marson,

Richard McCarter, Neil McKay, Eddie Mighten, Conor Moss, Charmaine Myers, Anne Nortcliffe,

Christine O'Leary, Helen Parkin, Nathaniel Pickering, Helen Rodger, Juliun Ryan, David Smith,

Ann-marie Steele, Paddy Turner, Alison Twells, Jeff Waldock, Claire Walsh, Alison Ward, and

Andy Young.

And many thanks to SLS Business Services for their hard work and ingenuity.

Jackie Cawkwell, Lead Conference Organiser 2015 Andrew Middleton, Conference Chair 2015

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Keynote Speaker

Professor Simon Lancaster

@S_J_Lancaster

Simon Lancaster began his academic career in inorganic

chemistry as a research officer at The University of Leeds

in 1995. In 2000 he moved to a lectureship in the School

of Chemistry at The University of East Anglia (UEA). In

2010 he won the Sir Geoffrey and Lady Allen UEA

Excellence in Teaching Award and was promoted to a

Senior Lectureship. In 2013, Simon was awarded the

Higher Education Award of the Royal Society of

Chemistry and received a National Teaching Fellowship

from the Higher Education Academy. In 2014 he was

promoted to a teaching focussed chair and appointed to a

new UEA post to promote innovative teaching both within and outside his institution. His

commitment to diversity both in teaching practice and in its widest sense have seen him

nominated as one of the 175 Faces of Diversity by the Royal Society of Chemistry.

The keynote will parallel Simon’s career and will chart progression from courses with “rushed,

superficial interaction with a select few students” to “almost total engagement with conceptual

problems”. Simon practices what he preaches! He will ensure everyone is an active participant

in the keynote through the use of learning technology. Participants will be encouraged to set

aside their notepads and we will endeavour to crowd source a lasting record of the event.

We will investigate the advantages of lecture capture and examine solutions to the

disadvantages. Together, we will see how more ambitious use of our virtual learning

environments can liberate face-to-face teaching for a much more rewarding constructive

approach to the lecture theatre time and space. However, ultimately the key is not technology

but pedagogy and we will experience how peer instruction allows us to pose much more

challenging conceptual questions of ourselves and our students. Simon will advocate

partnering students to move beyond flipping transmission and constructivism to flip

ownership of the learning experience.

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Keynote Speaker

Professor Liz Barnes @lbarnes89396082

Liz Barnes joined Sheffield Hallam in January 2014 as

Deputy Vice-Chancellor. Within her role she has

responsibility for the shape of the academic portfolio and

enhancing the student experience. She oversees and leads on

the development of partnerships with Colleges, International

Institutions and employers. Prior to this she was Deputy Vice

Chancellor (partnerships and region) and previously Pro-

Vice-Chancellor at the University of Derby, playing a key role

in shaping the academic portfolio and enhancing student

satisfaction.

Previously, she spent 23 years at Teesside University, where

she had a range of different roles and was most recently

Dean of Social Sciences and Law. Whilst at Teesside, she also

led the development of technology enhanced learning and internationalisation across the

university. She was appointed as the first University Teaching Fellow in 1998. Originally from

Staffordshire, she started her career as a PE and Maths teacher.

Liz has studied at University of Sheffield where she completed her MMedSci. Subsequently

she taught physiology to a range of health care students and set up sport science at Teesside

University. Professor Barnes career has been built on her passion for teaching with a particular

interest in employer engagement and technology enhanced learning. She is a QAA auditor and

Chair of the charity Safe and Sound Derby. She is also a member and Trustee of a number of

other organisations.

At last year’s conference we had a glimpse of her interest in and deep knowledge of active and

engaging approaches to university teaching as she opened the conference. This year we

welcome the opportunity to hear more about her vision for a university renowned for its

teaching excellence.

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Conference Posters

• Developing student engagement through online narratives: the Cambridge Literature

Timeline

Elizabeth Tilley & Charlotte Hoare, University of CambridgeElizabeth Tilley & Charlotte Hoare, University of CambridgeElizabeth Tilley & Charlotte Hoare, University of CambridgeElizabeth Tilley & Charlotte Hoare, University of Cambridge

• Encouraging Effective use of Feedback/feedforward from Coursework by students and

academic staff

Susan Campbell & Jane Gurman, Sheffield Hallam UniveSusan Campbell & Jane Gurman, Sheffield Hallam UniveSusan Campbell & Jane Gurman, Sheffield Hallam UniveSusan Campbell & Jane Gurman, Sheffield Hallam Universityrsityrsityrsity

• ‘Designing in’ student engagement: examples for course revalidations

Liz Austen, Sheffield Hallam UniversityLiz Austen, Sheffield Hallam UniversityLiz Austen, Sheffield Hallam UniversityLiz Austen, Sheffield Hallam University

• The sum is more than its parts; Creating a course.

Petra Klompenhouwer & Shirley Masterson, Sheffield Hallam UniversityPetra Klompenhouwer & Shirley Masterson, Sheffield Hallam UniversityPetra Klompenhouwer & Shirley Masterson, Sheffield Hallam UniversityPetra Klompenhouwer & Shirley Masterson, Sheffield Hallam University

Other things to look out for

• PgCert PgCert PgCert PgCert LTHE students postersLTHE students postersLTHE students postersLTHE students posters

Hallam staff get creative with academic posters

• JISC Digital ToolkitJISC Digital ToolkitJISC Digital ToolkitJISC Digital Toolkit

Find out more from JISC's Tracey Duffy

• Understanding Dementia TEDUnderstanding Dementia TEDUnderstanding Dementia TEDUnderstanding Dementia TEDed.ed.ed.ed.

