Abstracts
Filter the abstracts
Tealfest 2022 Abstracts
Building Community Online with Equity and Care.
Maha Bali, American University in Cairo
Abstract
This session explores the different dimensions of equity and care relevant to pedagogy. Participants will learn about Intentionally Equitable Hospitality and compassionate design, as well as discuss and experience certain practices that can be used to apply these ideas in classes they teach in any modality. Participants will be invited to reflect on ways to modify their own practices to centre care and wellbeing for diverse students.
Thursday 17th March 10:00-11:00
Keynote
Community
Watch the recording of 'Keynote: Building Community Online with Equity and Care' on Echo360.
Student Panel - responding to student needs
Nathalie Cooper (PGR); Adam Agowun (PGT); Charlotte Simms (UG); Evelin Sanderson-Nichols (UG) Universiy of Warwick
Abstract
In this panel we will hear from a group of students at the University of Warwick who will share their thoughts and reflections around blended learning, what it means to them, the challenges and opportunities it affords. They will also look to the future and consider what is next for teaching and learning from a student perspective.
Monday 14th March 10:00-11:00
Roundtable Discussion
Wildcard
Watch the recording of 'Student Panel - responding to student needs' on Echo360.
Vevox for Maths: Exploring the LaTeX functionality
Isabel Whitley (Customer Success Manager), Vevox, and Martyn Parker (Reader), Statistics, University of Warwick
Abstract
A demonstration of LaTeX functionality within Vevox. Our guest speaker Martyn Parker will also discuss how/why he uses Vevox to the benefit of his students. LaTeX makes mathematical notation much easier for students to read and understand, and mirrors more closely what they will see in other classroom settings, which gives them consistency in their learning.
Monday 14th March 11:15-11:45
Presentation
Hybrid teaching and learning
Watch the recording of 'Vevox for Maths: Exploring the LaTeX functionality' on Echo360.
Virtual Engineering Lab
Judith Brown, Jesse Young and Elia Gironacci, University of Warwick
Abstract
Laboratory sessions are a key part of STEM education, giving students an opportunity to apply the theoretical aspects of their subject to a hands-on situation. Despite much face-to-face teaching having resumed, the ongoing pandemic means that inevitably some students are unable to attend in person.
We have created a virtual statics lab for undergraduates and apprentices in the School of Engineering. The virtual lab includes an interactive simulation of the laboratory apparatus, with the aim of familiarising learners with the equipment and its use. Step-by-step video demonstrations guide learners through the experiments, through which they gradually build up the components of a pre-existing dataset. Data is recorded, analysed and reported on in the same way as those who attended the lab session in person.
We will demonstrate the virtual lab, present initial student feedback and discuss the considerations for applying this type of activity in other laboratory sessions.
Monday 14th March 11:45-12:15
Presentation
Transition
Watch the recording of 'Virtual Engineering Lab' on Echo360.
Gathering good practice: Using digital audio for teaching
Abigail Ball and Will Haywood, University of Warwick
Abstract
The purpose of this session is to gather good practice guidance and examples of how different departments are using audio to enhance the student experience. This might be using audio to deliver feedback, create podcasts for alternative content delivery, as an assessment tool (or anything else). The session will take the form of an editathon where participants can contribute to a new resource which will demonstrate the range of audio use at Warwick and develop practitioner guidance about how to get the best from audio for different purposes. The session is divided into two parts:
- Gathering good practice: Using digital audio for teaching: Participants will have the opportunity to contribute their experiences of audio use to a collaborative document. This session is not suitable for participants who have not used audio before.
- How to use audio to enhance the student experience: Open to anyone interested in using audio to enhance the student experience. We will give a summary of the collaborative document and next steps. (This second session will take place on Friday 18th March 11:15-12:15.)
Monday 14th March 13:00-14:00
Round table discussion
Wildcard
Watch the recording of 'Gathering good practice: Using digital audio for teaching' on Echo360.
How to use audio to enhance the student experience
Abigail Ball and Will Haywood, University of Warwick
Abstract
The purpose of this session is to gather good practice guidance and examples of how different departments are using audio to enhance the student experience. This might be using audio to deliver feedback, create podcasts for alternative content delivery, as an assessment tool (or anything else). The session will take the form of an editathon where participants can contribute to a new resource which will demonstrate the range of audio use at Warwick and develop practitioner guidance about how to get the best from audio for different purposes. The session is divided into two parts:
- How to use audio to enhance the student experience: This session is open to anyone interested in using audio to enhance the student experience. We will give a summary of the collaborative document that was launched earlier this week and next steps.
Friday 18th March 11:15-12:15
Presentation
Wildcard
Watch the recording of 'How to use audio to enhance the student experience' on Echo360.
