Reflections from Academy Forum: How can I make my teaching more inclusive?

What does insivity mean to you wordcloud

Last week’s Academy Forum on inclusivity was one of the best-attended sessions this year. It was great to see so much interest and commitment in developing more inclusive teaching. This session was delivered in partnership with Student Support Services. Accessibility Advisor Nicky Cashman provided staff with information on demographics at AU as well as support available to students.  

The session started from a broad question of ‘what does inclusivity means to you’ (see the word cloud we created above). After Nicky’s introduction, we moved onto a scenario-based activity. Each group was given one scenario to work with. Every few minutes each group received and an additional piece of information providing them with a broader perspective of the situation.

The scenarios can be found at the bottom of the post.

The activity was followed by a whole-group discussion. Staff talked about a ‘duty of care’ towards their students and the extent to which they are expected and should be monitoring their students. We also talked about the balance between taking care of individual students and the needs of the entire cohort. The group looking at scenario one rightly pointed out that more inclusive practice would be to ensure that students are pre-assigned to groups, to avoid situations when someone is excluded. A discussion on when alternative assessments are appropriate and where additional support in completing existing assessments would be more suitable. Finally, the importance of establishing trust with students as well as checking in with students who may show early signs of difficulties was discussed.

We are very grateful to Nicky and all staff who attended and contributed to this session.

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Academy Forums 2020/21


The Academy Forum provides a platform for sharing good practice in learning and teaching. The Forum is open to members of the University community: teaching staff, postgraduate tutors, support staff, and students are all welcome. All forums will be held online for the year 2020/21 and you can book your place on the Staff Training Website.

The two Academy Forums running in the next few months are:

27.01.2021 (15:00-16:30): How can I plan online and in-person activities?

    In this session, we will discuss differences in designing and conducting sessions in three different formats: online, in-person and blended. As part of the session, attendees will be required to work with their colleagues in designing an activity for one type of delivery. The group work will be followed by reflecting on and discussing different approaches taken and their suitability regarding various sessions’ formats. We will collectively identify factors essential for effective teaching in an online, in-person and blended design.

19.02.2021 (10:00-11:30): How can I make my teaching more inclusive?

    In this session, we will discuss the benefits and challenges of making teaching more inclusive at university and we will explore these ideas through a series of group-based scenarios. We will also be joined by a member of the Student Support team who will give a brief overview of the student demographic at the University; strategies that are in place to deal with issues relating to inclusivity; and some practical tips on how you could make your teaching more inclusive.  

We will also be running other Academy Forums throughout the rest of the academic year, including:

24.04.2021 (14:00-15:30): How can I embed wellbeing into the curriculum?
28.04.2021 (14:00-15:30): Preparing students for assessments
24.05.2021 (14:00-16:00): Reflections on this year’s Academy Forum

We hope that you will be able to attend these forums. Please contact us with any questions (lteu@aber.ac.uk).

Motivation strategies for online engagement – reflections from the last Academy Forum in Semester One

For the last Academy Forum in Semester One we chose one of the most common topics raised by teaching staff; how to motivate students, particularly when it comes to online learning?

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The first part of the session was a general discussion which started from reflection on when we feel most motivated and it revealed factors such as:

  • When there is external pressure (deadline) 
  • When it is enjoyable
  • When it involves other people 
  • When the tasks are not that difficult, important or multifaceted
  • When you receive positive feedback

Attendees also shared their strategies for keeping themselves motivated:

  • Switching between tasks
  • Breaking big projects into smaller tasks
  • Asking yourself why do you need to do it?
  • Completing a smaller, manageable task and using the ‘success high’ and motivation that comes with it to work on something else
  • Complaining less about having to do it and just getting on with it
  • Using lists and being able to cross things off
  • Setting realistic targets 
  • Looking after yourself (trying to see work in perspective)

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Why and how to help students to reflect on their learning?