HWB have been working on a project looking at how we can raise awareness about

dementia. It is part of a broader piece of work that is looking at how to make Sheffield into

a dementia friendly city.

• Twitter FallTwitter FallTwitter FallTwitter Fall

Your tweets and photos hashtagged SHULT15

• SHOOCSHOOCSHOOCSHOOC

Our trademarked version of a MOOC

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Agenda

09.0009.0009.0009.00 Heartspace

RegistratiRegistratiRegistratiRegistration and Refreshmentson and Refreshmentson and Refreshmentson and Refreshments

09.2009.2009.2009.20 Pennine Lecture Theatre

Welcome and Keynote Welcome and Keynote Welcome and Keynote Welcome and Keynote –––– Professor Simon LancasterProfessor Simon LancasterProfessor Simon LancasterProfessor Simon Lancaster

10.3010.3010.3010.30 various

Parallel session 1Parallel session 1Parallel session 1Parallel session 1

Thunderstorm 1.1Thunderstorm 1.1Thunderstorm 1.1Thunderstorm 1.1 Owen 1028

Culture Connect: Engaging students through mentoring andCulture Connect: Engaging students through mentoring andCulture Connect: Engaging students through mentoring andCulture Connect: Engaging students through mentoring and supporting their transitions supporting their transitions supporting their transitions supporting their transitions Samantha Jane Logan & Krassimira Teneva (@SheffHallamINT / @SammyJaneLogan) ‘Have your say’ ‘Have your say’ ‘Have your say’ ‘Have your say’ –––– the full storythe full storythe full storythe full story Claire Ridall, Nik Young & Sarah Ward (@claireridallshu) Not just fun: The importance for social transitionNot just fun: The importance for social transitionNot just fun: The importance for social transitionNot just fun: The importance for social transition Krassimira Teneva

Short Paper 1.2Short Paper 1.2Short Paper 1.2Short Paper 1.2 Owen 1025

Becoming the LinkedIn University: Students and staff Becoming the LinkedIn University: Students and staff Becoming the LinkedIn University: Students and staff Becoming the LinkedIn University: Students and staff –––– developing developing developing developing our professional profiles togetherour professional profiles togetherour professional profiles togetherour professional profiles together Andrew Middleton & Sue Beckingham (@andrewmid / @suebecks) Embedding skills and employabiliEmbedding skills and employabiliEmbedding skills and employabiliEmbedding skills and employability: a programme based approachty: a programme based approachty: a programme based approachty: a programme based approach Tanya Miles-Berry, Nichola Cadet & Shawna McCoy (@thrmb / @nicholacadet)


Reflections from an alternative chalkface: Evaluating the Enhancing Reflections from an alternative chalkface: Evaluating the Enhancing Reflections from an alternative chalkface: Evaluating the Enhancing Reflections from an alternative chalkface: Evaluating the Enhancing Prostate Cancer Care MOOCProstate Cancer Care MOOCProstate Cancer Care MOOCProstate Cancer Care MOOC David Eddy (@sonofedd) Engaging online distance students by building learningEngaging online distance students by building learningEngaging online distance students by building learningEngaging online distance students by building learning communitiescommunitiescommunitiescommunities Helen Donaghue & Helen Thompson


What makeWhat makeWhat makeWhat makes an informal learning space?s an informal learning space?s an informal learning space?s an informal learning space? Deborah Harrop and Bea Turpin Managing informal learning spaces outside the classroom to create Managing informal learning spaces outside the classroom to create Managing informal learning spaces outside the classroom to create Managing informal learning spaces outside the classroom to create an effective partnership learning communityan effective partnership learning communityan effective partnership learning communityan effective partnership learning community Jeff Waldock (@jeffwaldock)


StudentStudentStudentStudent----Generated IndGenerated IndGenerated IndGenerated Induction uction uction uction –––– Pedagogy for BelongingPedagogy for BelongingPedagogy for BelongingPedagogy for Belonging Dr Nicholas Bowskill (@sharedthinking)

Development of a taskDevelopment of a taskDevelopment of a taskDevelopment of a task----oriented induction week programme to oriented induction week programme to oriented induction week programme to oriented induction week programme to increase studincrease studincrease studincrease student engagement and confidenceent engagement and confidenceent engagement and confidenceent engagement and confidence Dr Ciara O’Hagan& Damian Kingsbury (@Ciara_OHagan)

Short Paper 1.6Short Paper 1.6Short Paper 1.6Short Paper 1.6 Norfolk 201

Passion or Profession? Are the employability skills developed by first Passion or Profession? Are the employability skills developed by first Passion or Profession? Are the employability skills developed by first Passion or Profession? Are the employability skills developed by first year Business and Human Resources Management students vyear Business and Human Resources Management students vyear Business and Human Resources Management students vyear Business and Human Resources Management students valued alued alued alued by placement providers?by placement providers?by placement providers?by placement providers? Michelle Blackburn, Chantelle Trickett & Jessica Foster Beyond the Classroom Experience: the use of events for graduate Beyond the Classroom Experience: the use of events for graduate Beyond the Classroom Experience: the use of events for graduate Beyond the Classroom Experience: the use of events for graduate employabilityemployabilityemployabilityemployability Chiara Orefice & Ifeyinwa Aniunoh