Building inclusive communities in synchronous online spaces
Kathy Chandler, Open University
Abstract
How can educators build inclusive communities in synchronous online spaces? When facilitating online sessions, we often know little about what is happening from the students’ perspectives and whilst many research studies have examined online tuition, there are few studies that have looked at students’ experiences in any depth.
This session is based on research that used a narrative approach to examine the online tutorial experiences of 10 undergraduate students of a health and social care module at a large, distance-learning university. Analysis of the resulting narratives gives rich insight into the realities of students’ lives beyond the screen and the factors that influence their experience of learning.
You are invited to hear snippets of some of their stories and decide if the findings of the study are transferrable to your own context. We will explore what educators might do to best meet students’ needs in synchronous online spaces and to foster a tutorial culture where everyone feels that they are welcome, their contributions are valued and they able to reach their full potential.
Monday 14th March 14:15-14:45
Presentation
Building inclusive communities online
Watch the recording of 'Building inclusive communities in synchronous online spaces' on Echo360.
Equality, Diversity and Inclusivity in the Online Learning Space
Utsav Paudel, Celine Martin, Sheri Sankey and Diana Shore, University of Warwick
Abstract
This research spanned the summer of 2021. A survey designed to investigate students’ and tutors’ experiences of inclusion during the pandemic was distributed online. We had 50 respondents. The questions were mainly qualitative in nature and focused on their teaching and learning experiences during the last three months of term. The Covid-19 pandemic caused institutions worldwide to shut down all forms of in-person teaching and look for alternatives that did not compromise the education it was delivering to students. Students also had to transition from in-person learning to fully online learning, or in some cases blended learning, and had to adapt to the new learning environment that consisted of asynchronous video content, discussion forums and synchronous video conferences. However, many students lacked adequate preparation or competency to study online and they had trouble with motivation, finding support or finding an adequate learning environment for online learning (Means, Neisler with Langers Research Associates,2020, p3). Factors such as isolation (due to the coronavirus), increased stress, anxiety, fear of the impact of upheaval and lesser social interaction may have contributed to the challenges faced by the students, Elmer, Mepham and Stadtfeld (2020, p19). We analysed the two data sets and compared the findings drawing out recommendations for both tutors and students.
Monday 14th March 14:45-15:15
Presentation
Building inclusive communities online
Bringing surgery to the student: flipping the theatre
Marcus Pedersen and Hannah Timlin, University College London
Abstract
Interactive videos are short videos with multiple integrated questions for the viewer, enhancing interaction, engagement and enjoyment. We created an interactive surgery video (using H5P) that proved significant in the students learning journeys. Due to its success we then decided to expand the project. We created an instructional video to show Ophthalmology MSc students how to create their own interactive video (empowering them with a new technical skill) and allocated them a topic. The students chose a YouTube video on their topic, and inserted questions (using H5P) that they thought would be most interesting and useful for their peers. Twenty two students gave feedback highlighting the benefits of using interactive video. In particular, all strongly agreed that they would like to see more interactive videos over traditional video. Students creating interactive videos for their peers, enhances their understanding of topics in an enjoyable, engaging and COVID safe way.
Monday 14th March 15:30-16:30
Nano-presentation
Rethinking flexible/blended teaching and learning
Watch the recording of 'Bringing surgery to the student: flipping the theatre' on Echo360.
Learning is a Conversation: Quick tips for getting everyone talking
Lucie Thomas and Jade Millar, University of Warwick
Abstract
Since the pivot to online the notion of ‘teaching into the void’ has been well-discussed, including strategies to encourage engagement. At its core are issues related to the very nature of teaching online, which promotes a teaching-as-transmission pedagogy. In this presentation, we are going to introduce tools to encourage and facilitate a dialogic teaching approach, which promotes learning-as-conversation. In particular, we are going to present as series of easy-to-implement strategies and tips, which can help to foster a dialogic teaching environment online. Attendees will also get a chance to try them out too!
Monday 14th March 15:30-16:30
Nano-presentation
Rethinking flexible/blended teaching and learning
Watch the recording of 'Learning is a Conversation: Quick tips for getting everyone talking' on Echo360.
A demo on the AI Chatbot prototype for supporting the development of digital reading lists
Shanshan Yang, University of Warwick
Abstract
This session will offer a demo of the AI Chatbot prototype I created in my spare time during the pandemic to support the development of digital reading lists. The primary goal of Chatbot is to instruct teachers and students on how to use the Talis Aspire system effectively by providing quick answers to their questions, demonstrations and instructions for essential tasks, problem-solving strategies to common issues.
