Engaging students

The integration of the students’ role both in the identification of placements and in their feedback on placement experience back into the teaching within the programme

What happens?

It was felt that students should be central to decision-making about placements. Where they may already be involved with placements, having them share these experiences was felt to be beneficial to the programme.

Using their placement experiences will add a depth and richness to the class discussions and is anticipated to deepen the value of learning on placements. Having students engaged in approaching placement providers adds ownership to that placement and develops their own networking skills, which is transferable to all settings.

What is the likely impact?

Directly, this will support improving placement opportunities by widening the resource base; it may indirectly also lead to enhancing learning from placement. Giving students choice and capacity to approach placement providers is expected to provide opportunity for reflection and personal development.

For more information please contact:

Shelly Haslam, [email protected]

Gemma Holloway, [email protected]

[SOURCE: BSc (Hons) Child & Adolescent Mental Health and Wellbeing; MSc Child & Adolescent Mental Health and Wellbeing – Stage 1].

Creative assessment

The creativity of assessment, specifically the use of imagery and visualisation in presentations

What happens?

Given the nature of the student cohort and their potential future careers, it was felt necessary to ensure that they were able to convey information using a range of mediums, in particular the use of imagery and visualisation. This assessment method is designed to support students in enhancing their effective communication, creativity and presentation skills. Other settings could equally apply this approach in an attempt to broaden their students’ ability to transmit information in alternative formats.

What is the likely impact?

Directly, this assessment method will develop students’ skills and abilities in communicating information using various mediums, developing and enhancing presentation skills and mastering the use of imagery to convey meaning.

To book to attend a Professional Staff Development Seminar on this topic please click here CLT.

For more information please contact Shelly Haslam, [email protected]

[SOURCE: BSc (Hons) Child & Adolescent Mental Health and Wellbeing; MSc Child & Adolescent Mental Health and Wellbeing – Stage 1].

Supporting mentor-assessors

Comprehensive support for mentor-assessors (Supervisors) in practice including a training workshop and Supervisor Handbook

What happens?

Partnership working is not a new concept. However, with a new programme it is essential to support colleagues in practice to understand the demands of the programme for the workforce and how the students would be assessed in practice and the supervisors’ responsibility in their learning. Bespoke workshops have allowed for a good working relationship to be built and prepared supervisors for their role within this new programme. Written support with the supervisor handbook provides a guide to the programme and its assessment in practice that Supervisors can refer to at any time. The appointment of the Partnership Clinical Facilitators (PCF) at the HEI bridges the gap of support between University and Practice while the employment of the Practice Education Facilitator (PEF) by the partners supports the Supervisors and students in practice.

Any programme with a practice/ partnership element can easily adopt this model of preparation with prior planning.

What’s the impact?

This has a positive impact on students as it demonstrates a cohesive partnership between HEI and employer. Students are in a transition period and the knowledge of the Practice Supervisor of the programme and practice requirements indirectly assists in a smooth transition. Students are away from the HEI for 80% of the programme and the support in the practice area is vital. The introduction of a bespoke Practice Education Facilitator (PEF) for the students on this programme later in 2017 will also support both Supervisor and student whilst away from the HEI. The supportive roles of both PEF and PCF will have a positive direct impact on student support and learning. The role of the PCF acts as a learning advocate for the students in University and practice acting, as a link where required.

For more information please contact Elaine Hughes, [email protected]

[SOURCE: FdSc Nursing Associate with level 6 BSc (Hons) Health and Social Care Conversion degree].

TEL support for staff

The support provided for staff in the development of Technology Enhanced Learning including a dedicated Digital Productivity Lab

What happens?

Having a dedicated Digital Productivity Lab (DPL) where support for Faculty staff is provided by both LTD and the Faculty SOLSTICE fellows allows the development of creative learning materials that can be used in the virtual learning environment. Supporting the development of staff is key to this innovation as the pedagogy that is associated with face-to-face learning can be adapted to the virtual world promoting mixed methods of learning and teaching. This can have a positive impact on resources if supported and designed well and can be easily transferred to other settings with the support of Faculty Learning and Teaching Associate Deans, LTD and SOLSTICE fellows.

What is the impact?