Pausing at the threshold: using arts based enquiry to promote Pausing at the threshold: using arts based enquiry to promote Pausing at the threshold: using arts based enquiry to promote Pausing at the threshold: using arts based enquiry to promote appreciative reflectappreciative reflectappreciative reflectappreciative reflection on entering a collaion on entering a collaion on entering a collaion on entering a collaborative ‘identity borative ‘identity borative ‘identity borative ‘identity workspace’workspace’workspace’workspace’ Dr Hazel Messenger

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South Yorkshire Through Time: students as parSouth Yorkshire Through Time: students as parSouth Yorkshire Through Time: students as parSouth Yorkshire Through Time: students as partners in community tners in community tners in community tners in community engagementengagementengagementengagement Alison Twells


Exploring the Use of Digital Technologies anExploring the Use of Digital Technologies anExploring the Use of Digital Technologies anExploring the Use of Digital Technologies and Devices in Studend Devices in Studend Devices in Studend Devices in Student t t t Learning Learning Learning Learning Alan Donnelly, Dr Helen Kay, Dr Luke Desforges, Professor Guy Merchant & Judit Garcia-Martin (@adonnelly1990) An investigation into the use of Twitter in An investigation into the use of Twitter in An investigation into the use of Twitter in An investigation into the use of Twitter in teachingteachingteachingteaching David Strafford (@davidstrafford)


Using immersiveUsing immersiveUsing immersiveUsing immersive virtual reality to enhance anatomical understandingvirtual reality to enhance anatomical understandingvirtual reality to enhance anatomical understandingvirtual reality to enhance anatomical understanding Dr Robert Appleyard & Dr Heidi Probst (@R_M_Appleyard / @HeidiProbst) Using Socrative to enhance inUsing Socrative to enhance inUsing Socrative to enhance inUsing Socrative to enhance in----class student engagement and class student engagement and class student engagement and class student engagement and collaborationcollaborationcollaborationcollaboration Dr. Sam Dakka


Broadening worBroadening worBroadening worBroadening worldview and facilitating cultural exchange in a student ldview and facilitating cultural exchange in a student ldview and facilitating cultural exchange in a student ldview and facilitating cultural exchange in a student project with the ‘Global Friends’ programmeproject with the ‘Global Friends’ programmeproject with the ‘Global Friends’ programmeproject with the ‘Global Friends’ programme Dave Sayers & Andrew Bromley (@DaveJSayers) Long distance relationships can work! Supporting international top Long distance relationships can work! Supporting international top Long distance relationships can work! Supporting international top Long distance relationships can work! Supporting international top up degree students: Lessons learned up degree students: Lessons learned up degree students: Lessons learned up degree students: Lessons learned by wby wby wby workorkorkorking with our South East ing with our South East ing with our South East ing with our South East AsiaAsiaAsiaAsiannnn partnerpartnerpartnerpartner Rachael Woodcock, Elina Wu, Alton Au & Lester Kong

11.2011.2011.2011.20 Heartspace & Owen

RefreshmentsRefreshmentsRefreshmentsRefreshments

11.4011.4011.4011.40 Various



Using MyProfile to engage students on the English Programme with Using MyProfile to engage students on the English Programme with Using MyProfile to engage students on the English Programme with Using MyProfile to engage students on the English Programme with PPPPDPDPDPDP Alison McHale & Bob Freeborn (@McHaleAlison) Does screencasting improve the student experience in the teachDoes screencasting improve the student experience in the teachDoes screencasting improve the student experience in the teachDoes screencasting improve the student experience in the teaching of ing of ing of ing of radiotherapy planning?radiotherapy planning?radiotherapy planning?radiotherapy planning? Mark Collins (@markleecollins) Using Pebblepad to create a clinical skills workbook for Midwifery Using Pebblepad to create a clinical skills workbook for Midwifery Using Pebblepad to create a clinical skills workbook for Midwifery Using Pebblepad to create a clinical skills workbook for Midwifery studentsstudentsstudentsstudents Rosalind Haddrill (@RozHaddrill) POSTER POSTER POSTER POSTER –––– Developing student engagement through online narratives: Developing student engagement through online narratives: Developing student engagement through online narratives: Developing student engagement through online narratives: the the the the Cambridge Literature TimelineCambridge Literature TimelineCambridge Literature TimelineCambridge Literature Timeline Elizabeth Tilley & Charlotte Hoare (@LibTil / @kclapk)


Putting students in the hot seat: Using Putting students in the hot seat: Using Putting students in the hot seat: Using Putting students in the hot seat: Using a Viva to assess and engage a Viva to assess and engage a Viva to assess and engage a Viva to assess and engage students in career development planningstudents in career development planningstudents in career development planningstudents in career development planning Karen Soulby Distributed teaching on a dissertation module: Taking the load off Distributed teaching on a dissertation module: Taking the load off Distributed teaching on a dissertation module: Taking the load off Distributed teaching on a dissertation module: Taking the load off supervisorssupervisorssupervisorssupervisors Diarmuid Verrier & Catherine Day (@diarmuidverrier) Using artefact building to engage studeUsing artefact building to engage studeUsing artefact building to engage studeUsing artefact building to engage students in reflective practicents in reflective practicents in reflective practicents in reflective practice Dr Mary Fitzpatrick