Chatbot has the potential to act as a virtual assistant to respond to users’ needs quickly. Currently it can be used online, and it also has the potential to be used in a flexible manner in face-to-face, online and hybrid modes. Although the technology is not yet fully developed, it is very likely to become a popular trend. In fact, a few universities have already started using it. This session aims to raise the awareness of the AI Chatbot technology and highlight its potential benefits.
Tuesday 15th March 10:00 -11:00
Nano-presentation
Rethinking flexible/blended teaching and learning
Take soundbites with a pinch of salt: pause and understand institution-specific staff and student experiences
Gwenllian Dafydd and Clare Kell, University of South Wales
Abstract
At a time of increased investments in virtual learning environments (VLEs), it is critical that we make change decisions based on a sound understanding of the true experiences of our staff and students. Adopting a mixed-methods approach, the University of South Wales is undertaking a large-scale evaluation of staff and students’ experiences and learner outcomes during the 2020/21 academic year. Combining students’ demographic and outcomes data with learning analytics data is enabling a depth of outcomes analyses. Supported by qualitative surveys and focus groups, the emerging results are helping us contextualise wide-spread soundbites about the positive impact of the pivot online for some learner groups.
We will share our approach and emerging observations. By the end of the session participants will recognise the possible opportunities and challenges of using multiple data sources to inform large-scale VLE change proposals.
Tuesday 15th March 11:00-12:00
Nano-presentation
Rethinking flexible/blended teaching and learning
Watch the recording of 'Take soundbites with a pinch of salt' on Echo360.
H5P Interactive Book: A creative solution to support academic integrity
Abstract
Academic integrity (AI), the commitment to honest behaviour in academic practice, is intrinsic to our roles as learners and educators, and to ensuring fairness for all students. Students experience challenges upholding standards of AI when preparing assignments. Anxiety here may overwhelm students, inhibiting good academic practice and performance. Reviewing cases of suspected cheating is challenging and stressful for staff. Undertaking rigorous investigations feels incongruent with educators’ preferred approach of supporting and trusting students. Changes to regulations mean departments have increased responsibility for investigating suspected cheating. Responding to feedback, we created a flexible training course for staff investigating cases of suspected cheating using Moodle’s H5P Interactive Book plugin. No equivalent training currently exists at the University. We hope this innovation addresses a gap, upskilling staff in managing AI and, ultimately, leading to fair, consistent student experience of AI. This session will showcase this resource, highlighting the potential uses of H5P for similar innovations.
Tuesday 15th March 10:00-11:00
Nano-presentation
Wilcard
Hybrid teaching in Summative Assessment
Patricia Perlman-Dee, Alliance Manchester Business School
Abstract
Hybrid teaching and learning is a concept that is mostly discussed in relation to teaching, how a session is delivered, how resources are accessed etc. What is less frequently discussed is how Hybrid T&L is used in Summative Assessment. This Nano presentation will evaluate, analyse, compare and contrast a summative group assessment on a core course on the MBA program at Alliance Manchester Business School (AMBS). It will evaluate the performance, outcomes and marking of three separate groups that each delivered their assessment in a different format; face to face, hybrid and virtual. Participants will take away key learnings and observations of student groups delivering assessments in different formats. Participants will also be informed to be able to implement certain procedures and frameworks to enable summative oral group assessment to be as fair and authentic assessment as possible, independent of format of delivery.
Monday 14th March 15:30-16:30
Nano-presentation
Hybrid teaching and learning
Watch the recording of 'Hybrid teaching in Summative Assessment' on Echo360.
Using learning analytics to understand the impact of the pandemic on student engagement and attainment
Philip Young, University of Warwick
Abstract
The pandemic caused a sector-wide shift to on-line and blended teaching. While the results have been commendable, it is important that we use the full range of learning analytical approaches available to ensure we understand how students are learning in the changing environment. More importantly, it is essential we review how these new approaches are impacting attainment (including a full intersectional analysis). In this session I will present data on how our undergraduate students engaged with face-to-face sessions and asynchronous recorded lectures, and how these engagement markers correlate with attainment scores at both the module and course level. Importantly, the full intersectional analysis highlights that the move to online learning has introduced a significant attainment gap for our students who have been assigned reasonable adjustment- in particular our neurodiverse students. Potential reasons for the introduced gap and strategies to fix the issues will be discussed.
Tuesday 15th March 11:15-11:45
Presentation
Rethinking flexible and blended learning
Recording to follow.