The DPL has had a positive impact for students across programmes, in particular the use of lecture capture for key concepts in learning and meeting the needs of students with a recognised SpLD. The development of virtual learning encourages not only the development of the students’ digital literacy as a key transferrable skill for employability, but also the development of independent lifelong learning through the use of learning theories.

For more information about this innovation please contact                                      Laura Taylor, [email protected]

SOURCE: [FdSc Nursing Associate with level 6 BSc (Hons) Health and Social Care Conversion degree].

Using Blackboard Collaborate for personal tutorials

The use of Blackboard Collaborate for personal tutorials including those students who are studying remotely

What happens?

The use of the full range of tools in Collaborate has enabled us in the MaST team to devote personal time to students, focusing on their specific needs, and at times that suit them.  It provides an opportunity for formative feedback on work-in-progress in a way that is as close as possible to the experience of having a face-to-face tutorial. This practice has been used by tutors in the MaST team to very good avail. It has also been used by some tutors on the outgoing MA Education, and its use will be continued in the newly-validated MA Educational Enquiry and Professional Learning.

What is the impact?

At each module evaluation students have mentioned the way in which they have valued this provision, particularly given the work and personal commitments many have. Further, it helps elaborate and provide clarification on written feedback, which students may sometimes need.


To book to attend a Professional Staff Development Workshop on this topic please click here CLT.

For further information abut the impact of this strategy please contact:

Victoria Grinyer, [email protected]

Andrea Taylor, [email protected]

Sue Bailey, [email protected]

Dr Mary McAteer, [email protected]


[SOURCE: MA Educational Enquiry and Professional Learning – Stage 2].

Presenting Performance and Practice

Kevin Henshaw is a Senior Lecture in Operating Department Practice, Kevin has been involved in a project piloting the use of Panopto software to record students performing presentations and clinical skill procedures for summative assessment.

Panopto logi

Panopto software provides lecture capture, screencasting, video streaming, and video content management solutions.  The  Panopto  lecture/media  capture  system  is  now  available  for  use  by  staff  as  an  additional learning tool for students at Edge Hill University. Listen to what Kevin has to say in this short video  about his own and that of his students experience of using Panopto software:

YouTube Video Player

Panopto is incredibly easy to install and to navigate. The primary aim of Panopto is to provide a means of electronically ‘capturing’ lectures.
As a part of my professional development I set myself an objective to develop a system of recording student activities such as presentations and other ‘soft skills’ (Skills Funding Agency, 2015. Carter and Wolmuth, 2010) which are seen as essential skills for students in Higher Education. Pinsky.et.al (2000) refer to a study by which students are given access to a recording of their presentation together with written feedback. Pinsky refers to ‘A picture is worth a Thousand Words’ and examined some of the practical uses of a combined approach to presentation feedback in Teaching.
The addition of feedback to a recording is crucial and affords the student an opportunity to ‘see’ themselves perform while reading the feedback. Panopto allows this facility and a single hyperlink can then be sent out to individual students or, groups of students, which can then be viewed on a mobile device anytime, anywhere.
By using a mini i-Pad, a number of recordings of various student activities have been carried out. These include:

•    Presentations (both formative and summative)
•    Viva Voce exams (audio recording only)
•    Simulated Clinical Scenarios
•    Observed Structured Clinical Exams (OSCEs)

EH335 DSC_0086 ODP

Video recordings are annotated by the 1st marker.  For quality assurance purposes
hyperlinks can sent to External Moderators who can view both the written feedback
and the presentation via Panopto. Documents (such as copies of the presentation)
can be attached to Panopto as a PDF.

Participants are encouraged to examine their ‘performance’ and write a brief
reflection about how they thought they met the Learning Outcomes which can be
attached to Panopto as a PDF. For Group performances (such as simulated clinical exercises) a discussion forum can be easily set up on Panopto which will allow for asynchronous discussion between group members”. For more information about Panopto at Edge Hill University, please contact our team of experts on [email protected]

Kevin Henshaw
Kevin Henshaw, Senior Lecturer in Perioperative Care

Kevin is a SOLSTICE Fellow and if you are interested in finding out more he is running a seminar on this topic. For further details and to book please contact the CLT or visit the Professional Staff Development Events page on our website.