UK Engagement Survey (UKES): Findings of Sheffield Hallam’s 2014 UK Engagement Survey (UKES): Findings of Sheffield Hallam’s 2014 UK Engagement Survey (UKES): Findings of Sheffield Hallam’s 2014 UK Engagement Survey (UKES): Findings of Sheffield Hallam’s 2014 Pilot SurveyPilot SurveyPilot SurveyPilot Survey Alan Donnelly & Dr Helen Kay (@adonnelly1990)

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A holistic approach to engagement: academic skills devA holistic approach to engagement: academic skills devA holistic approach to engagement: academic skills devA holistic approach to engagement: academic skills deveeeelopment lopment lopment lopment within the disciplinewithin the disciplinewithin the disciplinewithin the discipline Tanya Miles Berry, Jake Philips, Richard McCarter & Cathy Malone


Socrates does Twitter Socrates does Twitter Socrates does Twitter Socrates does Twitter –––– Using Socratic questioning with social media: Using Socratic questioning with social media: Using Socratic questioning with social media: Using Socratic questioning with social media: ancient and modern connectionsancient and modern connectionsancient and modern connectionsancient and modern connections Christine Hibbert, Claire Walsh, Chris Payne, Ciaran Hurley & Sara Morris-Docker (@christinehibb / @cwalsh_cl) Student engagement with reflection Student engagement with reflection Student engagement with reflection Student engagement with reflection –––– ReReReRe----imagining PPDP for the imagining PPDP for the imagining PPDP for the imagining PPDP for the Social Age Social Age Social Age Social Age Graham Holden & Andrew Middleton (@GrahamJHolden / @andrewmid)


The The The The role of assessment in learner engagement in and out of the role of assessment in learner engagement in and out of the role of assessment in learner engagement in and out of the role of assessment in learner engagement in and out of the classroomclassroomclassroomclassroom Christine O’Leary (@ChristineOLear1) Enhancing engagement with subject specific revision sessionsEnhancing engagement with subject specific revision sessionsEnhancing engagement with subject specific revision sessionsEnhancing engagement with subject specific revision sessions Jane Gurman, George Long & Laura Averil POSTER POSTER POSTER POSTER –––– Encouraging Effective use of FeedbaEncouraging Effective use of FeedbaEncouraging Effective use of FeedbaEncouraging Effective use of Feedback/feedforward from ck/feedforward from ck/feedforward from ck/feedforward from Coursework by students and academic staffCoursework by students and academic staffCoursework by students and academic staffCoursework by students and academic staff Susan Campbell & Jane Gurman


Adding value to your course offer: sponsored language studyAdding value to your course offer: sponsored language studyAdding value to your course offer: sponsored language studyAdding value to your course offer: sponsored language study Rachel Bower (@rbower) Lawyer in London: inspiring students through extrLawyer in London: inspiring students through extrLawyer in London: inspiring students through extrLawyer in London: inspiring students through extraaaa----curricular workcurricular workcurricular workcurricular work----related learning activitiesrelated learning activitiesrelated learning activitiesrelated learning activities Teri-Lisa Griffiths & Jill Dickinson (@TerilisaCareers / @Jill_Dickinson1)


Working with Student Interns to Enhance our SHU Maths Support Working with Student Interns to Enhance our SHU Maths Support Working with Student Interns to Enhance our SHU Maths Support Working with Student Interns to Enhance our SHU Maths Support ProvisionProvisionProvisionProvision Neil Challis, Jeff Waldock & Sarah Woodall Curiouser and curiouser: How curriculum change can inspire a Curiouser and curiouser: How curriculum change can inspire a Curiouser and curiouser: How curriculum change can inspire a Curiouser and curiouser: How curriculum change can inspire a creative approach to information skills developmentcreative approach to information skills developmentcreative approach to information skills developmentcreative approach to information skills development Angela Davies & Deb Taylor POSTER POSTER POSTER POSTER –––– ‘Designing in’ student engagement: examples for course ‘Designing in’ student engagement: examples for course ‘Designing in’ student engagement: examples for course ‘Designing in’ student engagement: examples for course revalidations revalidations revalidations revalidations Liz Austen

Short PaperShort PaperShort PaperShort Paper 2.82.82.82.8 Owen 1033

Using Facebook to enhance collaborative learning for media law Using Facebook to enhance collaborative learning for media law Using Facebook to enhance collaborative learning for media law Using Facebook to enhance collaborative learning for media law students in journalistudents in journalistudents in journalistudents in journalismsmsmsm Dr David Clarke & Julie Gillin (@shuclarke / @juliegillin) EngEngEngEngaging practiceaging practiceaging practiceaging practice----based learnersbased learnersbased learnersbased learners Aileen Watson, Andrew Fowler, Jacky Burrows

Short Paper 2.Short Paper 2.Short Paper 2.Short Paper 2.9999 Owen 1036

Learning beyond borders: Pioneering interdisciplinary learning and Learning beyond borders: Pioneering interdisciplinary learning and Learning beyond borders: Pioneering interdisciplinary learning and Learning beyond borders: Pioneering interdisciplinary learning and teaching approaches to promote sociallyteaching approaches to promote sociallyteaching approaches to promote sociallyteaching approaches to promote socially responsible design practicesresponsible design practicesresponsible design practicesresponsible design practices Roger Bateman, Claire Craig, Eve Stirling & Glyn Hawley. (@rbateman)