Eco-System Approaches to Blended Learning Readiness
Chloe Agg and Susan Wakenshaw, University of Warwick
Abstract
Cognitive, emotional, interactional and motivational readiness are all required for blended learning. Its recent rise in usage and apparent benefits has led to an increase in research, however these are already familiar topics within the service industry. Our interdisciplinary research applies service eco-system approaches to blended learning readiness in a Higher Education (HE) setting. During this session, participants will hear from both an academic and student perspective about current research in actor eco-system readiness (AER) approaches, how the framework overlays with HE, and the readiness questionnaires we are collaboratively developing based on this. Participants will have opportunities to review their own readiness through a lens of AER, to consider how this might affect their practice, and to reflect on effective self-development. Participants will also have the opportunity to consider implementing this framework in their own teaching as well as feed back to the presenters on future developments.
Tuesday 15th March 11:45-12:15
Presentation
Rethinking flexible and blended learning
Watch the recording of 'Eco-System Approaches to Blended Learning Readiness' on Echo360.
Keynote: Using digital technologies to deliver an inclusive active learning experience
Professor Louise Robson, University of Sheffield
Abstract
I have, for many years, used active approaches to support student learning, using flipped activities to deliver content, shifting my teaching sessions to include interactive activities. Taking this approach has allowed me to move away from a focus on content, towards application of knowledge and understanding to problem solve, a key graduate skill. Central to my approach is the integration of a range of digital technologies, including lecture capture, anonymous online polling, live streaming of classes and, more recently, using an in class chat box for students to ask me questions. In this session I will illustrate how digital technologies can be used to transform what we do in the teaching space, and provide a more inclusive learning environment. I will draw on how COVID-19 has influenced my approach, and provide an evidence base from my students and staff across the UK around the value of active learning for student success.
Tuesday 15th March 13:00-14:00
Keynote
Rethinking blended and flexible learning
The importance of names in building inclusive communities
Jane Bryan, University of Warwick
Abstract
Our names are entwined with our personal identities, often chosen with care and laden with personal meaning yet people with names that many find unfamiliar report having their names regularly mispronounced or avoided, or being pressured to change their name to fit in. These experiences can lead to feelings of exclusion, impact learning and wellbeing, and ultimately undermine attempts to create an inclusive institution. This session will outline the Say My Name research project, undertaken by the Community Values team at Warwick University, which explored the importance of names through an institution-wide survey and 1-2-1 interviews. We will share the recommendations, co-developed with students, about techniques to use when encountering unfamiliar names to help foster respectful, inclusive interactions online (and in person). We will also showcase technical tools for pronunciation which can increase feelings of online inclusion.
Tuesday 15th March 14:15-14:45
Presentation
Building inclusive communities online
Watch the recording of 'The importance of names in building inclusive communities' on Echo360.
Co-creating communities of learning: an online workshop
Naomi de la Tour, University of Warwick
Abstract
Online teaching can sometimes feel like the ultimate impediment to building meaningful learning communities, in which learners and educators can learn with and from each other, and feel like their presence is noticed and valued. In this practical, interactive workshop, we will share experiences, practices and resources from three IATL modules: Applied Imagination; Change; And Reinventing Education. We will invite you to learn from the experiences of students and teachers, and to reflect on opportunities for developing learning communities in your own educational contexts.
Tuesday 15th March 15:30-16:30
Round-table discussion
Building inclusive communities online
Watch the recording of 'Co-creating communities of learning: an online workshop' on Echo360.
Online communities led by students: Learning development in an online world
Sam Thomas, Paige Skevington and Rebecca Daly, University of Northampton
Abstract
This proposal is for a 20 minute presentation that explores the impact of new online communities which evolved as a result of a learning development (LD) student peer mentor scheme. In September 2021 eight student peer mentors were recruited, with the intention that they would engage with students in a way that complemented our existing learning development offer. The students generated ideas about projects they wanted to work on; a recurring theme was increasing the LD presence on the social media platforms that they used, as a way of promoting inclusion. The LD mentors developed content and strategies for engaging students using Discord and TikTok (among others) and developed an online engagement plan. This presentation will provide a summary of the outcomes, and will include the LD mentor perspective on what they value in online communities, as well as assessing the benefit for students of this additional source of support.
Tuesday 15th March 14:45-15:15
Presentation
Building inclusive communities online
Watch the recording of 'Online communities led by students' on Echo360.
Internationalising our Curricula through Virtual Exchange
Leticia Villamediana González, Zhiyan Guo, Cathy Hampton, Claude Tregoat, Clemencia Rodas-Perez and a group of SMLC students, University of Warwick
Abstract
Telecollaboration, or ‘Virtual Exchange’ (VE) refers to the application of online communication tools to bring together classes of learners in geographically distant locations and communities with the aim of developing their foreign language skills, digital, intercultural and employability competences through online collaborative tasks and project work (O’Dowd, 2017). In recent years, approaches to Virtual Exchange have evolved in different contexts and different areas of university education and these approaches have had very diverse organisational structures and pedagogical objectives. SMLC at Warwick has a strong expertise in the use of VE in collaboration with HE institutions in Asia, Europe, and Latin American. Therefore, the aims of this roundtable are: (1) to share SMLC staff and students' experience and current practice in the inclusion of intercultural virtual exchanges as part of the curriculum and assessment; (2) to offer guidance and support for staff and students at Warwick and beyond willing to incorporate this model of internationalisation at home in their current teaching and learning practice and/or curricula.
