UCL Teaching and Learning Conference 2015 Abstracts

BSL @ UCL

Robert Adam (Deafness Cognition and Language Research Centre) with input from Bencie Woll

Session 13 Poster in 728 at 1.15

Abstract British Sign Language (BSL), the sign language of the British Deaf Community has been researched at UCL since the establishment of the Deafness Cognition and Language Research Centre, an ESRC-funded Research Centre, in 2006. This ten-year funding will conclude at the end of 2015. It is therefore an opportune moment to translate our research into practice through the development of a variety of courses, including BSL for undergraduates and postgraduates, a new Masters degree in sign language studies, and a CPD portfolio.

UCL staff and students will be able to study BSL on-line or as part of the CLIE summer school. A new undergraduate BSL course proposal has been submitted in partnership with CLIE, to complement the existing SSC for medical students. The first course in the new CPD programme is BSL Linguistics for teachers of BSL. This new range of courses will ensure that UCL leads in teaching in this field.

We will be expanding our new CPD offerings to provide CPD and training for the various professions working with deaf people and the Deaf community, including BSL teachers, classroom assistants working with deaf children, sign language interpreters, speech-to-text reporters, teachers of the deaf, audiologists, speech and language therapists, clinical psychologists, and other associated professionals. UCL can also offer tailored training - in 2014 DCAL provided training for sign language interpreting students from the Moscow State Linguistics University.

The range of courses, the variety of approaches to delivery, the levels and qualifications will be unique to UCL.

Reflection as a tool for learning

Samantha Ahern (ISD)

Session 13 Poster in 728 at 1.15

Abstract The poster will outline what is meant by reflective practice, how it can be of benefit and approaches to being reflective.

'Rabbit's clever,' said Pooh thoughtfully.

'Yes', said piglet, 'Rabbit's clever.'

'And he has brain.'

'Yes', said piglet, 'Rabbit has brain.'

There was a long silence.

'I suppose', said Pooh, 'that's why he never understands anything.'

Milne [1928] 1958, p.2741

For Rabbit, like many of us in our day-to-day professional practice, took 'no time to stand and stare', or specifically to step back and reflect. Much has been written about the nature of reflection, the role reflection plays in enhancing learning and/or improving professional practice and pedagogical approaches to teaching/assessing reflective activities.

By undertaking reflective activities we are able to develop greater: self-evaluation/knowledge, flexibility (it makes us more able to perceive others' points of view), critical awareness of dilemmas rather than being overwhelmed and willingness to collaborate and learn from colleagues.

Connected curriculum from the start: Meet the Researcher programme

Stefanie Anyadi (Division of Psychology and Language Sciences)

Session 18 Presentation in Nunn Hall at 1.45

Abstract This paper will report on a pilot programme which required all new students on a medium-sized degree programme to engage with research in their area of study upon arrival at UCL. The Meet your researcher programme allocated new Linguistics students to small groups which met with an allocated Linguistics researcher in their first week at UCL. Detailed guidelines were provided and participating students were supported by their transition mentors. Groups gave a presentation on the work of their researcher two weeks later in a session attended by the whole cohort and by the interviewed researchers. The aim of the programme was to welcome new students to their studies, give them a flavour of the wide range of research and research methods used by researchers in their discipline, to encourage students to get to know fellow-students and collaborate, and to reduce the drop-out rate. Feedback from academic staff and students was excellent and indicated that the aims of the programme were met or exceeded in all but one area. There has been no noticeable impact on drop-out rates and this will continue to be monitored. It is planned to run the programme again next year with some adjustments to be made to the guidelines to address the areas of uncertainty expressed in student feedback.

"Live Marking" - Demystifying Assessment and Encouraging Dialogue

Daven Armoogum (Physics and Astronomy)

Session 7 Presentation in Logan Hall at 11.45

Abstract The broad pedagogical aim of this work is to improve students’ understanding of assessment.

