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Abstracts A-Z

Abstracts for each of the presentations, stands and posters taking place at this year's event are available below, ordered alphabetically by the presenter's surname.
In cases of multiple presenters, abstracts can be found under the surname of the main presenter, and in the case of joint presenters the surname whose name falls closest to the beginning of the alphabet will be listed:

Contributor Event
Mr. Michael

Old Refectory
Wed 29 Mar: 12.40

Stand, JBR
  Computer and IT augmentation of practical phonetics training
Mr. Michael Ashby, Department of Phonetics and Linguistics

Traditionally, there has been a distinction between the practical class and the teaching of phonetic and phonological theory. With support from ESCILTA, we have recently begun to bridge this unnecessary division, by taking the tools of acoustic analysis into the practical class. Radio microphones in the classroom permit both teacher's and students' speech to be instantly analysed and displayed for comparison, and this activity is interwoven with interactive access to teaching materials and reference corpora.

Practical skill is thus shown as something which can be objectively monitored, while the practical sessions become an additional route for understanding theory and appreciating its applications.

Dr. David

Stand, JBR
  The virtual laboratory
Dr. David Bender, Dept of Biochemistry and Molecular Biology and Academic Centre for Medical Education

Providing laboratory practical classes for large groups, such as the first and second year medical students (340+ per year) is difficult, and in any case the value of "wet" practicals in medical education is dubious. It is more important for the students to understand the principles, and gain experience of interpreting data, than to learn how to perform laboratory manipulations. To this end I have developed a series of computer simulations of laboratory exercises, with extensive html pages of theory to back up the practical simulations. These will be demonstrated. For science students, practical experience is obviously important, but there is a place for simulation exercises to provide experience in planning experiments and interpreting data.

The work in progress can be viewed at www.ucl.ac.uk/~ucbcdab/simulations.htm

Dr. David

Old Refectory
Thur 30 Mar: 11.20
  Towards a one-stop on-line shop for medical students
Dr. David Bender, Dept of Biochemistry and Molecular Biology and Academic Centre for Medical Education

The Phase 1 medical course (years 1 and 2) is one of the largest courses in UCL, with 340+ students per year. Unlike course unit degrees, the separate modules of the course do not have a clear departmental base; all modules are organised and taught as integrated multi-disciplinary units. This presentation will demonstrate the way in which we are using WebCT to provide a "one stop shop" for the students, using material directly mounted on WebCT and links to material on departmental servers, the official Medical School website and elsewhere. We are also setting up a gallery of student-prepared websites based on material prepared for Student Selected Modules.

Dr. Jon

Poster, JBR
  Lessons from the experience of recent students preparing for key postgraduate dental examinations
Dr. Jon Bennett, UCL Eastman Dental Institute & Dr. Jan Derry, The London Knowledge Lab, Institute of Education

Outcome data can provide a measure of the effectiveness of undergraduate programmes but what data do we collect and when? Should it be obtained immediately on graduation or subsequently, following a sustained encounter with the workplace? Obtaining the former is straightforward but collecting the latter remains a challenge.

Dentistry may be a useful model to investigate this issue. Programmes are similar in content and attract comparable cohorts of students. In the 2 years after graduation the profession is structured to ensure that most receive an equivalent experience. Nevertheless, despite shared objectives, courses vary widely in approach and style. By studying this group we gained insight into the effectiveness of different pedagogic strategies on preparation for the workplace. These data are likely to be applicable to a wide range of professional situations within biomedicine and beyond. Furthermore, as the Eastman and the other postgraduate medical institutes play a significant role in the provision of training to young professionals, they are in an ideal position to collect these data and make them accessible to those planning undergraduate programmes.

Dr. Gillian

Old Refectory
Thur 30 Mar: 16.20
  Innovative Teaching Using Guest Interviews
Dr. Gillian Bentley, Anthropology

A new method of encouraging interactive teaching and learning was introduced in 2002 in a class at UCL called "Evolutionary Medicine". Guest specialists (clinicians and biologists) have been interviewed with the idea of introducing a more stimulating and informal method of learning that encourages student participation. Since 2003 the interviews have been videotaped and made available on-line through WebCT, and a wider web-site for public use is being developed. The students also participate in group Powerpoint presentations and individual Posters for their course evaluations. Both guests and students have been enthusiastic in their responses which have been formally evaluated with questionnaires and focus group discussions. This presentation will report the results of these surveys as well as my experiences in running the class since its inception. (Funded by ESCILTA and C-SAP).

Dr. Anita

Old Refectory
Thur 30 Mar: 14.30
  Developing Successful On-Line Student Evaluation Questionnaires (eSEQs): demonstration and debate.
Dr. Anita Berlin, Medical School (Faculty of Clinical Sciences) & Dr. Will Coppola, Lecturer in Primary Health Care

Students' feedback is the cornerstone of university quality monitoring. Gathering and using such data poses practical and educational challenges. This is especially true in medical schools with large cohorts, and multiple, diverse and far-flung course providers. On-line student evaluation questionnaires (eSEQ) now cover 95% of our modular course. Response rates are >70%, with valuable written comments and data instantly collated and easily accessible. eSEQs are popular with students and staff saving on admin time compared to paper SEQs

This innovation coincides with unprecedented local and national interest in the students' views. The recent UCL Working Group on Student Feedback strongly recommended College-wide introduction of eSEQs for programme evaluation.

eSEQs have generated opportunities as well as problems. Areas for debate include centralisation of resources, student access to data, triangulating student feedback with other monitoring and evidence regarding the impact.

This proposal includes an online demonstration of the eSEQ system "Opinio".

Mr. Simon

Stand, JBR
  Streaming media in e-learning
Mr. Simon Brown, Media Resources, EISD

The use of video and/or audio files in e-learning has enormous potential, especially with increased bandwidth around a local campus, the UK and internationally. Media files often need to be tailored quite precisely both to subject and user; this paper will examine the options available to the teachers when using multimedia files and how the technology can address the pedagogical aims as well as focusing on the needs of the student and the limitations of networked delivery.