In the next Academy Forum this year we explored the why and how of helping students to reflect on their learning. Our discussion started from the attempt to define what reflection is.  Using the polling software we gathered initial thoughts from the attendees which touched upon different aspects of reflection including learning, challenging assumptions, noticing, evaluating and thinking about an action.

What is reflection? learning, self-actualisation, challenging assumptions, developing, thinking about an action, mindfulness, evaluating, noticing, thinking, making sense, pondering, process, evaluating

“Put simply, reflection is about maximising deep and minimising surface approaches to learning.” (Hinett, 2002 as cited in Philip, 2006, p. 37). Students who adopt a more surface approach to learning and students who have little interest in the topic are more likely to view any assessment as a means to an end. However, students who adopt a deep approach, committed to understanding the topic, and those who take the time to think about feedback are much more likely to improve their future performance. The difference between the two approaches (surface and deep) is that the ‘deep’ learner reflects on experience. Reflection is also a way of getting students to realise that learning is about drawing on life experiences, not just something that takes place in the lecture theatre. It helps students to think about what, why and how they learn and to understand that this impacts on how well they do (Philip, 2006).

As reiterated by Race (2002 as cited in Philip, 2006, p.37): “Reflection deepens learning. The act of reflecting is one which causes us to make sense of what we’ve learned, why we learned it, and how that particular increment of learning took place. Moreover, reflection is about linking one increment of learning to the wider perspective of learning – heading towards seeing the bigger picture. Reflection is equally useful when our learning has been unsuccessful – in such cases indeed reflection can often give us insights into what may have gone wrong with our learning, and how on a future occasion we might avoid now-known pitfalls. Most of all, however, it is increasingly recognised that reflection is an important transferable skill, and is much valued by all around us, in employment, as well as in life in general.”

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Using Podcasts for Teaching

The second Academy Forum session this year focused on creating podcasts in Panopto. The discussion emphasised podcasts’ unique potential for facilitating a sense of connection. Usually based on informal monologues, interviews and discussions podcasts provide their users with opportunities to listen in to unconstructed reflections and conversations. As explained by Street (2014) audio storytelling creates a ‘partnership between imagination and memory’ triggering a unique and personal reaction to it (as cited in McHugh, 2014, p.143). Podcasts can provide us with company; unlike with videos or written texts, we can listen to them during other daily activities.

These unique properties of podcasts hold great potential for its use in education. University of Cambridge created a collection of short podcasts from various subject areas. Podcasts are also used by individual educators, Ian Wilson, a Senior Lecturer in Education at York St John University Ian Wilson created a series of podcasts aimed at supporting learners on placements. His podcast focused on providing students with instructions on what the students should be doing the following week, answering any of their questions and providing some motivational advice. Although podcasting may not necessarily be the best solution for delivering the key learning material, as discussed during the Academy Forum session, it can complement your current teaching practice by fostering reflection, increasing learner’s engagement and foster a sense of community.

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Academy Forums 2020/21


The Academy Forum provides a platform for sharing good practice in learning and teaching. The Forum is open to members of the University community: teaching staff, postgraduate tutors, support staff, and students are all welcome. All forums will be held online for the year 2020/21 and you can click here to book your place.

The Academy Forums for the year 2020/21 are:

07.10.2020 (14:00-15:30): Creating a Learning and Teaching Community

19.10.2020 (11:00-12:30): Creating Podcasts in Panopto

19.11.2020 (10:00-11:30): Why and how to help students to reflect on their learning?

30.11.2020 (14:00-15:30): Motivation strategies for Online Learning Engagement

27.01.2021 (15:00-16:30): How can I plan online and in person activities?

19.02.2021 (10:00-11:30): How can I make my teaching more inclusive?

We hope that you will be able to attend these forums. Please contact us with any questions (lteu@aber.ac.uk).

Additional Distance Learning Forum

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Following feedback, we have added an additional Distance Learning Forum.

