Learning and Development
Teaching and Learning Innovations Fund (TALIF)
Current projects
eBooks for Essex
Contact:
Professor Andy Downton /
Richard Yates /
Clare French /
Dr. Maria Fasli /
Alex O'Neill
/ Dr. Leon Burnett /
Angela Jones /
Dr. Karen Hulme /
Rowena Macaulay
Department: N/A
Faculty: N/A
Date: 01/06/2010
Summary
This project aims to evaluate
current and projected e-book technology in terms of its
educational applications at the University of Essex, and
particularly in relation to the planned Student
Centre/Library Extension. Key aspects of the project will
include:
- Identification of the most versatile
devices, and purchase of around 10 devices
of 3 different types, to be lent out for
evaluation to departments, professional
services, and students across the university
- Technical evaluation: capabilities,
limitations, software,
networking/connectivity, file handling,
annotation, ergonomics and expected
development trends over the medium term (1-5
years)
- Application evaluation: what uses would
different departments in the university put
e-book devices to? Simple/obvious
applications would include readers for core
texts, lecture notes, and course readers,
and this may be enough for some, but there
are also possible novel applications
including collaborative groupwork,
disability support (particularly for
dyslexia), and multimedia use. Departments
need to actually handle and try out such
devices, supported by project 'facilitators'
to be able to understand how the dynamic
display and annotation capabilities of
devices could be used in new ways in their
own academic context, and how eBook readers
may differ from conventional PCs, laptops
and netbooks.
- Student evaluation: Having identified
some potential application contexts (for
example: wider access to short loan primary
and secondary course texts available in
ebook format, annotating lecture notes in a
lecture theatre; collaborative group use
within the Student Centre, Multimedia
application examples including video and
imagery), we need to get student feedback on
how attractive (or not) such new ways of
working would be. Would the advantages of
new forms of flexible note-taking and
text-searching outweigh the known
disadvantages of browsing within limited
display windows, for example? How does
collaborative work compare with using e.g.
existing iLab collaborative software, online
conference software, or more low-tech
paper-based solutions?
- Technical re-evaluation: evaluate
progress in hardware and software over the
lifetime of the project (9 months). Rapid
development of hardware and diversification
of software tools is currently apparent in
this market, and by comparing initial and
final capabilities over the project
life-span, it should be possible to identify
trends and trajectories in the technology,
its application and uptake that will
increase confidence in the conclusions that
the project can draw for future University
use.
Keywords: ebook, netboooks, ipad, e-book, library,
technology
Managing the Transition of Mature Students into
Higher Education
Contact: Rachel Earle
/
John Orchard /
Richard Yates /
Rachel Fletcher
Department: Widening Participation / Student Support / Learning
and Development
Faculty: N/A
Date: 01/06/2010
Summary
Project aims: a) To integrate mature students into higher education
in a way which will ensure compatibility between their expectations and first
year experience; b) To consolidate existing activities across widening
participation, student support and learning and teaching in order to ensure a
holistic approach to the academic support and guidance provided to mature
students.
Project overview: The University is committed to supporting student
diversity and expanding opportunities among under-represented groups as stated
in its Vision and Strategic Plan. In the last ten years the University has made
significant progress in enhancing student retention, meeting the HESA-set
benchmarks and contributing to the widening participation agenda at a local and
regional level. However, the retention of mature students has recently been
highlighted as one area which could still be improved.
This project will therefore specifically address the transition of mature
students into higher education. The project will bring together a range of
academic support and pastoral activities at different stages of the first year
experience, including pre-registration. It will then track student engagement
with these activities across an academic year and assess their impact on the
student experience. It will consist of the following components:
- Development of an e-Newsletter aimed
specifically at meeting mature students'
needs that can be sent at key points in the
student lifecycle, starting at pre-entry,
then post-registration, followed by an end
of term reminder, etc. The e-Newsletter
would provide relevant updates, draw to
attention resources, and help to put
students in touch with one another.
- Design and delivery of a
pre-registration event providing both a
social induction opportunity and introducing
students to the range of supporting
resources available to them. An optional
overnight element with further study skills
sessions will be available to a selected
number of students.
- Provision of academic supporting
resources through the applicant portal to
enable early remote access and also to
familiarise students with the portal
environment.
- Establishment of Action Groups and a
voluntary mentoring system to provide
ongoing academic and social integration for
students.
- Development of an appropriate
qualitative tracking system to monitor the
impact of the activities over a 12 month
period.
- Delivery of a staff development workshop
focused on supporting student retention
through early engagement with the
curriculum.