Dr. Helen

Old Refectory
Wed 29 Mar: 10.05

Stand, JBR
  Object-based teaching and learning at UCL
Dr. Helen Chatterjee, UCL Museums and Collections, Dr. Wendy Kirk, Geology Collections, Dr. Rachel Sparks, Archaeology Collections, Dr. Stephen Quirke, Petrie Museum & Dr. Emma Chambers, Art Collections

UCL Museums and Collections contain an outstanding array of objects, artefacts, artworks and rare manuscripts, totalling around 800,000 items. Objects play a vital role in at least 100 undergraduate and postgraduate course units across UCL , impacting over 2500 students annually. Students are registered on a diverse range of degree disciplines from Engineering Sciences (Civil Engineering), Life Sciences (Anatomy, Biology and Zoology), Maths and Physical Sciences (Earth Sciences, Palaeobiology) and Social and Historical Sciences (Anthropology, Archaeology, including museums, conservation and heritage studies, History of Art). Objects are employed in a variety of ways to enhance and disseminate subject specific knowledge and to facilitate the acquisition of practical, observational and drawing skills. In 2005 a survey, funded by ESCILTA, to categorise the current and prospective use of objects at UCL was undertaken with a view to embedding objects into a wider scope of teaching and learning, at an interdisciplinary level.

Ms. Lorraine

Garden Room
Wed 29 Mar: 15.50
  An Inside View of the European Higher Education Lab: Erasmus Mundus and the Making of Joint Masters Degrees
Ms. Lorraine Dardis, Centre for International Health, Institute of Child Health, Prof. Wendy Davies, UCL Pro-Provost for Europe, Mr. Mark Pickerill, UCL International Office, Dr. Christopher Gerry, School of Slavonic and East European Studies & Dr. Francesca Medda, Centre for Transport Studies

In the context of harmonising higher education, the European Commission introduced Erasmus Mundus (EM) scholarships in 2004. The equivalent of the Fulbright Awards, EM scholarships support non-EU graduate students undertaking jointly provided Masters degrees, and non-EU research/teaching scholars.

Erasmus Mundus opens exciting opportunities for UCL departments to nurture new and established educational partnerships, develop high quality 'jointly provided' degrees, and attract international students.

If you want to know
  • ‘What does harmonisation of European higher education mean for Masters programmes?’
  • ‘How can my department create a jointly provided Masters?’
  • ‘Where do we start?’
  • ‘How can we improve our chances of success?’
  • ‘Is it worth it?’
then come along to this session. Contributors will share insights and information based on their experiences in European HE policy, designing and sustaining quality "joint" Masters degrees, navigating the EM application process (including a successful bid), and judging EM bids.

Ms. Lorraine

Stand, JBR
  "Learn Before You Leap": How Taster Courses Improve Postgraduate Programme Access and Enrolment
Ms. Lorraine Dardis, Centre for International Health, Institute of Child Health, Ms. Kerstin Michaels, School of Library, Archive and Information Studies (SLAIS) & Dr. Margaret Mayston, Department of Physiology

Several UCL departments offer Taster courses - Masters modules on which "taster" students can enrol on a "short course for-credit" basis before deciding to undertake a full taught postgraduate degree. These courses often attract professionals interested in postgraduate study who are unsure about taking the plunge without testing the waters first.

At a time when more "non-traditional" students are seeking learning opportunities, departments with taster courses offer wider access to higher education at UCL. Direct benefits to departments include increased enrolment on postgraduate degree programmes and the contribution of "student" professionals connected to work in the field.

If you are interested in discussing whether taster courses might work for your department, and how taster courses can be developed, accredited and managed, this session is for you. Contributors represent a variety of taster courses, and they are active in the UCL Adult Learning and Professional Development network.

Ms. Maria

Old Refectory
Thur 30 Mar: 15.00
  Supporting trends in teaching
Ms. Maria Darmon & Mr. Phil Riding, Information Systems (EISD)

Information Systems provides IT facilities to support teaching and learning, and cluster rooms are still heavily used for traditional course delivery. But what do central service providers need to do to support changing trends in teaching and learning - what sort of facilities will staff and students expect to find? - how do we anticipate these needs? - should the drivers be from the educationalists, or will offering new technologies stimulate and facilitate a change in teaching methods? This session aims to pose these questions, and to facilitate discussion around these issues.

Dr. Sandra

Old Refectory
Thur 30 Mar: 12.00
  Cross-university collaboration and resource development
Dr. Sandra Dunsmuir, Psychology

The Educational Psychology Group, supported by grants from ESCILTA and the Higher Education Academy (HEA), has been involved in several initiatives to use new media to deliver aspects of the postgraduate curriculum and to evaluate whether these approaches can be applied to areas where there is a substantial skill development component and challenging assessment requirements. This presentation will describe a national project, led by staff from UCL, to develop resources to enable the incorporation of the British Psychological Society (BPS) standards for test usage with clients into professional training programmes. This is accessed by all participating universities on the UCL WebCT server. The process is being regarded as a potential model for developing shared resources in the future and key criteria in setting up cross-institutional projects will be described. Further developments include the collaborative authoring of supplementary materials (e.g. DVD) to support learning. The methods proposed to evaluate the project will also be outlined.

Mr. Marco

Old Refectory
Thur 30 Mar: 10.15
  Blended learning for a global corporation: the BT Masters in Telecommunications
Mr. Marco Federighi, Faculty of Engineering Sciences & Prof. Chris Todd, Electronic and Electrical Engineering

The BT Masters in Telecommunications is a flexible part-time intercollegiate Masters programme developed in collaboration with BT and other universities, and delivered to locations in the UK and India (and probably, from next year, in Malaysia and the US). The programme is designed for the growing CPD market in multinational companies and uses a range of technologies for delivery, support and assessment of students in their workplaces. We will discuss the main characteristics of this programme and compare it with similar programmes elsewhere, notably at Columbia University.

