With the FY for Medicine we have incorporated a new student support system (and have written an SOP) to support students.
We also have provided links to key student support services offered by the University (for examples please get in touch)
Given that staff
only have 3 FY students as personal-tutees (well for this course anyway) we
have a system where PAT’s (Personal Academic Tutors) contact their students
directly each week to see if they are managing academically and personally.
This is then mapped to course attendance/engagement reports that course leads
(me) download each week related to slides/resources/collaborate. If students
have not been engaging contact is made and support offered (this may also
include lodging a formal “cause for concern” form).
With the FY students all previously timetabled sessions have been delivered online to date and online delivery is until early June. Although the format varies for each session, it is typically a flipped classroom approach where slides/resources are put on Blackboard prior to the session. Students go through these prior to meeting for an hour via collaborate (for each 3 hour session) to discuss content, issues and ask questions.
For more information or accompanying documentation please contact Dr Peter Leadbetter or Jayne Garner.
Online learning: Are we asking the right questions?
Without warning, and almost overnight, the higher education sector has embarked on a whole-scale experiment in online learning. There is no doubt that this is a challenging time for both students and teaching staff, but what can the academic literature tell us about online learning?
In this review of the literature, we define online learning as ‘a learner’s interaction with content and/or people via the Internet for the purpose of learning’. For example, students interact by watching a pre-recorded lecture online (interaction with content) or participating in an online discussion group (interaction with people). An important distinction that the literature makes is between synchronous and asynchronous learning – whether student and teacher are online at the same time. A Zoom meeting is ‘synchronous’ whereas an instructor-moderated Facebook discussion is ‘asynchronous’.
Click here to access the online compendium of virtual Learning and Teaching Resources.
This list is offered in the spirit of supporting teaching, learning and both the student and staff experience. The resources are not presented as ‘recommendations’, but as suggestions, with users best placed to select and adapt what works for them.
This compendium evolved from #LTHEchat 170 and is now merged within SEDA. Aware of that the volume of resources available is somewhat overwhelming during #LTHEchat 173 Question 5 was posed to invite colleagues to post their ‘go to’ resource which has help us to curated the very best resources, pulling them together into a single space for ease of navigation.
Students on the BA Hons Teaching, Learning & Child Development programme are introduced to assessment protocols and practices in a series of seminars at the beginning of Year 1. After the first assessment point in semester 1 each PAT meets with their group of 10 tutees to reflect on the feedback / feed-forward received for the first piece of summatively assessed work. The PATs use the GROW model of coaching with the students to unpick the assessment feed-forward and to target set for future work.
What was the impact?
Students left the group tutorial feeling they understood how to interpret tutor feed-forward comments and how to action plan. Action planning is shared with the PAT and students had a clear understanding of how to track their own academic progress using the Progress and Development Profile
For further information please contact
Gillian Pye, Programme Leader BA Hons Teaching Learning & Child Development
Between first week and reading week the students engage with work which extends that which they started pre-course and during First Week. These sessions include input from Learning Services on accessing information and Assistive Technologies. The course team (Programme Leader & Course Leader) deliver these sessions covering active reading techniques, how to get the most out of your lectures, Harvard referencing, and the assessment protocols and practices on the programme.
What is the likely impact?
Students comment that these sessions really help give them a grounding in some of the key skills they need to develop and as these sessions run simultaneously with their first module they utilise the skills in between taught sessions to get a feel for what works best for them. The programme team is looking to build on this and develop a HE Study Skills module across both semesters in Year 1.
For more information please contact: Gillian Pye, email@example.com
On Saturday the department held a wonderful event with mince pies and other festive refreshments in advance of the First Years first choreographic performance for their DAN1105 module, which included three group pieces made by the tutor and the students collaboratively.
This year mindful of induction and transitions, building on last years extremely successful ‘Festive Friday’ strategy the team took the opportunity to make a full piece about ‘Transitions’. The students and I went on a complete journey with the research and discussions surrounding the idea of the transitions we make in life, particularly from FE to HE. The piece was very well received by the audience and the marks for my group are particularly high for their process and performance. The work was also informed by the book The Alchemist by Paulo Coelho, which allowed for a narrative stimulus for the piece.
The team believe that this work would be really good to perform at a Transitions/Recruitment event and could be adapted for a variety of spaces, hence the team are exploring the potential of taking the performance to some of our local colleges, and also using the piece to work secondary schools, and also to further support recruitment during Subject Taster days.