Supervising at a Distance

Date: 11.03.2020

Time: 14:00-15:30

Location: E3, E-learning Training Room

This forum is an opportunity to discuss to the good practice happening around the university on a variety of distance learning schemes and modules.  For those of you who are already supervising at a distance, we hope you will be able to bring your expertise and knowledge to those who are newer to this process. 

Book your place online: https://stafftraining.bis.aber.ac.uk/sd/list_courses.php

 

Mini Conference: Group Work and Group Assessment, Monday 16 December, 10.30am

Mini Conference Programme

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On Monday 16th December, at 10.30am, the Learning and Teaching Enhancement Unit will be hosting this year’s Academy Mini Conference.

The Mini Conference is a smaller version of our Annual Learning and Teaching Conference which allows us to pull together a series of presentations and workshops around a particular learning and teaching topic.

This year the Mini Conference has the theme of Group Work and Group Assessment.

We’re excited to confirm our programme:

  • Professor John Traxler, Professor of Digital Learning, University of Wolverhampton: Working (Groups) in the Digital Age
  • Dr Jennifer Wood & Roberta Sartoni (Modern Langauges): Group Work as an Active-Learning Tool in Translation Classes
  • Janet Roland & John Harrington (Student Support Services): Supporting students who find group work challenging
  • Dr Gareth Llŷr Evans (Theatre, Film and Television Studies): Prosesau Creadigol Agored ac Asesu Grwpiau Bach
  • Dr Ian Archer (Learning and Teaching Enhancement Unit): Learning Environments and your personality preferences
  • Mary Jacob (Learning and Teaching Enhancement Unit): Designing and Assessing Group Work

We hope that you’ll be able to join us for this event. Places at the Mini Conference are limited so please book your place via this booking page.

 

Mini Conference Keynote: Working (Groups) in the Digital Age

The Learning and Teaching Enhancement Unit is pleased to announce Professor John Traxler as the keynote speaker at our forthcoming Mini Conference.

The mini conference will focus on Group Work and Group Assessment and will be held on Monday 16th December, 10:30am-4pm in B.03, Visualisation Centre.

You can book onto the event online.

Mini Conference Keynote: Working (Groups) in the Digital Age

Since the turn of the century, we have seen digital technologies evolve from being expensive, fragile, scarce, puny and difficult, often just institutional, to being powerful, ubiquitous, pervasive, easy, cheap and robust, now personal and social. In this time, they have changed the nature of the commodities, assets, transactions and organisation that constitute our economic lives; have challenged the certainties of political issues, affiliations and processes; in languages, we have seen the emergence of new vocabularies, genres and dialects; they have fuelled moral panics and catalysed new forms of harm, affront and misdemeanour.

Furthermore, they have given students the means and opportunities to generate, share, transform, discuss and access ideas, images, identities and information and in doing so have the potential to threaten the established professions, institutions and forms of education, to shift the ownership and control of what is known, who knows it and how it gets to be known.

This then is the world that graduates enter, the world of work transformed and un-work undefined. Universities take them from the structures and security of the school to worlds with neither. How can pedagogic formats like assessment and groupwork support this transition?

Mini Conference: Inclusive Education Summary: Part 2

This is the second blogpost documenting this year’s Mini Conference on Inclusive Education that was recently hosted by the E-learning Group. For an overview of the first half, please see this blogpost.