Dr. Chris

Poster, JBR
  Piloting cross-cultural issues in the teaching of maths and physics at pre-undergraduate level
Dr. Chris Fenwick & Carl Gombrich, Language Centre

This is a pilot project designed to introduce pre-undergraduate international students in science and engineering to links between historical/cross cultural and modern western aspects of physics and mathematics.

A poster will be presented, outlining the initial outcomes of the project, these consisting of course material and students' own work, as well as an initial website designed to showcase such work.

Dr. Andrew

Garden Room
Wed 29 Mar: 16.50
  Recognising student diversity: a report on some SLAIS teaching and learning projects
Dr. Andrew Flinn & Dr Elizabeth Shepherd, School of Library Archive and Information Studies

This joint paper reports on investigations into some current issues in teaching and learning, undertaken within the School of Library, Archive and Information Studies. Both the speakers teach on the MA in Archives and Records Management and the MA in Records and Archives Management (International) and are past and present programme directors.

The first part of the paper, given by Dr Flinn, reports on investigations funded by an International Strategy award and supported by CALT into the experience of recent overseas students and reflects on support and advice for international students, including preparing students for teaching and assessment at UCL and developing awareness of cultural diversity issues among staff and students. Some of challenges posed by the international programme might be resolved by adopting a blended learning approach. The second part of the paper, given by Dr Shepherd, reports on a CALT secondment and reviews past experience and present use of e-learning to deliver professional preparation Masters programmes within SLAIS. This will focus on changing student needs and the ways in which different delivery mechanisms could be used to enhance the student experience.

Prof. Trisha

Old Refectory
Wed 29 Mar: 10.25

Stand, JBR
  "RESPECT": Critical success factors in a widening access summer school for 16-year-olds from deprived socio-economic backgrounds
Prof. Trisha Greenhalgh, Jill Russell, Lisa Dunkley, Petra Boynton, Frances Lefford & Nikhil Chopra, Primary Care and Population Sciences

To develop a pre-medicine summer school for 16-year-olds from socio-economically deprived and under-represented BME groups.

Design and methods
Development phase: action research with partnership schools, based on interviews with all pupils, and workshops and focus groups with pupils, parents, teachers, medical student assistants, NHS staff, and other stakeholders.
Evaluation phase: in-depth process evaluation from the perspective of multiple stakeholders using questionnaires, interviews, focus groups, and observation.

Main findings
The summer school was popular with pupils, parents, teachers, and staff. It substantially raised pupils' confidence and motivation to apply to medical school. Critical success factors were (a) an atmosphere of "respect"; (b) a focus on hands-on work in small groups; (c) the input of medical student role models; and (d) vision and leadership from senior staff.

An action research format allowed us to draw the different stakeholders into a collaborative endeavour characterised by enthusiasm, interpersonal support, and mutual respect. Pupil input to programme design ensured high engagement and low drop-out rates.

Dr. Christine

Old Refectory
Thur 30 Mar: 09.35
  Languages of the Wider World - CETL
Dr. Christine Hoffmann, Language Centre & Ms. Cristina Ros i Sole, Faculty of Arts and Humanities

The presentation will outline the mission of the SOAS-UCL Centre for Excellence in Teaching and Learning (CETL) and the contribution it will make towards the development of Languages of the Wider World. We will present a selection of UCL/SOAS projects covering materials development (e.g. preparing students for a study abroad period in Japanese using CALL), teacher and learner training and reflection and research.

Ms. Emily

Garden Room
Wed 29 Mar: 16.10
  UCL Students and the Global Job Market
Ms. Emily Huns & Mr. Dave Carter, UCL Careers Service

How globally mobile are UCL students?
And how do we help prepare them for a global job market?

Drawing on data from the HESA-led DLHE Survey (Destinations of Leavers from Higher Education) undertaken 6 month after graduation, UCL Careers Service will present evidence of UCL student global mobility and point to the increasing support available to those seeking an international element to their career or education. Considering both international and home student perspectives, the session will cover barriers to global mobility, current and potential future initiatives and a demonstration of the new UCL resource 'International JOBOnline' - a world-wide vacancy database launched by the Careers Service earlier this year.

Ms. Rama

Garden Room
Thur 30 Mar: 14.00
  Approaches to Teaching of Engineering
Ms. Rama Imam, Patricia Idaewor & Craig Childs, Centre for Transport Studies, Department of Civil & Environmental Engineering

In the teaching of engineering in universities, it is a common tendency to emphasise the numerical skills and methods in the problem definition and solution. While this mathematical approach is right and necessary, on its own it is not sufficient to prepare graduates to meet the challenges of their future practice. Designing for people with diverse needs, capabilities and interests requires compromise solutions rather than absolute numerically optimised solutions.

Engineers utilise high-tech tools, computerisation and modelling techniques to simulate real-life situations under alternative scenarios. The human factors and elements are often missing in the process. This could be overcome with a change in teaching approach.

This work presents the case for integrating consideration of human factors into the teaching of core engineering courses. With this, engineering graduates will become well-rounded and able to make sound decisions that consider the impact of their designs on people.

Ms. Caren

Old Refectory
Thur 30 Mar: 16.00
  Incorporating professional practice into post-graduate teaching: the case of the MSc in Development and Planning.
Ms. Caren Levy, Eleni Kyrou, Pascale Hofmann, Patrice North, Michael Walls, Babar Mumtaz, Leyin Zhang & Julio D Davila, Development Planning Unit

For nearly two decades the Development Planning Unit (DPU) has accumulated a wealth of experience in organising Master's course fieldtrips to a variety of locations in developing countries. In DPU's six MSc programmes the fieldtrip is now part of a "practice module" spanning three terms and comprising London-based team exercises on issues of professional practice, a three-day residential workshop with all MSc students (who come from over 30 countries), professional, personal and team skilling sessions, and the fieldtrip overseas.