Evaluating Motivational InterviewinEvaluating Motivational InterviewinEvaluating Motivational InterviewinEvaluating Motivational Interviewing Workshop training for g Workshop training for g Workshop training for g Workshop training for academics and support staff to enhance student engagementacademics and support staff to enhance student engagementacademics and support staff to enhance student engagementacademics and support staff to enhance student engagement Trevor Simper & Ray Nolan

12.3012.3012.3012.30 Heartspace LunchLunchLunchLunch

13.3013.3013.3013.30 Pennine Lecture Theatre Keynote Keynote Keynote Keynote –––– Professor Liz BarnesProfessor Liz BarnesProfessor Liz BarnesProfessor Liz Barnes

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14.1014.1014.1014.10 Various


CoLab 3.1CoLab 3.1CoLab 3.1CoLab 3.1 Norfolk 210

AcadAcadAcadAcademic Advising : reemic Advising : reemic Advising : reemic Advising : re----emergence of tutoring at SHUemergence of tutoring at SHUemergence of tutoring at SHUemergence of tutoring at SHU Cathy Malone

CoLab 3.2CoLab 3.2CoLab 3.2CoLab 3.2 Owen 1028

Using augmented reality to bring inanimate objects in your teaching Using augmented reality to bring inanimate objects in your teaching Using augmented reality to bring inanimate objects in your teaching Using augmented reality to bring inanimate objects in your teaching to lifeto lifeto lifeto life Mandy Brailsford & Deborah Clark (@mandyshu)


Identifying confident and engaIdentifying confident and engaIdentifying confident and engaIdentifying confident and engaging approaging approaging approaging approaches to courseches to courseches to courseches to course----based based based based teachingteachingteachingteaching Caroline Heaton, Andrew Middleton & Nathaniel Pickering (@andrewmid / @nathaniel_P)


Whose flexibility? Whose flexibility? Whose flexibility? Whose flexibility? Being, belonging and becomingBeing, belonging and becomingBeing, belonging and becomingBeing, belonging and becoming Stella Jones-Devitt & Graham Holden (@GrahamJHolden) POSTPOSTPOSTPOSTER ER ER ER ---- The sum is more thanThe sum is more thanThe sum is more thanThe sum is more than its parts; Creating a courseits parts; Creating a courseits parts; Creating a courseits parts; Creating a course Petra Klompenhouwer & Shirley Masterson (@OT-PetraKl / @shirlmasterson)


Online Distance Learning Online Distance Learning Online Distance Learning Online Distance Learning –––– ChallChallChallChallenges, Conversations, Solutionsenges, Conversations, Solutionsenges, Conversations, Solutionsenges, Conversations, Solutions David Eddy & Dr Colette Fegan (@sonofedd / @colfegan)


Subverting MultipleSubverting MultipleSubverting MultipleSubverting Multiple----choice Questions for Deep Learningchoice Questions for Deep Learningchoice Questions for Deep Learningchoice Questions for Deep Learning Lee-Ann Sequeira

15.0015.0015.0015.00 Heartspace, Owen and Careers Centre

Refreshments: Grab and GoRefreshments: Grab and GoRefreshments: Grab and GoRefreshments: Grab and Go

15.1015.1015.1015.10 Various



Ready, Steady, Learn!Ready, Steady, Learn!Ready, Steady, Learn!Ready, Steady, Learn! Dr David Smith & Dr Graham Holden (@dave_thesmith / @GrahamJHolden)


TeamTeamTeamTeam----Based Learning: A Strategy for Student EngagementBased Learning: A Strategy for Student EngagementBased Learning: A Strategy for Student EngagementBased Learning: A Strategy for Student Engagement Simon Tweddell & Rebecca McCarter (@simontweddell / @beckmccarter)


Ditching the dissertationDitching the dissertationDitching the dissertationDitching the dissertation? The patchwork text process as a more ? The patchwork text process as a more ? The patchwork text process as a more ? The patchwork text process as a more productive tool for assessing learning and engaging studentsproductive tool for assessing learning and engaging studentsproductive tool for assessing learning and engaging studentsproductive tool for assessing learning and engaging students Stella Jones-Devitt & Ann-marie Steele


Use of video: thinking outside the lectureUse of video: thinking outside the lectureUse of video: thinking outside the lectureUse of video: thinking outside the lecture Claire Cornock & Mike Robinson (@SHUMaths)

CoLab 4.CoLab 4.CoLab 4.CoLab 4.5555 Careers Centre

‘The Twain Shall Meet’‘The Twain Shall Meet’‘The Twain Shall Meet’‘The Twain Shall Meet’---- Designing and delivering innovative employer Designing and delivering innovative employer Designing and delivering innovative employer Designing and delivering innovative employer workworkworkwork----based programmesbased programmesbased programmesbased programmes Conor Moss

16.0016.0016.0016.00 Pennine Lecture Theatre

Forum facilitated by Professor Liz BarnesForum facilitated by Professor Liz BarnesForum facilitated by Professor Liz BarnesForum facilitated by Professor Liz Barnes

16.4516.4516.4516.45 Heartspace

Wine and nibblesWine and nibblesWine and nibblesWine and nibbles

17:3017:3017:3017:30 Conference closeConference closeConference closeConference close

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List of Delegates

First Name Surname Email

Ben Abell [email protected]