Wednesday 16th March 10:00-11:00
Presentation
Building inclusive communities online
Watch the recording of 'Internationalising our Curricula through Virtual Exchange' on Echo360.
Reflections on Technology Enhancement in Humanities Classrooms
Roxanne Douglas, University of Warwick
Abstract
This session opens a space to reflect on and share ideas about the use of technology not just as a replacement for, but an enhancement to the live, syncronous Humanities classroom. Following the emergency pivot to online learning, many humanities classrooms were 'replicated' in the online environment. Now that we are back 'irl', perhaps with social distancing in place, this session asks: what can we take from the online environment back into our physical classrooms? The session will start with a short explainer of the SAMR (Substitution, Augmentation, Modification, Redefinition) model, and be primarily dialogic with participants about their experiences of the emergency pivot online. The session will get participants thinking, talking, reflecting, and planning a shift from 'Substitution' thinking, to using technology as a way to 'Redefine' Humanities teaching in their classrooms.
Wednesday 16th March 11:00-12:00
Presentation
Rethinking flexible/blended teaching and learning
Watch the recording of 'Reflections on Technology Enhancement in Humanities Classrooms' on Echo360.
Engaging and Creative Online Assessments: Moodle Blogs
Samantha Grierson, University of Warwick
Abstract
In this session I will share how I have utilised Moodle blogs to enhance the student learning experience. The global pandemic required both teaching and assessments to move online. Working online poses many challenges for students and tutors particularly around engagement, interest, authenticity, and academic integrity. This session offers a practical response to all those challenges. In addition to learning how to use the Moodle blog widget, a readily available and simple digital tool, I will share my reflections and student and staff evaluation of the assessment. The session demonstrates that the bridge between synchronous and asynchronous teaching and learning does not need to be artificial, fragmented and disjointed, in fact it can be a little more sophisticated, subtle, and seamless. The session will use examples from Foundation Year students which can be used as effectively with students at all levels of study.
Wednesday 16th March 11:00-12:00
Presentation
Rethinking flexible/blended teaching and learning
Watch the recording of 'Engaging and Creative Online Assessments: Moodle Blogs' on Echo360.
Getting more FIBRES in your teaching diet: The past, pandemic and future of technology enhanced active learning
Mark Childs, University of Durham
Abstract
Every university has its own learning design approach, Warwick has its ABC, the Open University has ICEBERG, at Durham we have FIBRES – learning should be Fun, Inclusive, Balanced, Robust, Engaging and Structured. In this session, Mark will take each of these ideas in turn and look at what practice had emerged before the pandemic, how the pandemic changed them, and how they might evolve in the future. Along the way we’ll look at the University of Warwick’s forays into the metaverse 15 years ago and have an opportunity to exchange our own perspectives on how our practice has changed over the past two years.
Wednesday 16th March 13:00-14:00
Keynote
Rethinking flexible and blended learning
Watch the recording of 'Keynote: Getting more FIBRES in your teaching diet' on Echo360.
Breaking out of the rectangle: how to save you and your students from Teams meeting hell
Robert O'Toole, University of Warwick and Highly Sprung Performance
Abstract
Video conferencing tools have liberated us from the constraints of travel and timetabling, but then imprisoned us in tiny rectangular boxes on flat computer screens. In the words of Freddie Mercury: "Oh how I want to be free, Baby" We have good news! The IATL Design Thinking teaching team and its student designers have found the key. Freddie would be so happy. Taking inspiration from Highly Sprung Performance, we have designed ways to make Teams meetings fun, enabling a greater sense of community, and encouraging everyone to participate more actively. In this highly interactive session we will, hear from Mark and Sarah Worth of Highly Sprung, and try out these techniques live. We will reflect on the future of technologies and teaching.