The DPU wishes to exchange views with UCL colleagues on the experience of incorporating a professional skills component into a London-based MSc. This is placed in the context of the Provost's White Paper and the dual challenge of:
a) equipping a multi-cultural, inter-disciplinary group of students with the skills to take leadership roles in their own countries and operate professionally in a rapidly integrating global economy, and
b) addressing growing inequalities and poverty - key features of contemporary international development.

Prof. Sue

Old Refectory
Wed 29 Mar: 15.50
  Use of interactive voting system in clinical teaching
Prof. Sue Lightman, Prof. Peter Mccluskey & Miss Narciss Okhravi, Department of Clinical Ophthalmology, Institute of Ophthalmology

Discussion of clinical scenarios is a popular teaching method and requires audience participation. In any audience the personality types as well as knowledge base may vary so that to some, this way of teaching is very intimidating. We have used an interactive voting system with hand held computers and 2-3 people sharing a handset to get discussion of questions of clinical relevance but in a totally non-intimidating way. A clinical scenario is described and a question asked. A series of answers are given and of these one is correct. The audience is asked to vote by pressing a number on their key pad which indicates the answer they think is correct. At the end of the voting time, the results appear on the screen and can be discussed. Each time we have used this, the feedback has been very complimentary, the learning objective achieved and the lack of intimidation emphasised.

Prof. Paul

Old Refectory
Wed 29 Mar: 14.20
  Spatial Literacy in Teaching (SpLinT): a Centre of Excellence in Teaching and Learning
Prof. Paul Longley & Alex Singleton, Geography/Centre for Advanced Spatial Analysis

This keynote presentation reports on the setting up of a HEFCE-funded Centre of Excellence in Teaching and Learning (CETL) in geotechnology, which a recent Nature article described as "one of the three most important emerging and evolving fields along with biotechnology and nanotechnology" (Gewin, 2004: 376). Geospatial technologies such as Geographic Information Systems (GIS) have become increasingly important and pervasive in both society and education over the past 10 years. The SPLINT CETL will be a national resource through a consortium of the University of Leicester , UCL and the University of Nottingham.
This presentation will describe how the CETL will:
  1. Pioneer innovative approaches to progress the learning and teaching of spatial literacy;
  2. Establish new formal points of contact with disciplines that are less spatially enabled;
  3. Disseminate the outcomes of (1) and (2), within the HE sector;
  4. Link to the ESRC E-Social Science GEOVUE Node.

Dr. Jenny

Old Refectory
Wed 29 Mar: 16.10
  Skills Development for Undergraduates and Masters Students
Dr. Jenny Marie & Dr. Paul Walker, Centre for the Advancement of Learning and Teaching (CALT)

The provision that Higher Education Institutions make for the development of key skills has come under increasing consideration in recent years. The Department for Education and Skills expects all Higher Education Institutions to make Personal Development Planning available to students from 2005. In this context, UCL has set up a working group to advise departments on the development of their students' key skills. This presentation will highlight the work done by the group. It will discuss the value of skills programmes and the group's recommendations for the implementation of such programmes in UCL departments.

Dr. Louise

Old Refectory
Wed 29 Mar: 14.40
  BoneView: teaching and learning support for zooarchaeology
Dr. Louise Martin, Institute of Archaeology, UCL & Maudie Gunzi BA

In Spring 2004 an ESCILTA grant was awarded for the development of an online teaching and learning resource for Zooarchaeology at UCL. This presentation outlines the development of the modules which form part of the resultant web-site, and discusses the selection of appropriate material for the site, the choice of soft-ware, and the decision-making processes about the educational content. Student participation and feedback was an important part of the process and will be evaluated.

Mrs. Sophie

Poster, JBR
  Internationalising International Health
Mrs. Sophie Martin & Prof. John S Yudkin, International Health & Medical Education Centre, Department of Medicine

The International Health Intercalated BSc and Special Study Modules teach medical students about global determinants of health, focussing on the global political, social and economic influences on health. The SSM participants include medical students from Cuba and Tanzania as part of an exchange programme; moreover, in the past five years, the BSc course has attracted increasing numbers of overseas students. These students bring a wealth of experience and knowledge of their own country's health and development. Peer education enriches the curriculum and enhances staff and students' understanding of the context of countries outside the UK. Our aim is that through students and staff engaging in a learning process together, the curriculum will continually be enhanced, remaining responsive to changing issues across the globe. If UCL is to deserve its place as a global university, initiatives like this will need to become central to the pedagogy of a range of courses offered.

Dr. Vincent

Stand, JBR
  UCL Library Services: supporting UCL students
Dr. Vincent Matthews & colleagues, UCL Library Services

Posters, displays and relevant support service managers will demonstrate the variety of ways in which UCL Library Services is seeking to support UCL students' learning and their overall student experience at UCL. Three over-arching themes link recent developments and initiatives:
  1. Development of student-centred and joined-up services;
  2. Promotion of information skills and "info literacy";
  3. UCL's widening participation and international agendas;
all in the context of campus-wide developments in e-learning.

Ms. Lucinda

Garden Room
Wed 29 Mar: 16.30
  Globalisation: exciting challenges for Legal Education
Ms. Lucinda Miller, Laws

This contribution will highlight the way that the undergraduate law syllabus has responded to the challenges and opportunities that globalisation presents for legal education and the legal services market place. The increasing fluidity of nation state territorial boundaries demands an approach to law that extends beyond simply the study of national legal systems. A new compulsory first-year course entitled World Legal Orders is the first of its kind in the UK and marks an exciting turning point for the study of law in the 21st century.

Law without a state? Possibly!

Dr. John

Old Refectory
Thur 30 Mar: 09.15
  "Will you be like a normal Lecturer and tell me the answer?" - Problem Based Learning in E&EE
Dr. John Mitchell, Jan Smith, Tony Kenyon & Hugh Griffiths, Department of Electronic and Electrical Engineering

The academic session 2004/05 saw the first cohort to encounter the Problem Based Learning module in E&EE that had been piloted over the previous two years. This presentation will discuss the findings of the first two sessions, focusing on the impact that its introduction has had on the students and issues that it has raised for the staff involved.

