Uwe learning and Teaching Conference 21st June 2016 Teaching Excellence

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UWE Learning and Teaching Conference

21st June 2016

Teaching Excellence





Coffee and registration

B Block Foyer

9.15- 9.20

WelcomeDr Marie-Annick Gournet

Leader of Learning for All Hub



IntroductionProfessor Jane Harrington

Deputy Vice Chancellor Academic



Keynote Address Professor Ray Land

Director of Centre for Academic Practice University of Durham

What counts and what matters:

transformative learning in an uncertain world



Inspiring moment - Professor Myra Conway

Professor in Biomedical Science (HAS)

Research informed teaching



Marcela Usmari Moraes (student HAS) & Harry West (student FET)

Inspiring not Insipid!



Coffee & Biscuits

Poster Presentations

B Block Foyer



B Block Rooms

A Time for T? Technology Enhanced Assessment

Chair: Jeanette Sakel (NTF, LTF – ACE)

  • On-line Examination and timely indicators of student performance, Alison Hooper

  • Tablet-based summative assessment – giving assessors and learners room to grow, Chris Moore


B Literacy and Language in Teaching

Chair: Kim Scarborough (NTF, LTF – HAS)

  • Strategies for academic success – ALF members’ approaches to embedding academic skills development into the curriculum, Jackie Chelin

  • The pivotal role of language and talking in excellent teaching, Sue Hughes


C Using the screen: Before, During and After

Chair Marc Griffiths (PFHEA, A. Dean – HAS)

  • Assessment Feedback – Evaluating the use of screen-casting, Mandy Lee, Sue Norman, Sarah Whitehouse, Marcus Witt

  • Implementing the Flipped Classroom: bringing enjoyment to teaching and learning, Ben Drew, Catherine Hobbs


Research and Teaching Symposium 1

D Chair: Andrew Spicer (ACE)

  • Centre for Research in Biosciences: Enhancing links between research and teaching, Olena Doran

  • Connectivity, Reflection and Personalisation – A thematic approach to pedagogy, Manuel Frutos-Perez

  • Win! Win! Win! A case study of student/tutor/researcher/technician collaboration in teaching and research integration, Michael Horswell, Nevil Quinn, Paul Satchell, Harry West (Student FET)




Poster Presentations




B Block rooms

1 Saving the planet: one tutorial at a time

Chair: Lucy Meredith (HoD, SFHEA – HAS)

  • Passion, compassion and waltzing around the theory/practice nexus: the relationships that make MSc Sustainable in Practice, Sarah Hills, Svetlana Cicmil, Mat Jones, Emma Agusita

  • Meeting the requirement for consideration of ESD (Education for Sustainable Development) in UWE's quality management and enhancement framework processes (QMEF), Georgina Gough


2 Practice makes perfect

Chair: Viv Rolfe (NTF, PFHEA – HAS)

  • Editor for an hour, Myra Evans & Sally Reardon

  • Enhancing the student learning experience with a slice of Piazza, Adam Sheppard & Oliver Haslam


3 Real/Not real: Navigating a changing landscape

Chair: Carolyn Morton (SFHEA, LTF – HAS)

  • Using technology to enable collaboration and team work in learning and teaching sessions, Glenn Duckworth

  • Learning from the Avebury landscape in virtual and augmented realities, Liz Falconer, John Sumpter, Mark Shand, Maricarmen Gil, Aaron Griffiths (MG in Bristol, AG in New Zealand).


Research and Teaching Symposium 2

4 Chair: Nicholas O’Regan (A. Dean FBL)

  • What we talk about when we talk about research into teaching, Richard Bond

  • A route from NHS research to NHS development in genomics, Aniko Varadi

  • Welcome to the pedagogic borderlands, Jennifer Hill, Harry West (student FET)



Gerry Rice

Associate Dean Quality, Learning & Teaching

Connected Curricular



Professor Martin Boddy

Leading Excellence at UWE

Research and Teaching



Professor Jane Harrington

Leading Excellence at UWE

Academic Practice



End - Networking drink


Professor Ray Land Director of Centre for Academic Practice, University of Durham

Ray Land is Professor of Higher Education at Durham University and Director of Durham’s Centre for Academic Practice.  He previously held similar positions at the Universities of Strathclyde, Coventry and Edinburgh. He has been a higher education consultant for the OECD and the European Commission (EC) and has recently been involved in two EC projects in Europe and Latin America.  He is currently advisor to the Norwegian TRANSark project on architectural education.  He has published widely in the field of educational research, including works on educational development, learning technology and quality enhancement.  He is best known for his theory (with Jan Meyer) of Threshold Concepts and Troublesome Knowledge.  A recent edited book, Threshold Concepts in Practice (Sense 2016) is the fourth in a tetralogy on this theme. His latest publications with George Gordon have been Enhancing Quality in Higher Education: International Perspectives (Routledge 2013) and Teaching Excellence Initiatives: modalities and operational factors (HEA 2015). He is a Fellow of the Royal Society of Arts and a Principal Fellow of the Higher Education Academy.  He lives in Edinburgh, Scotland.

What counts, and what matters: transformative learning in an uncertain world

The UK Government’s forthcoming White Paper on higher education, with its expected proposals to measure and reward teaching excellence in HE, and at the same time to further deregulate provision to increase market competition, gives rise to interesting issues as to what might count as excellence and what we should be measuring as ‘learning gain’. Lee Shulman (2005) observed that ‘without a certain amount of anxiety and risk, there's a limit to how much learning occurs. One must have something at stake. No emotional investment, no intellectual or formational yield’.  In contradistinction to this sentiment, a powerful discursive shift has occurred within higher education globally in recent decades in which HE teaching is rendered increasingly as the facilitation of a rather ill-defined ‘student learning experience’, and as a primarily economic rather than educational transaction. The learner is constructed as a consumer, and satisfaction surveys and module evaluation scores place students and teachers in an oppositional stance, intensifying internal market competition between colleagues and courses. This is potentially antithetical to critical or transformative notions of pedagogy. Teaching may become risk-averse, innovation uncomfortable and the language of transformation may retreat.  In its worst incarnation learning can be depicted as non-problematic, requiring minimal commitment.  A hotel, perhaps, rather than a gym.  Students’ ‘pedagogic rights’ (Bernstein 2000), entailing transformation, and challenge, where liminality and uncertainty trigger different ways of thinking, different modes of knowledge and deep ontological shift, might be curtailed. This talk discusses ‘pedagogies of uncertainty’ with their emphasis on transformation through ‘troublesome knowledge’, liminal experience, and ontological shifts, as one possible dimension of a counterdiscourse to the increasing commodification of learning, and as a necessary component of any definition of excellence, or learning gain. As our institutions compete in a global market, however, such approaches may be compounded by both intercultural tensions and the differing expectations of some of our students.

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