Wednesday 16th March 14:15-15:15
Presentation
Hybrid teaching and learning
The Digital Pedagogy Library
Nathalie Cooper and Jess Humphreys, University of Warwick
Abstract
This presentation will showcase Warwick’s Digital Pedagogy Library, an open-access resource that captures examples of digital pedagogies, disseminates ideas and celebrates everyday excellence in teaching. Underpinning the DPL project is its incorporation of the student voice using the methodology of peer-to-peer interviews with students about their experiences of digital teaching tools. This presentation will discuss some of the initial findings from these interviews before highlighting some of the digital teaching ‘recipes’ collected from the Faculty of Arts, during phase one of the project. These ‘recipes’ showcase the innovative ways in which staff have utilised digital technologies for a variety of pedagogic aims. As the DPL expands to include the Faculties of Social Sciences and Science, Engineering and Medicine, this presentation will also explain how staff can contribute by having their own pedagogic practices featured in the library.
Wednesday 16th March 15:30-16:30
Presentation
Building inclusive communities online
Watch the recording of 'The Digital Pedagogy Library' on Echo360.
Digital Arts Showcase
Robert O'Toole, University of Warwick
Abstract
Each year the Arts Faculty runs a competition for students, to showcase examples of digital work that they have created for assessments in their courses. In 2021 the theme was digital storytelling. In this session we will hear from one of the winning teams: Isaac Frost, Ethan Laffey, Nancy Cummins, Alexandra Vasile.
Here's the brief they were given for the competition:
Wednesday 16th March 15:30-16:30
Presentation
Building inclusive communities online
Which learning resources do undergraduate students perceive as most valuable and does their usage contribute to student module success?
Lory Barile and Caroline Elliot, University of Warwick
Abstract
The move to blended/online learning for many students in the face of the Covid 19 pandemic in 2020/2021 provides a great opportunity to identify which learning resources students value most highly. We use Virtual Learning Environment (VLE) data to identify which module learning resources students use most frequently. Since the move to blended/online learning students have had to rely more on online resources provided, for example asynchronous lecture recordings. There are also learning resources that were previously provided via VLEs and continue to be provided in this way, such as discussion forums. There is a large literature that considers consumers’ demand for a product or service on the basis of their willingness to pay. However, there are challenges in designing focus groups and/or surveys to determine accurately consumers’ willingness to pay / valuation of a resource. An alternative approach to determining the extent to which consumers value a good or service is to observe their demand or use of the item. This is known as the revealed preference approach, and is the approach used in this analysis, whereby we assume that the learning resources students use provide a good indication of the resources that they value most highly. Fortunately, VLEs offer rich data on the extent to which individual students access the various module online resources, including the frequency and timing of access. It is natural to follow up on the above analysis by considering which factors contribute to students’ success on a module, considering students’ engagement with various VLE resources provided, while controlling for a variety of student characteristics and background factors. This is achieved through a statistical analysis which explores the extent to which engagement with different VLE materials are associated with student module final marks, controlling for individual student characteristics such a gender, age, previous qualifications, ethnicity, and home/EU/international status.
Thursday 17th March 11:00-12:00
Presentation
Building inclusive communities online
Checklists - one year on!
Alexa Kirkaldy, Chloe Agg and Andrew Brendon Penn, University of Warwick
Abstract
Following our successful TealFest presentation in 2021, we will be sharing VLE Checklist developments and extensions to our research. We will share detailed and thematically analysed student feedback from our extended use of checklists across WMG, SofE and Mathematics Institute. A live and interactive demonstration will show staff how to create checklists and analyse engagement data. We will demonstrate how student voice can be reflected in findings and used to influence checklist design, deployment, and use. Following this, recommendations will be made for future research to promote and increase student engagement. This future research will focus upon post-pandemic hybrid teaching and learning practices, investigating the relationship between engagement, on-line teaching communities and student attainment. We will also present extended evidence, for delegates, supporting the positive outcomes of the use of checklists in a variety of different contexts across departments, together with our next steps.
Thursday 17th March 11:00-12:00
Presentation
Building inclusive communities online
Watch the recording of 'Checklists - one year on!' in Echo360.
International Student Experience of Co-created Gamification using Technology in Class
Amy Stickels and Anna Tranter, University of Warwick
Abstract
Since the pivot online, trying to find alternative ways to engage students in online and hybrid classes has been sought – but to what extent are some of these technologies really engaging? Gamification can be defined as the use of game design elements and principals used in a non-game context. Gamification theory within education, works on the basis that learners engage more when they are having fun. We wanted to take this even further and inspire students to co-create quizzes to promote greater learning and a positive fun student experience. The session will discuss research conducted into the international foundation student experience of the gamification of learning, with a focus on co-creation of quizzes. Participants will gain an insight into the attitudes and behaviours of international students in the use of co-creation combined with game-based technology (Kahoot, Vevox and Microsoft Forms) that are used both in the classroom and online. The research presented will consider the use of co-creation in gamification, the impact of this activity on the student experience, why students do /do not remain anonymous when taking part in games, the extent of game-based learning fatigue and the issues related to being second language learners accessing game-based technology in the academic classroom. The researchers believe that this study is valuable to improve student engagement and experience across foundation and undergraduate courses.