Ms. Jeannette

Old Refectory
Thur 30 Mar: 11.40
  Fitting IT Training into the Medical Curriculum
Ms. Jeannette Murphy & medical students, CHIME (Centre for Health Informatics & Multiprofessional Education) & Caroline Norris

The National Health Service (NHS) is engaged in the largest IT project in the world, which will cost in excess of ten billion pounds. For this project to succeed, it is essential that all doctors have the knowledge, skills and motivation to use information and communication technologies as part of clinical practice. The European Computer Driving License (ECDL) has been adopted by the NHS as the gold standard for computer literacy. However, very few students (one or two out of 360) have achieved this qualification before coming to UCL. This presentation reports on a four year project, led by CHIME with support from Information Systems, aimed at providing first year medical students with the opportunity to achieve the ECDL. The presentation will focus on logistical issues (e.g. timetabling, funding) and pedagogic consideration (e.g. learning outcomes other than the acquisition of skills). The voice of the learners will be included.

Dr. Jacky

Poster, JBR
  E-learning Approaches to Bioinformatics Education at UCL
Dr. Jacky Pallas, Dr. Andrew Martin, & Dr. Michael Sadowski, Department of Computer Science

The majority of biologists use web portals to access bioinformatics tools and databases. Online practicals are therefore very effective for delivering bioinformatics education. This poster demonstrates the application of two simple tools for E-learning content creation to the development of online practicals for bioinformatics education. The HTMLW system, developed by Dr. Andrew Martin from the Biochemistry Department, is a tool for quickly generating online quizzes with a consistent look and feel with minimal effort. Qarbon Viewletbuilder (www.qarbon.com) is a commercial product for generating professional animated software tutorials for delivery over the web as FLASH documents. Together, these tools provide the full range of functions needed to produce high quality online teaching materials, demonstrated here by their application to bioinformatics education at UCL.

Practical materials can be accessed at http://bioinf.cs.ucl.ac.uk/bcb/I2B/practicals

Ms. Aviva

Old Refectory
Wed 29 Mar: 11.15
  Teaching statistics using WebCT
Ms. Aviva Petrie, Eastman Dental Institute & Ms. Penny Everett

The ability to analyse data correctly is vital to many research projects and yet acquiring this skill is often low down in the list of priorities. E-learning is therefore the ideal platform for a basic statistics course as the student can work through the animated and interactive material at a pace and at times that suit the individual, requiring only a computer with internet access to proceed. An e-learning WebCT course on basic statistical methodology was originally written to complement a ten-hour conventional taught course for dental graduates at the Eastman Dental Institute, but it has been generalised to become a stand-alone course offered as part of the skills development programme at UCL. The trials and tribulations of designing and writing this WebCT course will be outlined, and the facilities offered by the course will be demonstrated.

Prof. Sue

Stand, JBR
  A programme of computer based lectures supported by seminar discussion in the Postgraduate School for Human Genetics, Biology Department.
Prof. Sue Povey & Dr. Neil Bradman, Postgraduate School of Human Genetics, Dept. of Biology

The Postgraduate School for Human Genetics (PSHG) in the Biology Department has agreed with a commercial publisher arrangements under which series of talks, in a similar format to invited seminar presentations, will be made available to postgraduate students within the school for viewing/listening, on computer, at their own desks. Each series is structured to proceed from introductory level to the latest developments in the field and are specially commissioned from an international panel of leading authorities. It is intended that heads of laboratories will suggest appropriate reading to accompany each lecture series and lead seminar discussions on the subject matter of each series.

Mr. Martin

Old Refectory
Wed 29 Mar: 15.10
  Coping with copyright and content
Mr. Martin Reid & June Hedges, UCL Library Services

Workshop session will look at some of the diverse ways in which Library Services helps the UCL community work with copyright legislations by:
  • Fostering understanding and awareness of copyright - how it impacts on research and teaching.
  • Exploiting licensing arrangements and legislation to provide access to core teaching materials in a variety of formats.
The session will focus on two initiatives:
  • A workshop provided for the Graduate School's Skills Development Programme, which looks at why knowledge of Intellectual Property Rights (IPR) is important for research students in the publication, dissemination and exploitation of their work and UCL's Student IPR Policy.
  • he Teaching & Learning Support Section Services, which provide academic staff with guidance on the use of material to support their teaching both in a traditional environment and increasingly in e-learning environments, in particular via the new Course Reading Service which exploits copyright licensing to bring digital readings to taught course students.

Mr. Rodney

Old Refectory
Wed 29 Mar: 16.30
  Using wikis to support collaborative exploration of anthropological issues.
Mr. Rodney Reynolds, Anthropology, Nicolette Makovicky & Phil Riding

The Challenge:
We teach a group of 80 first year anthropology students. Our aim is to get them to explore together the meaning of material culture - and to come to a collaborative understanding of the field. Since our weekly hour-long tutorials do not allow enough time for the reflection and collaborative work that we feel is necessary for this to occur, we wanted to find some way of supporting this between tutorials.

The Solution:
A wiki is a user editable website. We set up a series of wikis in Moodle (a free Open Source Virtual Learning Environment) and encouraged students, in groups of 10, to use these to collaboratively record their thoughts and create their own interpretation of material culture.

We'd like to show you what we, and the students, learnt.

Mr. Phil

Poster, JBR
  UCL Teaching and Learning Club
Mr. Phil Riding, EISD, LTSS

The UCL Teaching and Learning Club is an EISD initiative that aims to provide an informal forum for discussion and sharing of innovative teaching and learning, including the use of educational technologies. The Club meets every third Wednesday of the month and has an on-line "virtual clubhouse" at http://wwwa.ucl.ac.uk/moodle.

Come and see what it can do for you.