Claire Abson [email protected]

Deborah Adshead [email protected]

Javier Aguado-Orea [email protected]

Ankur Ahuja [email protected]

Ridita Ali [email protected]

Claire Allam [email protected]

Harvey Anderson [email protected]

Ifeyinwa Aniunoh ifeyinwa.aniunoh@

student.shu.ac.uk

Catherine Arnold [email protected]

Philip Ashton [email protected]

Sylvia Ashton [email protected]

Peter Ashworth [email protected]

Laura Averill [email protected]

Jessica Baily [email protected]

Edward Bakker [email protected]

James Baldwin [email protected]

Linda Ball [email protected]

Saeed Banabilh [email protected]

Andrew Barnes [email protected]

Donna Barnett [email protected]

Elizabeth Barrett [email protected]

Tom Bassindale [email protected]

Andrea Bath [email protected]

Giovanna Battiston [email protected]

Steven Batty [email protected]

David Beasant [email protected]

Sue Beckingham [email protected]

Alison Bell [email protected]

Irene Benevicius [email protected]

Chloe Benning [email protected]

Lekha Bharam lekha.bharam@

westking.ac.uk

Sally Billau [email protected]

Julie Binney [email protected]

David Binney [email protected]

Mary Bishop [email protected]

Michelle Blackburn [email protected]

Lynne Booth [email protected]

Lyes Bouakaz [email protected]

Rachel Bower [email protected]

Kevin Bowman [email protected]

Nicholas Bowskill [email protected]

Ginny Boyd [email protected]

Corina Bradbury [email protected]

Mandy Brailsford [email protected]

Steven Brandon [email protected]

Neil Bricklebank [email protected]

Alessia Brighi [email protected]

Sarah Bristow sarah.bristow@

sheffcol.ac.uk

Sarah Brittain [email protected]

Caroline Bromley cbromley@harper-

adams.ac.uk

Andrew Bromley [email protected]

Andy Brooks asbrooks@harper-

adams.ac.uk

David Broom [email protected]

Elaine Buckley [email protected]

John Bunning [email protected]

Dan Bye [email protected]

Nichola Cadet [email protected]

Victoria Cadman [email protected]

Susan Campbell [email protected]

Sarah Cardwell [email protected]

Dave Carr [email protected]

Caron Carter [email protected]

Stuart Casson [email protected]

Jackie Cawkwell [email protected]

Satish Chady [email protected]

Claire Chambers claire.chambers@

nottingham.ac.uk

Dora Chan [email protected]

Sally Chappell sally.chappell@

nottingham.ac.uk

Phil Charles [email protected]

Peter Charlish [email protected]

Tony Cheetham [email protected]

Wei Chen [email protected]

Sarah Churchill [email protected]

Debbie Clark [email protected]

Simon Clark [email protected]

David Clegg [email protected]

Laura Cole [email protected]

Charlotte Coleman [email protected]

Penny Collier [email protected]

Diana Conheeney [email protected]

Andrew Constable [email protected]

Glen Cookson [email protected]

James Coope [email protected]

Claire Cornock [email protected]

Helen Coulshed [email protected]

Katharine Cox [email protected]

14

Claire Craig [email protected]

Tim Crawshaw [email protected]

Neil Cross [email protected]

Paul Crowther [email protected]

Hilary Cunliffe-

Charlesworth

h.cunliffe-charlesworth@

shu.ac.uk

Gary Curtis [email protected]

Sam Dakka [email protected]

Pauline Daubney [email protected]

Angela Davies [email protected]

Grace Davis [email protected]

Mary Dawson [email protected]

Pat Day [email protected]

Catherine Day [email protected]

Ania de Berg [email protected]

Emmie Deakin [email protected]

Emma Delaney [email protected]

Luke Desforges [email protected]

Nuala Devlin [email protected]

Jill Dickinson [email protected]

Jo Dobson [email protected]

Helen Donaghue [email protected]

Alan Donnelly [email protected]

Joanne Doughty [email protected]

Bipro Nath Dubey [email protected]

Catherine Duckett [email protected]

Tracey Duffy [email protected]

David Eddy [email protected]

Christine Edmonds [email protected]

James Ellerby [email protected]

David Ellicott [email protected]

Graham Eyre [email protected]

Masoumeh Faraji [email protected]

Simon Feasey [email protected]

Sue Featherstone [email protected]

Mark Featherstone [email protected]

Oksana Fedotova [email protected]

Colette Fegan [email protected]

Sarah Fidment [email protected]

Beth Fielding-Lloyd [email protected]

Gill Fieldsend [email protected]

Rachel Firth [email protected]

Mary Fitzpatrick [email protected]

Keeley Fletcher [email protected]

Jane Foggin [email protected]

Jessica Foster jessicafoster111@

gmail.com

Amanda Foster [email protected]

Andrew Fowler [email protected]

Bob Freeborn [email protected]

Sally Freeman [email protected]

Claire Gandy [email protected]

Katherine Gardiner [email protected]

Julie Gillin [email protected]

Sam Giove [email protected]

Alice Gladman alice.gladman@

sheffcol.ac.uk

Peter Gledhill [email protected]

Ian Glover [email protected]

Louise Glover [email protected]

Anthony Goodier [email protected]

John Grant [email protected]

Maxine Greaves [email protected]

Geff Green [email protected]

Peter Griffith [email protected]