Thursday 17th March 13:00-14:00
Presentation
Building inclusive communities online
Tales behind the Tasks: student narratives on the experience of online learning
Sara Hattersley, University of Warwick
Abstract
The recent pivot to online and blended approaches promoted a range of design decisions by educators. But what was the student experience of that decision-making, through the online tasks and activities that resulted? This presentation explores a cross-disciplinary postgraduate programme, the design of which was predicated on a blend of synchronous sessions with a teacher and asynchronous follow-up work largely built on a task-based design. The session focuses on the latter and how participants reacted to the online tasks they were set; online tasks which were not reliant on teacher presence. What factors helped and hindered success with these tasks; how intuitive were they; what did it feel like to do them and how did learning take place? Participants are invited to ‘tell their stories’ with a view to helping us understand better how to optimise flexible and blended approaches in the future.
Thursday 17th March 13:00-14:00
Presentation
Building inclusive communities online
Designing flexible online learning for a module with over 1,200 students
Lauren Schrock, Dr Asima Iqbal, Ninna Makrinov and Diana Shore, University of Warwick
Abstract
The aim of the presentation is to support colleagues across the university to design a high-quality online learning experience for a large group of students without compromising their workload. Participants who attend this session will gain a greater understanding for the capabilities of Moodle and techniques for managing a high student-to-tutor ratio in overseeing virtual learning. This is beneficial for participants who may want to make their virtual learning environments more flexible and inclusive, as well as strategies for efficiently managing student learning. This includes reflections for designing flexible learning materials and sessions inclusive to the variations for how students learn online, as well as building the digital skills of the teaching team with the support of a learning designer. Recommendations will be shared on enhancing the flexibility of online learning and designing a module for a large group of students on Moodle.
Thursday 17th March 14:15-15:15
Presentation
Rethinking flexible/blended teaching and learning
Practical skills development in a lockdown: the conundrum - lab skills or life skills?
Leanne Wlliams and Nicholas Bullen, University of Warwick
Abstract
The experience of using online delivery to provide students with the requisite skills of a practical-based subject during the pandemic resulted in a deeper appreciation of individual learner needs. This presentation will showcase the design and development of a skills-based, flexible and blended learning experience. Created primarily to allow learners to achieve the desired learning outcomes and, secondly, to address the specific learning support needs of new undergraduates. This will be evidenced though student feedback. The re-development of this module required a reverse deconstruction of the module’s core requirements followed by a successive approximation model approach, to design a fit-for-purpose yet flexible learning platform. Participants will gain knowledge of how a flexible and blended teaching approach provided better engagement and support, particularly for those with extra-curricular responsibilities and specific learning differences. We will evaluate what worked, the impact and why we should also embrace the elements that did not work as well.
Thursday 17th March 14:15-15:15
Presentation
Rethinking flexible/blended teaching and learning
Moving from format to function: mode of delivery vs. synchronicity
Edwina Jones and Di Li, University of Warwick
Abstract
With cohorts currently studying in a mixture of settings, plus new developments in hybrid delivery, should our definition of ‘blended’ focus more on time and timing than place or platform? In this presentation we will look at how to leverage the distinct advantages of synchronous and asynchronous learning – whether delivered in the classroom or via moodle and Teams. How can we promote engagement and build a community whilst also providing flexibility that caters for the range of places, spaces and time zones in which our students now study? Using the example of a large cohort module studied both on campus and across the globe we explain how we balanced these often-competing demands. We will evaluate success by sharing student feedback and tutor experiences. We will reflect on the opportunities and limitations for flexible learning and conclude with some recommendations for expanding student choice whilst maintaining quality of teaching provision.
Thursday 17th March 15:30-16:30
Presentation
Rethinking flexible/blended teaching and learning
Active learning for international students: Using H5P to create asynchronous online activities
Jennifer Pulkkinen, Kaplan International Pathways
Abstract
The session will examine how H5P has been used to design a series of active learning tasks for a new International Year One undergraduate programme in Psychology. With the programme adopting a flipped learning approach, H5P interactive books have been embedded in Moodle for students to access asynchronously prior to attending a combination of synchronous hybrid and online sessions. Examples of the H5P interactive books will be showcased and participants will benefit from a discussion of the benefits afforded by H5P to produce learning material as well as reflections on the key challenges encountered in the development process. With students participating on the programme both in-person and from their home countries, the session will explore how the use of H5P can support international students to study flexibly whilst ensuring equity in their learning experience
Thursday 17th March 15:30-16:30
Presentation
Rethinking flexible/blended teaching and learning
Hilda's Home: A Virtual Simulated Placement
Siân Shaw, Anglia Ruskin University
Abstract
This presentation focuses on how Anglia Ruskin, Faculty of Health, Education, Medicine and Social Work, is rethinking clinical placements for nursing students for the 21st century. We created a six-week credit-bearing virtual simulated placement for 22 first-year student nurses who could not access placement areas because they were assessed as high risk if they contracted Covid-19. Without a placement, the students would not progress on their course. The approach used a combination of one day per week on campus skills sessions and four days per week simulated online placement using Canvas virtual learning environment and action learning sets working in Microsoft Teams. In addition, we incorporated a 360-degree video of Hilda's Home and transported the students' into her home using HoloLens. The placement received a 9.5/10 evaluation from the students. You will discover how the approach we developed can be applied to various arts and science courses.