Dr. Mark

Old Refectory
Wed 29 Mar: 15.00
  Mathematics assessment: asking for the right answer
Dr. Mark Roberts & Dr. Robert Bowles, Mathematics Department

For some years there has been a perceived lack of skills in basic calculus among a substantial minority of Mathematics undergraduates, creating difficulties in later courses making use of these techniques. These skills are mostly covered in A-level (but much less intensely than some years ago) and are also covered in one of the first year compulsory modules, M14A, where support classes and tutorials are provided. However, the problem has persisted, and this year an in-course test on these basic skills has been introduced, which must be passed in order to pass the module. It is unusual (for Mathematics) in that it is marked only on answers, that at least 9 of the 10 answers must be correct to pass and that a student may attempts the test many times. This talk reports on the possible advantages and disadvantages of this scheme, and the outcome this year.

Prof. Stephen

Old Refectory
Wed 29 Mar: 14.00
  Enquiry and the integration of teaching and research
Prof. Stephen Rowland, CALT

The relationship between discovery and instruction - and hence between research and teaching - has preoccupied teachers and philosophers at least since the time of Ancient Greece. This talk will provide a brief historical sketch of this problem and attempt to show how the academic's love of their subject is central in bringing teaching and research into a closer relationship. To do this, it will draw in particular upon the seventeenth century philosopher Spinoza's concept of Intellectual Love.

Dr. Andrea

Old Refectory
Wed 29 Mar: 11.35
  WebCT for large courses at UCL. A Sceptic Converted?
Dr. Andrea Sella, Chemistry

I have had the dubious privilege of running the core first year course Chemistry for Biologists for the past 5 years. It is a course with 300+ undergraduates many of whom loathe chemistry somewhat, and hate maths more. Over the past few years, as the squeeze on teaching has strengthened as a result of focus on the RAE, the number of face-to-face sessions for students has decreased. Three years ago I set up a WebCT course to support the students. In its current form it integrates bulletin boards/forums, FAQs, LAPT-based revision questions, a downloads area, and course feedback questionnaires. Do students like it? Should we worry about whether students have skills? Is it easy to set up? How much work does it involve? Based on my experience of using the system in anger, I will try to answer these questions and several more over the course of this talk.

Prof. Elizabeth

Old Refectory
Thur 30 Mar: 14.00

Poster, JBR
  Encouraging numerical skills across the three years of a Life Sciences degree
Prof. Elizabeth Shephard, Asvi Francois, Dr. Andrea Townsend-Nicholson & Dr. Amanda Cain, Biochemistry and Molecular Biology

Web-based numerical exercises were designed, in collaboration with students who had recently graduated from the Department, with the aim of enhancing student competence and confidence in numerical skills. The appearance of each VLE exercise was student driven, as was the explanatory text. Each exercise was created from a student, rather than a staff, perspective. Staff contributed to the numerical concepts covered, the problems set and in the quality control.

Modules for year 1, 2 and 3 were made available on WebCT and the progress of, and performance in, the numerical skills exercises were monitored by assessment in pre-laboratory practical quizzes (years 1 and 2), written laboratory exercises (years 1 and 2) and course tests (years 1, 2, 3).

Exercises also included "real-life" numerical problems a student might encounter in a final year laboratory research project.

We acknowledge financial support from ESCILTA and the Department of Biochemistry and Molecular Biology.

Miss Louie

Garden Room
Wed 29 Mar: 17.10
  Developing a Bartlett Strategy for Innovative Learning
Miss Louie Sieh, Bartlett School of Planning, Ms. Judith MacBean & Dr. Claire Colomb

Innovation in teaching and learning at the Bartlett School of Planning operates in several contexts: the planning profession, higher education and the School itself. "Innovative learning" is defined as "a deliberate change in a positive direction that originates from those directly involved in the act of learning or teaching". Three "frames" were used to interrogate the states of innovative learning: what level in the curriculum an innovation was at, what stages are involved in innovation, and the conditions for success. Innovative learning at the BSP is successful at the level of teaching techniques, but lessons from this to the wider programme are constrained by the inherent conservatism of the institution not least a system of performance management and funding that focus on research at the expense of teaching. A strategy promoting innovative learning needs to first mitigate the impact of these threats, and seek ways of creatively harnessing existing strengths.

Dr. Frederik J.

Poster, JBR
  How to use a SMART interactive whiteboard and publish your lecture on the web before the students have left the classroom.
Dr. Frederik J. Simons, Earth Sciences

I have been using a SMART whiteboard for my lectures, and published my notes on the web: I think it is a great innovation, and the students have loved it.

Dr. Mary

Old Refectory
Thur 30 Mar: 09.55
  Going Global: Establishing a High Prestige Collaborative Teaching Program with an Ivy League University
Dr. Mary Target, Prof. Peter Fonagy & Psychoanalysis Unit, Department of Psychology & Prof. Linda Mayes, Yale University

Supporting UCL's ambitions as a global university, we have established a prestigious international partnership and a cutting edge degree. Building on strong existing affiliations between a world famous psychoanalytic institution, the Anna Freud Centre, UCL Psychology and Yale Department of Child Psychiatry, 2006 sees a collaborative degree with Yale university: a Masters in Psychoanalysis and Neuroscience. The Yale Department is a world leader in paediatric neuroscience, and this collaboration combines the strengths of both Institutions. Through electronic exchange and visits we have obtained bilateral support for a degree programme offering extended study at each institution, through both distance teaching/learning and spending up to a year at Yale. The degree is registered at UCL but with an aim to award joint degrees. We are receiving many inquiries before advertising the programme. We will report the challenges encountered, and solutions others might find helpful in setting up global programmes.

Mr. Andrew

Stand, JBR
  Extending UCL Staff Development through use of online learning
Mr. Andrew Taylor SDTU / HR & Mr. John Nicholas, MS

During 2006 a number of online learning packages are being introduced that will enable large numbers of staff at UCL to access specific training that would not otherwise have been possible through conventional learning methods.