Teri-Lisa Griffiths [email protected]

Antonio Griffo [email protected]

Dave Gubbins [email protected]

Jane Gurman [email protected]

Gail Haddock [email protected]

Rosalind Haddrill [email protected]

Adrian Hall [email protected]

Mike Halls mike.halls@

erby-college.ac.uk

Jackie Hammerton [email protected]

Catherine Hammond [email protected]

Claire Hannah [email protected]

Jean Harris-Evans [email protected]

Deborah Harrop [email protected]

Maleka Hashmi-

Greenwood

m.hashmi-greenwood@

shu.ac.uk

Saeed Hassani [email protected]

Lylah Haynes [email protected]

Gayle Hazelby [email protected]

Caroline Heaton [email protected]

Kirsty Hemingway [email protected]

Tim Herrick [email protected]

Stephen Hetherington [email protected]

Karen Hibbert [email protected]

Debbie Hill [email protected]

Richard Hind [email protected]

15

Juliet Hinrichsen [email protected]

Charlotte Hoare [email protected]

Kate Hoban k.hoban@

leedsbeckett.ac.uk

Rebecca Hodgson [email protected]

Graham Holden [email protected]

Ruth Holland [email protected]

Christine Hope [email protected]

Ciaran Hurley [email protected]

Janette Hurst [email protected]

Jennifer Hutton [email protected]

Jaffer Idris [email protected]

Jessica Inglis [email protected]

Brian Irwin [email protected]

Diane Jamieson [email protected]

Andrew Jeffrey andrewgordon.jeffrey@

gmail.com

Vinny Jethwa [email protected]

Stuart Johns [email protected]

Oliver Johnson [email protected]

Alistair Johnson [email protected]

Katherine Johnson katherine.johnson@

shu.ac.uk

Helen Johnston [email protected]

Scott Jones [email protected]

Leighton Jones [email protected]

Stella Jones-Devitt [email protected]

Hannah Jordan [email protected]

Marelize Joubert [email protected]

Zuzana Kalivodova [email protected]

Helen Kay [email protected]

Anastasia Kelly [email protected]

Abbey Kelsey [email protected]

Jennifer Kennedy [email protected]

Esther Kent [email protected]

Bhupendra Khandelwal b.khandelwal@

sheffield.ac.uk

Rebecca Khanna [email protected]

Simon Kincaid [email protected]

Damian Kingsbury [email protected]

Lucy Kirkham [email protected]

Louise Kirsten [email protected]

Tom Kistell [email protected]

Petra Klompenhouwer p.klompenhouwer@

shu.ac.uk

Ziko Konwar [email protected]

Anton Krynkin [email protected]

Alison Lahlafi [email protected]

Geir Petter Laingen [email protected]

Peter Lake [email protected]

Steve Lambert quarrellm@

chesterfield.ac.uk

Angie Lauener [email protected]

David Laughton [email protected]

Elizabeth Laycock [email protected]

John Leach [email protected]

Jill LeBihan [email protected]

Dawei li [email protected]

Phaik San Liew [email protected]

Mel Lindley [email protected]

Louise Livesey [email protected]

Michele Lockwood-

Edwards

[email protected]

Samantha

Jane

Logan [email protected]

David Lomas [email protected]

Helen Lowes [email protected]

Elizabeth Lye [email protected]

Ann Macaskill [email protected]

Ranald Macdonald [email protected]

Alison Macfarlane [email protected]

Sheela Macwan [email protected]

Cathy Malone [email protected]

Alexa Mannings [email protected]

Chengyi Mao [email protected]

Dean Maragh [email protected]

Hector Marin-Reyes h.marin-reyes@

sheffield.ac.uk

Richard Martin [email protected]

Scott Mason [email protected]

Kevin Mason [email protected]

Saba Masood [email protected]

Irena Massarella irena.massarella@

westking.ac.uk

Shirley Masterson [email protected]

Daryl May [email protected]

Janet McAleavy [email protected]

Shawna McCoy [email protected]

Sarah McDonald [email protected]

Alison McHale [email protected]

Neil McKay [email protected]

Ian McKenzie-

Purdham

i.mckenzie-purdham@

hotmail.com

Rachel McManus [email protected]

16

Laura McNally [email protected]

John Metcalf [email protected]

Joanne Middleton [email protected]

Cheryl Middleton [email protected]

Andrew Middleton [email protected]

Tanya Miles-Berry [email protected]

Marta Milo [email protected]

Jude Mitchell [email protected]

Pamela Mitchell [email protected]

Conor Moss [email protected]

Irene Muñoz Fuentes i.munoz-fuentes@

shu.ac.uk

Amy Musgrove [email protected]

Charmaine Myers [email protected]

Jayne Myles [email protected]

Kath Nakielski [email protected]

Nichola Nelson [email protected]

Chrissi Nerantzi [email protected]

Kirsti Newton [email protected]

Emily Newton [email protected]

Lucie Nield [email protected]

Anton Nikolaev [email protected]

Janet Nolan [email protected]

Ray Nolan [email protected]

Anne Nortcliffe [email protected]

Nana Nyarko [email protected]

Ciara O'Hagan [email protected]

Christine O'Leary [email protected]

Rebecca O'Loughlin [email protected]

Chiara Orefice [email protected]

Nicola Orridge [email protected]

Ilida Ortega Asencio [email protected]

alice oxholm [email protected]