The effectiveness of feedback has been identified by successive NSS results as an area for improvement. By submitting coursework, students are removed from their work at the point of assessment; this separation can lead to discrepancies between staff and student regarding the meaning of the feedback, which may reduce its effectiveness.

A new approach to quasi-formative assessment of practical work has been trialled in the Physics & Astronomy teaching laboratories for second year undergraduates. In this trial, teaching staff used tablet PCs to provide face-to-face “live marking” of coursework with each student in the teaching laboratory.

In an anonymous poll, 81% of students agreed that the “live marking” trial had improved their understanding of the marking process, and 86% of students agreed that the “live marking” should be retained for future years.

This approach encourages student-staff interaction and introduces students to the concept of dialogue in assessment. The “added value” is analogous to a new researcher benefitting from dialogue with a more experienced colleague or journal referee; this sits favourably with UCL’s Connected Curriculum initiative.

Web Seminars Complement eLearning

Gerold Baier (Cell & Developmental Biology) with input from Geraint Thomas, Philip Lewis, Chris Barnes, Rob Stanley

Session 35 Fair in 728 at 3.30

Abstract UCL hosts SysMIC.ac.uk, a web-based resource to teach Mathematics, Programming and Engineering principles to bio-researchers throughout the UK. The materials are organised in a moodle environment and encourage self-study, practice and self-assessment. To enhance the trainee's experience we offer regular webinars via the GoToTraining software. This is funded by UCL's SLMS Innovation and Excellence in Education Grant. Up to 200 students are able to follow the live presentations via audio, video and screen sharing. These web seminars pick topics and known hurdles from the web materials and discuss them in the context of module assignments. Typically, they involve live programming in Matlab. A chat functionality allows trainees to raise questions. In sessions with less than 10 participants, the "raise hand" function is enabled which allow trainees to enter the webinar via audio, video and screen sharing. In individual sessions trainees can be guided through individual steps of programming and derivation of equation. An evaluation functionality at the end of each sessions collects feedback for improvement of presentations. Live webinars thus offer a wide range of interactions with eLearning trainees that enhance the training experience with web-based materials. The talk discusses plans to improve and widen this service for the benefit of international participants.

Developing Video and Online Guides for Teaching Computer Aided Design

Tim Baker (Mechanical Engineering) with input from First year Mechanical Engineering students:

• Jamie Robinson
• Chris Tan
• Benjamin Khoo
• Joanna Tomlin
• Shyam Vasudevan
• Sharon Keya
• Jack Buckley
• Joe Muller
• Zak Anis
• Yousef Anis
• Ahmed Al-Dawood

Session 6 Presentation in 784 at 11.45

Abstract Online training materials have been created for mechanical engineering students. These allow students to learn in their own time and at their own pace, so that valuable contact time can be better focused. CATIA is an industry standard software used for computer aided design (CAD). This is not a discipline that can be easily taught in a classroom environment and alternative training materials are not readily available. During the summer of 2014 a group of first year mechanical engineering interns developed a series of video tutorials, online guides and training tools. The videos are a series of individual short films guiding users from the basics of logging in for the first time right through to the completion of a 3D model. All the training material is hosted on a website which has also been developed by the students. The first group of 150 first year students have recently completed assignments with the help of the website and based on this success, the site is being expanded to offer similar training materials for other software packages used in the department. The interns taking part in this scheme have learnt a range of valuable skills.

ReadingLists@UCL

Sandra Bamborough (Library Services)

Session 14 Poster in 804 at 1.15

Abstract ReadingLists@UCL is a great online reading lists service that ensures students have easy access to materials on their reading lists wherever they are and gives academic staff the freedom to create and update their lists whenever they need.

Working towards the Connected Curriculum: Laboratory Challenges and Opportunities in Physics

Paul Bartlett (Physics and Astronomy)

Session 27 Presentation in 731 at 3.00

Abstract For a number of years, limited numbers of undergraduate students in the Physics and Astronomy Department have had the opportunity to work as volunteers on projects associated with our research activities.