Online packages to be viewed will include:
  • Induction
  • Diversity
  • Records management
  • Freedom of information
  • Other materials developed by MS using TutorPro

Mr. Ulrich

Old Refectory
Wed 29 Mar: 16.50
  Wiki Technology in the Dutch Department and the Virtual Department of Dutch
Mr. Ulrich Tiedau & Ms Kathryn Ronnau-Bradbeer, Dutch

As part of the Virtual Department of Dutch, an inter-institutional collaborative teaching programme led by the Dutch Department and also involving the Dutch sections at the universities of Sheffield, Hull and Cambridge, a series of electronic self-study packs on Dutch literature, history and culture have been created over the last couple of years and courses have been taught collaboratively using Virtual Learning Environments and video-conferencing facilities. Building on these experiences, the Dutch Department recently started a couple of pilot projects using MediaWiki, a web-based collaborative writing tool that is best known for being the basis of the free encyclopaedia project Wikipedia, to allow students to develop study packs on Dutch history and culture collaboratively as part of their courses, to fill gaps on Dutch subjects in Wikipedia and for collaborative translation projects. The presentation will report on the didactical experiences and outcomes of these projects, and also reflect on media skills and competence acquisition, the concept of 'social e-learning' etc.

Dr. Martin

Poster, JBR
  Using the internet for real time data acquisition in support of undergraduate field course teaching
Dr. Martin Todd, Geography

Field study is a vital component of the undergraduate teaching programme in Geography, and we run a 3rd year residential field class in Tenerife in the Canary islands. The focus of the course is on climate science, specifically interaction of the large scale atmospheric circulation with local scale topography and land surface. Students make measurements of the 3 dimensional structure of atmospheric winds, temperature, cloud and humidity as well as atmospheric aerosols. The Internet has revolutionised the way environmental data is distributed and archived. One of the most compelling features is the free access in real time to a vast array of atmospheric observations from around the world. With support from an ESCLITA grant we utilise Internet data in the field in real time to enhance undergraduate field work teaching. The aim is to enhance the students learning through greater understanding of the physical phenomena under study, improved skills in field techniques, numerical analysis and IT.

Dr. Andrea

Old Refectory
Thur 30 Mar: 12.20

Stand, JBR
  An innovative approach to tutorial delivery
Dr. Andrea Townsend-Nicholson, Prof. Elizabeth Shephard, Dr. Amanda Cain & Charmian Dawson, Biochemistry and Molecular Biology

Biology B100: Cellular and Molecular Biology is a cross-faculty first year course taken by 350 undergraduates, primarily from the Faculty of Life Sciences. Traditional tutorial delivery in B100 has previously provided 2100 student hours of tutorials at a staff cost of 850 hours. Student questionnaires and examination results suggest that these tutorials are not as effective as they could be. To address this, we have replaced the traditional tutor-led model of tutorial delivery with a programme of interactive engagement learning and assessment, providing a standardised, high quality delivery of teaching materials to all students and overcoming problems associated with differing student abilities in large classes. The programme will be demonstrated and its methodology and assessment will be discussed in this presentation.

We acknowledge financial support from UCL Biomedica.

van Heerde,
Dr. Jennifer

Poster, JBR
  E-Learning: Advantages in Delivering Research Methods Online and In-Person
Dr. Jennifer van Heerde & Aaron Crompton, Dept. of Political Science/School of Public Policy

This presentation addresses teaching research methods online. By combining in-person and online lectures (with supporting workshops, assignments and interactive components) I seek to 'triangulate' the number of opportunities for students to address and engage with the material. A third component, recording in-person lectures and linking them to the PowerPoint slides via Impatica software allows for further review of material. This 'tri-method' approach works well for students with diverse backgrounds and exposure to qualitative and quantitative methods. The presentation will focus on the delivery of material as well as engaging the audience in assessing the strengths and weaknesses of such an approach, as well as demonstrating the existing site.

Miss Julie

Stand, JBR
  e-Learning Emporium
Miss Julie Voce, Penny Everett, Athina Chatzigavriil & Phil Riding, Learning Technologies Support Service, Information Systems

Come and visit the e-Learning Emporium to find out the answers to these questions about e-learning and more!
  • What is e-learning and why should I use it?
  • How does it differ from traditional teaching methods?
  • How can I use it to enhance my teaching?
  • Is it really more efficient than normal face-to-face learning?
  • What are the advantages/disadvantages of it to students?
  • What do the students think of it?
  • Will it save me time?
  • What skills do I need to have in order to provide it?
  • What do I need to be aware of in terms of copyright and accessibility?
  • What support is available to me?
Staff from the Learning Technologies Support Service will be on hand to give advice on using e-learning, how to get started, the software available to you and who to go to for help.

Dr. Angie

Garden Room
Thur 30 Mar: 14.30
  Research Methodology and Statistics CD: Help on a disc
Dr. Angie Wade, Institute of Child Health

An award from ESCILTA was used to transfer training materials into e-format. At Teaching and Learning at UCL 2004, I presented a poster detailing the development thus far and initial evaluations. Plans for future development and enhancement were outlined.

The CD was completed earlier this year and has been distributed extensively in the Institute of Child Health and Great Ormond Street Hospital. The CD contains teaching notes with over 25,000 links between different sections to facilitate navigation. Excel spreadsheets have been incorporated to assist with calculations not found on the packages most commonly used by our researchers. For example, there are Excel spreadsheets to perform power calculations (both prospectively and retrospectively) and to calculate confidence intervals for extreme proportions and small samples. It has been extremely well received locally and is proving a useful research and training tool.

I wish to demonstrate this user-friendly teaching/research aid at the upcoming workshop.