- Proposal of a transition policy for
mature students to be considered at
institutional level.
The project will draw on previously funded activity in this area, which has
identified that managing the transition into higher education is vital for
student retention, particularly in light of the possible change to the student
demographic from approximately 2011. Providing events and resources that are
targeted at specific groups have a track record of success and signal to
students that they are highly valued by the institution.
Examples:
Keywords: mature, mature students, transition, retention,
support, diversity
Essex Human Rights Clinic
Contact: Professor John
Packer
Department: Human Rights Centre
Faculty: N/A
Date: 01/06/2010
Summary
The Human Rights Centre and School of Law aim, both
as a teaching/learning and as a recruitment strategy, to emphasise the practice
of human rights as a way to address effectively complex human rights issues and
the needs and interests of real people, thereby informing theoretical aspects of
the study of human rights and its related problems and actors. Clinical
education is a method of learning and its purpose is to teach human rights as a
mechanism for pursuing social objectives. Creating a sustainable Human Rights
Clinic will provide a realistic context in which students can develop and
practise their transferable and applied research and professional skills as a
complementary aspect of their overall programme of learning. It seeks to
complement scholarly study and substantially enhance student employability. In
order to strengthen engagement with human rights practice, students are provided
with direct experience of the role of advice agencies, counsel, clinics and the
human rights/legal profession in delivering human rights services and access to
justice.
Funding from TALIF is sought to build upon and consolidate the work
undertaken in 2009 to create a fledgling Human Rights Clinic by setting up a
main structure to support and facilitate the work of students and staff on real
initiatives for human rights in three main thematic areas: litigation and
advocacy; human rights education, research and training; and communication and
media. This will enable us to provide a continuing and streamlined resource for
teaching and learning in human rights; to engage students with diverse academic
backgrounds and to improve their experience in relation to skills development
and career guidance; and to disseminate examples of good practice to other
departments.
We believe the establishment of a sustainable Human Rights Clinic will place
the University of Essex in front of the burgeoning human rights educational
competition and help retain Essex's place as the leading institution of its kind
with innovative practice-oriented teaching and research.
Crucially, the establishment of a robust Human Rights Clinic will demonstrate
competency and capacity which will underpin applications to private foundations
(notably the Sigrid Rausing Trust and to the Open Societies Institute) who have
expressed interest in possible long-term funding if provided such evidence.
Keywords: human rights, recruitment transferable,
employability, clinic, work-based learning, practice
Virtual Patient
Contact: Dr Jo Jackson
Department: Health and Human sciences
Faculty: Science and Engineering
Date: 01/01/2010
Summary
The project aims to continue the development of a
series of computer simulated patients. The software will have the following
unique features:
- uses input method that does not prompt
the student what to do next (i.e. free
text)ability to create unlimited number of
patients/scenarios
- patients/scenarios able to be created by
a subject specific expert rather than a
technologist
- provides students with feedback based on
preset “best practice” rules
- best practice able to be configured by
educator/expert
- records all events so assessors can
“see” the students sequence of
actions/questions asked.
The current teaching methods utilise role playing with other students. This
has the following limitations:
Teaching: Scenarios are created by the educator for students to act
out. The interpretation varies and students often do not have the expertise to
respond as the patient/pathology would require and the key points of the
scenario are lost.
Learning: Scenarios cannot be repeatedly “practiced” and must be
done where and when other students can participate (classroom based). Students
break into groups and role-play therefore no specific feedback can be given by
the educator to each student.
Assessment: No formative assessment of the student's clinical
reasoning skills can be made on a one-to-one basis. There is no clear way of
documenting and “seeing” what the student is thinking (clinical reasoning) for
further in-depth analysis by an educator at a later date.
Keywords: patient, virtual, feedback, assessment,
interpretation, clinic, clinical, reasoning
To contribute to the university-wide delivery of career
development learning through the provision of comprehensive, innovative and
interactive learning and teaching resources, including guidance on assessment,
that can be used by lecturers with no previous career education experience
Contact: Lynne Jordan
/
Susan Rhodes
Department: Careers Centre
Faculty: Academic Section
Date: 01/01/2010
Summary
The issue being addressed by this project is the
university-wide delivery of Career Development learning, which is one of the
benchmark areas of the Employability Framework. A Career Development Module is
being piloted with a group of self-selected students, from across academic
disciplines, during the Autumn and early Spring terms in 2009-2010. It is being
delivered by experienced Career professionals from within the Careers Centre and
the Learning and Teaching Unit. From the academic year 2010-2011 the university
intends to offer the complete module, or elements of it, on a university-wide
basis through faculties / departments, with the potential for delivery by
academics with no previous engagement with teaching in this subject area.