Consequently, with the relatively new 'Connected Curriculum' initiative now spreading through the University, it would seem timely to present some of our findings from the Physics Teaching Laboratories. This is because a number of our students come to us if they desire to gain research experience. We can help them to achieve this.

This paper will highlight the challenges and opportunities associated with such programmes. This can range from the difficulties in allocating students to tasks to how, even, 1st Year students can contribute to 'real research'. In addition, it will be shown that it is possible to link volunteers' research with other physics students' work in different academic years and how both sets of students can be linked with external bodies so that they can see that their work is relevant to the outside world.

Although other departments may have different challenges and opportunities when integrating undergraduates into research groups, this work might stimulate ideas regarding how to link Academic's research work to UCL's Connected Curriculum and how to get undergraduates involved.

Case based learning via distance learning in clinical neurology

Amit Batla (UCL Institute of Neurology) with input from Xin You Tan, Caroline Selai, Matt Jenner, Natasa Perovic

Session 12 Poster in 642 at 1.15

Abstract We at the education unit, UCL Institute of neurology provide Diploma in clinical neurology via distance learning. This is a fully online course for medical graduates for learning Clinical neurology. This is comprised of over 400 e-lectures and currently has over 40 students across the globe.

We have developed a case based learning tool using Articulate Storyline. These cases are modified from real case scenarios faced by neurologists and comprehensively cover various areas of neurology such as stroke, epilepsy, dementia, headache, neuropathy, muscle disease, movement disorders, coma, and neuropsychiatry. These cases have well defined learning objectives followed by a pre-assessment, an interactive case and a post assessment. Each case is focussed to enhance clinical analysis covering the key learning points, and includes a small hand out/ weblink of the topic covered by the case.
The cases are structured to enhance the learning experience using avatars, audio recordings from clinical scenario, examination videos, and interactive tools in Articulate storyline.

These cases provide an unorthodox way of teaching clinical medicine and have potential to be adapted to other clinical specialties.

Connections:  Research, Enquiry, Information & Digital Literacies

Nazlin Bhimani (Library Services) with input from Barbara Sakarya

Session 14 Poster in 804 at 1.15

Abstract The Alexandria Proclamation (UNESCO-IFLA, 2005) states:

Information literacy lies at the core of lifelong learning. It empowers people in all walks of life to see, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations.

Information literacy therefore not only comprises “the competences to recognize information needs and to locate, evaluate, apply and create information within cultural and social contexts,” but it also includes within it elements of democracy and social justice.

Learning in most academic institutions has relied on the provision of library resources to both support and supplement what is being taught and researched. The deluge of information, both open-access and subscribed, affects the way in which users search for and access information sources. Users require skills that include understanding of different types of information resources and the most appropriate ways for searching, locating, accessing, and critically evaluating information, as well as using and managing this information. ‘Information literacy’, as these skills are referred to, go hand-in-hand with digital literacies, which allow users to make the best use of the technologies employed by information providers such as libraries.

The poster demonstrates how the UCL Institute of Education Library and Archives staff provides support through face-to-face and online teaching of information and digital literacy skills, often through collaborations with the teaching staff. This training enables students not only to acquire the necessary skills to navigate the rich information landscape for research but it also changes perceptions – of libraries, the role of librarians and value of information literacy as a tool for the work place and life-long learning.

By using and cascading their newly acquired skills and knowledge, our students open the door of information privilege to others. It is therefore not surprising that information literacy has been linked to social justice as reflected in the Alexandria Proclamation.

Simulation in surgery: A critical review of temporal bone simulators

Mahmood Bhutta (UCL Ear Institute)

Session 12 Poster in 642 at 1.15

Abstract Simulation is gaining popularity as an aid to surgical training, and has been strongly endorsed by surgical training bodies. However, there has been little systematic evaluation of the value and role of simulation in surgical education. Here I undertake a systematic review to appraise the role of simulation, using the example of surgery of the temporal bone of the ear.