Dr. Paul

Stand, JBR
  Facilitating Graduate Skills Development
Dr. Paul Walker, Dr. Jenny Marie & Various postgraduate facilitators, CALT

This exhibition will feature a video presentation of our postgraduate skills development programme, focusing on the training of graduate facilitators for their key role in these courses. Since the centrepiece of this programme is evidence-based self assessment and self-directed development of relevant skills, the kind of teaching required is quite different to that normally undertaken by graduate teaching assistants. The teaching skills the facilitators learn do however offer advantages in other kinds of teaching, team communication and management. CALT staff and graduate facilitators will be on hand to discuss the potential for application to other academic programmes and relevant information will be available for visitors to take away.

Mr. Matthew

Stand, JBR
  Using Blogger as an easy publication platform for teaching
Mr. Matthew Whyndham, Phil Thomas, Space and Climate Physics, Jane Walker & Paul Griseri, Management Studies Centre

We describe how and why we used the blog-publishing web service Blogger to provide students with supplementary information relevant to an assignment in an otherwise conventionally-taught UCL course. We explore how Blogger's characteristics fitted the demands of this publication task, and compare its facilities with other forum tools. A specific comparison is made with Discussions feature of WebCT, where we look at other courses involving the same tutors. The effect of the features of each setting on the nature of the interaction with students is explored. Both tools are compared to the use of e-mail to achieve the same ends. A sample of Students' own response to these methods is shown, and some conclusions are drawn.

Ms. Karen

Poster, JBR
  Computer Literacy and Learning Style of Postgraduate Dentists
Ms. Karen Widdowson, Prof. Kenneth Eaton, Dr. David Moles & Prof. Stephen Porter, Eastman Dental Institute

The increasing complexity of dentistry requires dentists to remain aware of contemporary methods of clinical care.

On-line learning has the potential to enhance the clinical knowledge of dentists and hence enhance clinical care. However, there is concern that the levels of computer literacy of dentists may limit this application in postgraduate dental education.

The present study investigated the baseline computer literacy of 62 dentists at the commencement of postgraduate studies in the UK in 2004-5. Preliminary analysis of the results suggests heterogeneity in the levels of knowledge possessed by postgraduate dentists in the necessary skills to undertake self-directed on-line learning, although they have the potential to rapidly acquire such knowledge when appropriately trained.

Strengthening the teaching of IT skills within the undergraduate curriculum would seem to be essential.

Privatdozentin Dr. Jula

Stand, JBR
  WebCT as a medium for peer support
Dr. Jula Wildberger, Department of Greek and Latin

Written homework assignments need not necessarily be an exercise for the student in question only. I regularly give assignments that, if done properly, are a useful learning aid for other members of the class as well. WebCT is an ideal medium to display such material. I would present examples, from the subject area of language learning and Latin literature, and discuss advantages, difficulties, problems and further possibilities.

Dr. Andrew

Poster, JBR
  The Early Learning Centre: Teaching Tomorrow's Doctors how to teach - effects on learning
Dr. Andrew Wilson, Carol Parker, Deirdre Wallace & Dr. Deborah Gill, Royal Free & University College Medical School

RFUCMS runs a variety of peer-assisted learning (PAL) activities, which allow final year undergraduates to develop foundation teaching skills, in line with GMC recommendations (Tomorrow's Doctors, 2003). PAL improves learning and helps develop transferable skills in both tutors and tutee.s alike. All PAL activities are heavily oversubscribed and to address this problem, we have developed a new special study module (SSM) in Medical Teaching which we are now offering to Year 2 medical students. Teaching skills have not been taught to students this early in their careers at this medical school before. We will present a full description and evaluation of the SSM, and explain how we will follow the students throughout the course to monitor their use of teaching skills and the effect of the SSM on their subsequent learning. This will be of interest to those across the professions.

Dr. Jonathan

Stand, JBR
  Computer aided learning exercises for medical students
Dr. Jonathan Wolfe, Department of Biology

The web provides an excellent way of delivering problem based exercises in which students can learn, not only by getting the right answers but also from their mistakes. The pages linked at www.ucl.ac.uk/~ucbhjow/medicine/RGD/ are an example of such teaching material. Such pages are easy to write once a template has been prepared and the complexity is limited only by the imagination of the author and the time available.

As a teaching aid this material is very time saving once the initial investment of effort has been made. As a learning aid it has proved popular.

Miss Kath

Old Refectory
Thur 30 Mar: 16.40
  Get presenting!
Designing and implementing a course to help students deal with public speaking anxiety

Miss Kath Woolf & Dr. Jayne Kavanagh, Royal Free & University Medical School

Speaking in front of other people causes most people some anxiety. For approximately 5% of the general population however this fear is a significant problem (Fumark, 2002). Being able to present information to other people is an important transferable skill. In its Guidelines for Good Practice ("The Gold Book"), UCL states its commitment to enabling students to develop transferable skills, including "making effective oral presentations in formal situations" (section 6.2).
We describe the design and implementation of an 8 week course to help a group of 11 self-selected Year 2 medical students deal with their fear of public speaking.

Furmark T. Social phobia: overview of community surveys. Acta Psychiatrica Scandinavica ; 2002: 105 (2), 84-93.

The Gold Book - Guidelines for Good Practice.

Dr. Jane

  Innovations and good practice in e-Learning
Dr. Jane Zuckerman, Department of Infection & Prof. Trisha Greenhalgh, Department of Primary Care & Population Sciences

The specialty of travel medicine has arisen to meet the increasing health needs of the travelling public with 65 million visits abroad being made by UK residents per year alone; approximately 30 - 50% of travellers fall ill as a consequence of travel.

The MSc Programme in Travel Medicine is an innovative travel medicine distance learning course, taught through the use of CDRoms and WebCT and OSCEs. It provides for the completion of a Certificate, Diploma or MSc, so meeting the differing needs of health care practitioners.

It is designed to provide the principles of travel medicine through the use of critical analysis and evidence based medicine. It combines educational methods that encourage self-directed learning, reflection on personal experience, and critical thinking. There are seven taught modules and the module entitled Introduction to Research Methods in Travel Health & Medicine is completed in close collaboration with the Department pf Primary Care & Population Sciences, an example of pooling resources within UCL.

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