The second half of the conference began with Neil MacKintosh and Meirion Roberts from the IBERS BioInnovation Wales scheme discussing widening access to their modules. Recently, the team have sought to address high level and technical skills shortages in bio-based businesses, including AgriFood. One of the aims of the programme is to look into ways to engage graduates with a distance learning course who are currently working in industry but might not have time to undertake a postgraduate degree. It’s hoped that the scheme will increase productivity in Wales by emphasising the reciprocal relationship between industry and research. The BioInnovation Wales scheme works closely with industry partners to provide a flexible route for those in work to gain postgraduate qualifications. Neil gave an introduction to the scheme before passing onto his colleague, Meirion Roberts. Meirion is an associate lecturer at the BioInnovation Wales whose job it is to provide a bilingual learning experience for the postgraduate distance learning modules. The BioInnovation courses are solely delivered online using Blackboard with a whole host of different learning materials. Students registered on the course currently have access to the resources in both Welsh and English. One of the first tasks for Meirion when he started work with the BioInnovation unit was to create a bilingual course interface, course materials, and lectures. These modules use forums on Blackboard as a mode of assessment. One of the challenges that faces the bilingual delivery of these modules is how to moderate and facilitate bilingual forums. Following a discussion between attendees, it was felt that one way forward would be to encourage those posting on the forums to post their responses in both Welsh and English rather than responses in Welsh having to be translated into English. If the precedence was set to post in both languages then it was felt that this would be a more inclusive approach for creating a bilingual learning environment. If you would like to find out more about using assessed forums, we’ve got some information on grading the discussion board

After this presentation, Mary Jacob, lecturer in Learning and Teaching in CDSAP, and Nicky Cashman, accessibility advisor, at Student Support Services offered a demonstration on Creating Inclusive and Accessible Learning materials. The aim of the presentation was to give attendees some practical tips on creating more accessible resources for students, including items that can be downloaded from the Virtual Learning Environment. Giving some context, 16% of the Aberystwyth Student Population have disclosed a disability, which is slightly higher than a sector average of 12%. Mary and Nicky spoke through the following topics:

  • Microsoft Accessibility Checker – a tool that is built into Word
  • Using styles in Word to make the structure of your material clear to students
  • How you can best convert your Word document into a PDF file
  • Which colours might be most appropriate to use

Mary and Nicky also shared with attendees a resource created by the University of Hull on designing content for diverse learners. This resource is available online.  In addition to this, attendees were also given a handout of The Universal Design for Learning Guidelines, produced by CAST. Mary also maintains a Trello board which hosts lots of useful resources to learning and teaching activities. There’s a card on the Trello board specifically dedicated to Creating Accessible Learning Materials under the Projects/ areas of interest.

The final presentation was delivered by Dr Jennifer Wood from the Modern Languages Department. Dr Wood teaches Spanish and reflected on her use of Blackboard Tests in her teaching. The aim of these tests is to check the understanding of students learning Spanish outside of the classroom. Using Blackboard Tests allows Dr Wood to free up her face to face lessons and contact time with her students. Before using the online tests, precious time in teaching sessions was given over to in class assessments. Dr Wood also gave an additional context to the presentation by discussing Foreign Language Anxiety and how Blackboard Tests can help combat this through their ability to be taken (and retaken) at a time that suits the learner in an environment that they feel comfortable in. One of the advantages of using Blackboard tests is that once you’ve built it, you can export, import and redeploy in a different module. In addition to this, tests can be marked automatically and feedback given to the learner upon completion of the test. Depending on the learning need, tests can be either formative or summative and can link directly to the grade centre. Counter balancing these advantages to using tests, there may also be some challenges. Tests can take time to build and create. They can, however, be created any time that suits you and can be imported and deployed into the module that you require the test for.  The trade off, however, is that you will have a resource that can be used year upon year. If you notice that a question is wrong, you can reallocate marks, change the grades or edit the question for all those who have taken the test. There are many types of questions that can be used in Blackboard quizzes. See the full list of question types that are available for Blackboard tests (please note, that depending on the type of question you select, depends on whether it can be marked automatically or not). There’s further guidance on tests on our FAQs. The E-learning Group are always happy to work with our academic colleagues to help you design, create and deploy your tests. We have a great deal of expertise in this area.  

This year’s Mini Conference had our highest attendance yet. Next year, we might have to look at switching rooms. If you would like to suggest a topic for next year’s Mini Conference then please get in touch with us. A reminder as well that we’ve currently got our Call for Proposals open for this year’s Academy Mini Conference. You can submit a proposal by going to this online form. We’d like to thank all of presenters for giving up their time and sharing their practices with all the attendees.

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