Friday 18th March 10:00-11:00
Presentation
Rethinking flexible/blended teaching and learning
Watch the recording of 'Hilda's Home: A Virtual Simulated Placement' on Echo360.
Online Learning and the Library: Closing the digital divide?
Rachel Crookes, Sage Publications
Abstract
Online Learning and the Library: Closing the digital divide? • How well do libraries currently support technology enhanced learning? • What do faculty and learners truly need from their library community? • What might the future library look like? It is said that great libraries create communities. But how does it happen? And what gets in the way? This session will review some key findings on the role and perception of the library both now and in the future, drawing on a range of reports from sources including SAGE, OCLC, ExLibris and Lean Library (a part of Technology from SAGE). We’ll use discussion questions to share our real experiences of 'creating communities' with library as learning partner, and our aspirations for the library of the future. What do we want and hope for from our future libraries when it comes to technology enhanced learning? How can faculty and learning technologists’ partner with librarians to ensure that high quality digital learning resources are accessible to all at the point of need? If you have experiences to share on partnerships between faculty, librarians and learning technologists then do join our session – and help us explore what the future could look like for this fundamental partnership between teaching and learning experts and our much-needed librarians.
Friday 18th March 10:00-11:00
Presentation
Wildcard
Watch the recording of 'Online Learning and the Library: Closing the digital divide?' on Echo360.
Rethinking video assessment: the affordances for video annotation software (VAS) to support assessment
Diana Shore, Ali Ahmad and Ben Cleaver, University of Warwick
Abstract
WMG are exploring opportunities to bridge the digital divide and create a more inclusive environment using VAS to transform the passive viewing experience into an interactive, situated and collaborative experience (Cross et al 2014). The tutor will present how their video assessment was implemented, reflecting on the impacts of digital disruption. Our findings support the research by Mirriahi (2016) indicating that VAS is mature. The alignment of comments reviews in context provides a situated approach towards learning. When this is deepened through group discussion with the tutor, the students can develop beyond their own sphere of knowledge. The tutor's comments are anchored directly to the video, students thinking is then scaffolded through dialogue and reflection. We observed indications of situated learning (Lave et al. 1990), whereby the tutor scaffolds the students' learning through commenting directly on their practice, using the tenets of cognitive apprenticeship to further develop their students.
Friday 18th March 11:15-12:15
Presentation
Rethinking flexible/blended teaching and learning
Watch the recording of 'Rethinking video assessment' on Echo360.
Using audio to enhance the student experience pt 2
Abigail Ball and Will Haywood, University of Warwick
Abstract
The purpose of this session is to gather good practice guidance and examples of how different departments are using audio to enhance the student experience. This might be using audio to deliver feedback, create podcasts for alternative content delivery, as an assessment tool (or anything else). The session will take the form of an editathon where participants can contribute to a new resource which will demonstrate the range of audio use at Warwick and develop practitioner guidance about how to get the best from audio for different purposes. The session is divided into two parts: 1) Opening session - participants will have the opportunity to contribute their experiences of audio use to a collaborative document. This session is not suitable for participants who have not used audio before. 2) Closing session - open to anyone interested in using audio to enhance the student experience. We will give a summary of the collaborative document and next steps.Friday 18th March 11:15-12:15
Presentation
Wildcard
Watch the recording of 'Using audio to enhance the student experience: Part 2' on Echo360.
Reflections and what next?
Mark Childs, University of Durham, Louise Robson, University of Sheffield, Jennie Miils, Sam Hardy, Nathalie Cooper, Evelin Sanderson-Nichols, University of Warwick
Abstract
As the week draws to a close this panel of keynotes, students and colleagues at Warwick will open up a discussion reflecting upon themes that have arisen over the week and considering what next for technology enhanced active learning in Higher Education.Friday 18th March 13:00-14:00
Round-table discussion
Wildcard
Watch the recording of 'Reflections and what next?' on Echo360.