The project will review and evaluate the course structure and teaching
materials used in the pilot in the context of varied approaches to delivery that
departments might choose. There will also be further consultation and research
into best practice in other institutions. It will develop a suite of elements
delivering specific learning outcomes that can be used together as a complete
15–credit module or as learning resources that can be included in the delivery
of existing or new discipline-focused modules. A series of comprehensive tutor
handbooks will be produced that will complement the learning resources.
The aim is to develop comprehensive, innovative and interactive learning and
teaching resources, including thorough guidance on assessment, that can be used
by lecturers with no previous experience of delivering Career-based learning.
Keywords: career, assessment, plug-in, employability,
professional development module, jobs
Tower Publishing House: embedding employability
in the Faculty of Humanities and Comparative Studies
Contact: Dr. Lisa Wade
/
Dr. Caspar Pearson /
Dr. Owen Robinson /
Dr. Lance Rickman /
Dr. Maxwell Stevenson
Department: Department of Art History and Theory / LiFTS /
Learning and Development
Faculty: N/A
Date: 01/01/2010
Summary
The academic success of students is the primary
goal for the University, however, the need to produce work-ready graduates is
also a high priority both for this institution and for the government. This
project responds to that need by creating an on-site publishing house in the
Faculty of Humanities and Comparative Studies. It will enhance undergraduate
employability by embedding employability skills development in assessed academic
activity. Based on the model established by the University of Central Lancashire
(UCLan), the publishing house will be a reusable teaching tool available to all
departments in the Faculty. Student work in the publishing house will make
explicit the connection between academic and employability skills, as well as
promoting PDP.
The project team will include full-time and part-time research and teaching
staff from Art History and Theory and LiFTS, and one member of the Learning and
Teaching Unit. Art History has a strong background in 'practical' coursework,
such as curating exhibitions, and alternative assessment methods; LiFTS is
involved in innovative curriculum delivery and is piloting new assessment; the
LTU, whose goal is to support innovative curriculum development, has a good
history of working with both departments.
The team will decide on the best way forward by consulting UCLan staff, and
by examining the two departments' curriculum to identify where best to
incorporate publishing house activities and assessment. The team will then
design publishing house material to be embedded in Art History modules in
October 2010, and establish a descriptor for a new, dedicated publishing house
module. The module will be benchmarked against the University's Employability
Framework, and be ready for accreditation in February 2011, and for delivery in
October 2011. As well as raising the profile of employability in HCS, this
project will establish a powerful reusable tool with which the Faculty can
engage directly with the University's Employability Framework, while at the same
time reinforcing and encouraging the culture of academic writing and publishing
that is central to both disciplines.
Keywords: publishing, work-based learning, employability,
practical, assessment, practice
Maths@Work: University-wide numeracy skills for
employability
Contact: Dr. Edd
Codling /
Dr. Chris Saker /
Dr. David Penman /
Dr. Maxwell Stevenson
Department: Department of Mathematical Sciences / Learning and
Development
Faculty: N/A
Date: 01/01/2010
Summary
As well as being essential to many academic
disciplines, numeracy is an important element to employability regardless of
career path. However, currently within the University there are limited central
resources available to students who want to become more numerate and enhance
their employability. A Working Group was convened in the 2008/09 academic year
to look at literacy, numeracy, and ICT, and confirmed the need for a diagnostic
numeracy test and some central supporting resources. As a consequence the
University has committed to large-scale numeracy testing in its Learning and
Teaching Strategy. Using or adapting an existing test was recommended by the
Working Group as preferable to developing a new in-house test, therefore staff
from Mathematical Sciences looked at some of the available options and the
online numerical reasoning tests by Assessment Day were identified as being
suitable because they simulate Assessment Centre tests – an important part of
the project – as well as being suitable as a diagnostic tool. This project will
develop an online numeracy diagnostic test using the Assessment Day template as
a basis. The test will be trialled in a few chosen University departments and
student performance analysed to determine the current 'state of play' with
regard to numeracy within the student population. We will investigate how a
diagnostic test could be implemented on a University-wide scale, and take the
first steps in developing a support network that will exist to help students
improve their numeracy and ultimately their employability prospects. The aim is
to have a diagnostic tool and support system in place at the end of the project
that will be self-sustaining.
Keywords: assessment, numeracy, maths, diagnostic,
employability