10 July 2019, 09:30 - 16:30
Join us for our inaugural annual conference entitled 'Creative Approaches to Pedagogic Research' - an opportunity to share and learn about current innovative approaches to research-informed teaching and learning.
Our keynote speakers are Prof Pauline Kneale (University of Plymouth) and Prof Mike Sharples (Open University), both of whom are Honorary Visiting Professors at the Centre for Innovation in Higher Education (CIHE). We will also have two workshops from Dr Mark J.P. Kerrigan (Plymouth College of Art, Honorary Visiting Fellow at CIHE) and Prof Gina Wisker (University of Brighton).
Pauline Kneale is Emeritus Professor at the University of Plymouth.
Pauline's keynote will focus on 'How do we know we have impact?'.
Providing a strong evidence base for the impact of teaching innovations is becoming increasingly important. Collecting evidence requires understanding of the multi-dimensions of changing HE processes and practices. Developing new ways of working to impact on the student experience can be expensive, leaving little support for measuring impact as well. Module and programme evaluation is notoriously tricky. National surveys (NSS, PTES & PRES) are at best partial and broad brush. For those explaining new approaches to colleagues, which may be used at some unspecified time in the future, the difficulty increases but capturing the impact on the student experience is not impossible.
This session will introduce the outputs from a HEA funded project that provided a literature review and developed an evidence-informed toolkit which can be used to evaluate any intervention through understanding how changes impact and influence teaching, learning and the broader student experience. The framework and the supporting question templates should enable robust evaluation, and the presentation of evaluation results to be clear and convincing to the intended audience.
In the spirit of the flipped classroom, please visit the toolkit and report.
Mike's keynote will explore ' nQuire: An Innovative Approach to Inquiry Learning '.
At a time when major scientific issues are publicly contested, it is essential that people of all ages should engage with the science that affects their lives. Inquiry learning allows people to act as scientists by gathering and assessing evidence, conducting experiments and taking part in informed debate. To be effective, learners need help in setting appropriate questions, structuring the learning process, sharing findings, and reflecting on progress. Can inquiry learning be run at scale, outside the classroom?
The nQuire platform has been developed to support ‘citizen inquiry’ – a fusion of citizen science and inquiry learning. An nQuire ‘mission’ is both a citizen science investigation and an opportunity for learning. Through a partnership with the BBC, national public investigations with nQuire are being run into wellbeing and the environment. The platform also supports organisations, community groups and individuals to design new investigations, gain immediate feedback, and to share and discuss results. This session will outline how nQuire has been developed to support citizen inquiry, the results to date, and issues raised by citizen inquiry at scale.
Gina Wisker is Professor of Higher Education & Contemporary Literature at the University of Brighton
Gina's workshop is entitled 'Enabling and supervising undergraduate research: freedoms and frameworks'.
Much of the current debate about undergraduate student research and particularly the final dissertation or project can be theorised considering a focus on students as co constructors of knowledge and partners (Healey, Flint, & Harrington, 2014, 2016). This emphasises interesting tensions between freedom – to develop autonomy, problem identification and solving, research and writing skills and creating knowledge, and the role of structuring frameworks, supervision relationships, and practices. As lecturers teaching undergraduates and undergraduate research supervisors, we might feel we are in a bit of a quandary. How far can we help manage a balance between frameworks of development and support, and the kind of independence undergraduate student researchers and co-researchers need to develop? If we use the Research Skill Development (RSD) framework (Willison, 2009, 2012; Willison, Sabir, & Thomas, 2017) and other frameworks at every step of the undergraduate research journey, will this be a straitjacket? Or an essential, supportive scaffold? In this session we will explore some of the issues and practices of supervisors working with students undertaking undergraduate research. We will look at frameworks, scaffolds and the need for freedom, along with creative co-construction of knowledge to enable the success of undergraduate research and researchers when engaged with final year research and writing, and particularly the dissertation, at undergraduate third year (UK) or honours (Australia).
Mark Kerrigan is Director of Learning, Teaching & Enhancement at Plymouth College of Art
Mark's workshop is entitled 'Picturing learning analytics - myth, mayhem or motivational?'.
In a contemporary educational environment there is a need for the effective use of information. Learning Analytics is a term increasingly used throughout the sector to describe approaches to the systematic use of pedagogical data. Whilst it is accepted that useful information can be extracted from the correct use of student generated-data, this requires the development of appropriate data-collection mechanisms and analytical structures in order to deliver meaningful metrics. This therefore raises the question of how will learning analytics impact staff and students? In this session, we will explore the proposition of learning analytics and engage participants in critical discourse on the impact learning analytics will have on the future of education. Importantly, we will explore the impact on the individual and the learner’s understanding of how personal data could be collected and used. Further, the ethical implications will be discussed alongside how learning analytics may impact the future design of curricula.
External delegate: £75.00
External doctoral students: £30.00
ARU staff member: £0.00
ARU doctoral student: £0.00
If you have any queries or questions, please contact us by emailing firstname.lastname@example.org
Full travel information about how to reach Anglia Ruskin University (Cambridge campus), including maps.