Lisa Paduch [email protected]

Alireza Pakgohar [email protected]

Tim Parker [email protected]

Jackie Parkin [email protected]

Jamie Partington [email protected]

Anne Paterson [email protected]

Jake Phillips [email protected]

Nathaniel Pickering [email protected]

Bethan Pinhey bpinhey@

harper-adams.ac.uk

Cathy Pink [email protected]

Chris Platts [email protected]

Daniel Plumley [email protected]

Mandy Poetzsch [email protected]

Olga Polyakova [email protected]

Ros Porter [email protected]

Heidi Probst [email protected]

Alison Purvis [email protected]

Sheila Quairney [email protected]

Dawn Reasbeck [email protected]

Hester Reeve [email protected]

Luke Regan [email protected]

Benjamin Remy [email protected]

David Reynolds [email protected]

Claire Ridall [email protected]

Chris Riley [email protected]

Kent Roach [email protected]

Beth Roberts broberts@

harper-adams.ac.uk

Mike Robinson [email protected]

Helen Rodger [email protected]

Keeley Rosbottom [email protected]

Charlotte Rowley [email protected]

Joanna Rucklidge [email protected]

Jamie Rundle [email protected]

Diane Rushton [email protected]

Nigel Russell [email protected]

Juliun Ryan [email protected]

Jennifer Saddler [email protected]

Alexandra Savage [email protected]

Dave Sayers [email protected]

Nick Scarlett [email protected]

Hazel Scott [email protected]

Miles Seecharan [email protected]

Rebecca Sellers [email protected]

Lee-Ann Sequeira lee-ann.sequeira@

lshtm.ac.uk

Ian Sharpe [email protected]

Adam Shepherd [email protected]

Trevor Simper [email protected]

Minerva Sirera Trull m.sirera-trull@

sheffield.ac.uk

Felicity Skelton [email protected]

Jennifer Sloan [email protected]

David Smith [email protected]

Lynda Smith [email protected]

Tony Smith [email protected]

Karen Sneddon [email protected]

Nicky Snowdon [email protected]

17

Lee Sobo-Allen [email protected]

Karim Sorefan [email protected]

Karen Soulby [email protected]

Gary Souter [email protected]

Peter Spence peter@

naturalcinema.co.uk

Tim Spencer [email protected]

Ian Spencer [email protected]

Sarah Stables [email protected]

Holly Stainburn [email protected]

Val Stevenson [email protected]

Eve Stirling [email protected]

Rachel Stone [email protected]

Ian Storer [email protected]

David Strafford [email protected]

Howard Stratton howard.stratton@

derby-college.ac.uk

Arun Sukumar [email protected]

Paul Swainsbury [email protected]

Sukey Tarr [email protected]

Jane Tattersall [email protected]

Deborah Taylor [email protected]

Emma Taylor [email protected]

Krassimira Teneva [email protected]

Vicky Thirlaway [email protected]

Viv Thom [email protected]

Greg Thomas [email protected]

Helen Thompson [email protected]

Angela Thompson [email protected]

Eric Thompson [email protected]

Martine Thoquenne [email protected]

Lucian Tipi [email protected]

Rohan Tittagala [email protected]

Barbara Tomasella barbara.tomasella@

shu.ac.uk

Jonathan Took [email protected]

Chantelle Trickett chantelletrickett@

gmail.com

Paddy Turner [email protected]

Louise Turner [email protected]

Bea Turpin [email protected]

Simon Tweddell s.j.tweddell@

bradford.ac.uk

pascale vacher [email protected]

Karen Vernon-Pary [email protected]

Diarmuid Verrier [email protected]

Shalini Vohra [email protected]

James Wadsworth [email protected]

Jonathan Wainwright [email protected]

Jeff Waldock [email protected]

Claire Walsh [email protected]

Richard Ward [email protected]

Sarah Ward [email protected]

Alison Ward [email protected]

Chris Watson [email protected]

Andrew Watson [email protected]

Norman Watts [email protected]

Dave Weatherall [email protected]

Sarah Wenham [email protected]

Abi White [email protected]

Doug Wibberley doug.wibberley@

derby-college.ac.uk

Patrick Wichert [email protected]

Vicky Wilkinson [email protected]

David Williams [email protected]

Benedik Williams [email protected]

Bridget Winwood [email protected]

Brendan Wood [email protected]

David Wood [email protected]

Rachael Woodcock [email protected]

Lisa Wyld [email protected]

Rachel Young [email protected]

Andy Young [email protected]

Emma Young leanne.chancellor@

bishopg.ac.uk

Nik Young [email protected]

Shahrzad Zargari [email protected]

Xia Zhu [email protected]

18

New Issue! Vol 4, No 1 (2015) New Issue!

SHU has an online peer-reviewed journal that publishes work on student

engagement and the student experience.

Who is it for?

The journal invites contributions from colleagues and students in all roles and

disciplines in SHU and beyond.

What are its aims?

Sharing practice and thinking on student engagement; and offering space for

discussion across roles and disciplines.

How can I get involved?

The journal is collaborative: you can get involved as editor, a peer reviewer,

author, or new author supporter.

For more information and new issue, visit the Journal

website at http://research.shu.ac.uk/SEEJ

Vol 4, No 1 (2015) Special thanks to Guest Journal Managers: Chris Corker and

Mark Subryan

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20

Documents

Learning and Teaching Conference 2015