Surgery of the temporal bone is highly complex, involving microscopic drilling in an anatomically complex area containing several critical anatomical structures including the lining of the brain, the bones of hearing, the nerve of taste, and the nerve to the muscles of the face. Simulation enables practice in this complex area, and may include cadaveric dissection, surgery on plastic models, or virtual reality.

I performed a systemic review on simulation in temporal bone surgery, searching the PubMed, CINAHL, BEI, and ERIC databases. I reviewed 41 relevant articles, using a process of meta-ethnography.

Based on evaluation by trainees as well as experienced surgeons, cadaveric bone simulation remains the preferred simulation platform in this context. Plastic bones are not rated as highly. All of the virtual reality platforms have so far failed to demonstrate sufficient face or content validity for trainers or trainees to consider them a valuable addition to educational resources in surgical training.

Cadaveric simulation has undoubted value in teaching surgery of the temporal bone. More modern simulation platforms, such as virtual reality, need further development before they can be considered a worthwhile investment as teaching aids.

Development and Integration of virtual laboratory into undergraduate chemistry teaching

Chris Blackman (Chemistry) with input from Caroline Pelletier, Keith Turner

Session 36 Fair in 642 at 3.00

Abstract Our aim in this project was to investigate how best to integrate a cutting-edge virtual laboratory into undergraduate chemistry and natural sciences teaching at UCL. The rationale for this was to maximise the pedagogic benefit of limited and costly ‘real’ laboratory time by enabling students to rehearse techniques and experiments, and develop conceptual understanding, in virtual environments.

The use of virtual experiments to support chemistry teaching is not a new idea, however most examples are simply ‘point-and-click’ 2-dimensional interactive animations. Further developments are required if the students are to be fully prepared for the new equipment, environment and procedures they will be facing, allowing them to concentrate on the underlying science rather than also having to concentrate on mastering unfamiliar skills.

Blackman, supported by funding from UCL Teaching Innovations Grant, has developed a number of simulated experiments for use in chemistry undergraduate teaching in collaboration with Solvexx Solutions Ltd who have developed the most advanced platform to date (http://learnexx.com/). Screen shots of the virtual laboratory are shown below and a demonstration procedure is available for interested readers. (http://learnexx.com/demos/ucl/web.html)

Blackman and Pelletier, supported via a UCL/IoE Teaching and Learning Grant have been obtaining required information and insight on usage, actual and possible, to identify how best to integrate these tools into undergraduate chemistry teaching. Here we describe our experience of development and evaluation of the use of these virtual labs in chemistry undergraduate teaching.

Investigating PhD Supervision and Feedback

Steven Bloch (Language and Communication) with input from Julie Evans

Session 35 Fair in 728 at 3.30

Abstract Student learning through supervision and feedback is a central component of the PhD experience. Inevitably the process of supervision is highly individualistic but equally there is much to be gained from asking how it works, what works well and what might be problematic. In this presentation we will be presenting an overview analysis of 6 PhD student led focus groups across the Faculty of Brain Sciences. Groups of students were asked to explore specific areas such as expectations of the PhD process, views on expectations of supervision, what makes a 'good' supervisor, skill development issues and what comprises good feedback.

Common themes include the management of time and expectations and maximizing communication between students, supervisors and post-docs. Opportunities to share problems and ideas across and within research groups also stands out as an important component in the PhD experience.

Whilst we recognize the individuality of supervision, the focus group data suggests that core issues in explicit expectations and communication may well be central to the relative success or otherwise of the PhD experience.

Student Volunteering and the Connected Curriculum

John Braime (UCLU Volunteering Services Unit)

Session 31 Presentation in 780 at 3.00

Abstract The audience will have a greater understanding of UCL’s distinctive culture of student volunteering and how this might intersect with emerging work on UCL’s Connected Curriculum.

The Volunteering Services Unit is a joint project of UCL and UCLU dedicated to connecting our students with London’s voluntary and community sector. We support student-led volunteering projects, broker students into placements within charities and offer a two week group project as part of UCL’s Global Citizenship Programme.

