The selection of students as ‘Digital Leaders’ (DL) to support staff and other students in using digital learning technologies
Students apply for a DL role and go through a selection procedure which includes a presentation. They work with the Department’s TEL Lead with the intention of supporting tutors’ use of TEL and being advocates for the use of TEL in schools with students on ITE programmes and the Department’s HEFCE programmes which all have a focus on children, education and communities.
The Departmental TEL Lead has been appointed as a Solstice Fellow and so we would anticipate that this practice would be presented to a wider audience. The Department’s first DLs were appointed in semester 2 of 2016/17. They have supported the TEL Lead in working with the sub-teams within the Department, have established an online presence with the ITE students through social media and have attended and worked on a national TEL conference (BETT)
What is the impact?
We expect that the DLs will have an increasing impact on the use of TEL in the Department’s teaching and on students’ confidence in using TEL to support children, their families and their communities.
The Department proposes to collaborate with the Department of Computer Science to explore the potential use of the CAVE resource for developing virtual field trips to 3D landscapes, simulating natural and environmental hazard scenarios etc., to support and enhance students’ experience of fieldwork and hazard management.
What is the likely impact?
Such virtual fieldtrips would allow students to begin to explore a field setting in preparation for residential fieldwork, and to develop research questions for project work in advance of the fieldwork. This would provide an experience of field locations which may be inaccessible for some disabled students. For hazard management, it may allow for different hazard scenarios to be simulated and for students to interact directly with the situation as part of their learning of risk and hazard/ disaster management. Such an approach would enhance interactive learning between students.
The Team’s collaboration with the Computer Science Department to utilise the C.A.V.E resource, particularly in relation to alternative assessment arrangements for disabled students
This project involved detailed and thorough consultation with current and prospective students in line with Competition and Markets Authority guidance.
The change of programme and award title to Creative Performance was identified as beneficial for students through a particularly rigourous process of consultation.
We conducted an internal survey with over 100 students, using Survey Monkey, which revealed a number of strong options, including Creative Performance. We then consulted with three of our close feeder colleges, speaking directly with groups of Performing Arts students about their preferences and understandings of various degree title, whereupon it emerged that Creative Performance was the clear favourite and the most broadly attractive. This approach would clearly be applicable to most other disciplines and settings.
What is the impact?
The impact it will have on students is twofold. First, it will simply reduce confusion and mistaken expectations resulting from an inappropriate degree title. Prospective candidates now have a clearer idea of what the degree entails as soon as the see the title, rather than needing to read the ‘small print’. Ultimately, we believe this will improve recruitment but even more significantly will improve retention, as we are more likely to attract the ‘right’ students for the degree.
Secondly, we believe it is a more distinctive and therefore more advantageous degree title for graduates, denoting an advanced programme of study as opposed to ‘Performing Arts’ which (according to our market research) sounds like a BTEC-level qualification.