I’m interested in exploring how our work might relate to UCL’s Connected Curriculum. For instance, many of our student-led activities already draw upon students’ academic strengths, such as the Citizenship & Crime and Next Top Doctor projects. I will discuss the challenges and rewards of this student-led approach, and look at how we’ve collaborated on this with UCL’s Grand Challenges, the Public Engagement Unit and academic departments across UCL. I will also cover how students use research, team work and communication skills to solve problems set by practitioners within London’s voluntary sector, and how in turn the students gain an insight into how the sector effects change and delivers vital services. Furthermore, given how diverse London is and how much of the voluntary sector engages with this diversity, volunteering could be seen as an opportunity to develop the inter-cultural skills that our students will need. I will draw upon case studies, research, and my own experiences and those of my VSU colleagues to prompt a discussion about what volunteering could offer a research-based approach to education.

Designing a Professionalism Module for MSc in Child and Adolescent Mental Health-how can we prepare our students for the real world?

Helen Bruce (Population, Policy and Practice) with input from Jane Gilmour, Bettina Hohnen

Session 6 Presentation in 784 at 11.45

Abstract The MSc in Child and Adolescent Mental Health provides students who seek to work in this field a mix of theory, clinical practice and research skills. While the focus is on the scientific knowledge that underpins Child and Adolescent Mental Health, we also wanted our students to gain essential professional skills to enhance their employability as well as ensuring safe practice.

Professionalism itself has no agreed definition and there is little literature available in the Child Psychiatry and Psychology field, although relevant and useful knowledge is available from other disciplines including paediatrics, social work and education.

The challenge for us was to develop a 30 hour module to address key skills within an appropriate curriculum that would be relevant for our students’ future employability and professional practice.

This short paper will address what areas we decided to cover in our curriculum. We wanted to place a particular emphasis on multi-disciplinary and multiagency working as one of the key areas of professionalism. Other areas covered include discussion of professionalism and associated ethical issues, supervision, the interface with the legal system and the impact of social media upon clients and clinicians.

We discuss how to deliver this module in a way that encourages maximum student engagement to enhance deep learning. We discuss the value of small group work within the module to enhance the ways students connect with each other in their learning about professional issues.

Finally we consider three years of multisource feedback and how we have modified the course accordingly.

Challenging Undergraduates with the UCL Global Challenge of Global Health

Jane Burns (Management Science & Innovation)

Session 35 Fair in 728 at 3.30

Abstract Marketing is a practitioner led business discipline where successful initiatives usually come from the application and synthesis of theory to real world problems. The achievement of higher level learning outcomes are explored in a 1st year undergraduate introductory module where students were challenged to design, develop and deploy a viral advertising campaign targeting teenagers and young adults to prompt behavioural change with respect to HIV/AIDS medication consumption and social mores.

HIV/AIDS is an issue which is now largely understood and can be managed through public information programmes, training and medication. The only demographic group where death rates are not falling is teenagers and young persons. This is typically a very difficult group to reach through traditional communications channels and media. This group is largely composed of individuals who were born HIV positive because of maternal transmission. Adolescence brings hormonal, physiological and social changes, when combined with reluctance to take medication and combined with the social difficulties of confronting their status, can bring deadly outcomes.

Can a group of 1st year Management Science undergraduates 'Change the World'?

Enabling first year science students to experience front-line academic research

Amanda Cain (Structural and Molecular Biology)

Session 2 Presentation in Nunn Hall at 11.45

Abstract The aim of the connected curriculum is to involve students in academic research at all levels of study. Previous practice has had a high level of participation for final year students, medium, preparatory exercises in year two but minimal involvement for first year students. Understandably they lack both the theoretical knowledge and practicals skills to engage directly in existing activities. The keynote speak at last year’s conference gave an analogy of giving students ‘a helicopter trip up the mountain’ so they could be inspired and motivated from a very early stage. This stimulus has allowed us to develop a new strand to our existing year one key skills module and to allow students to connect with staff and their research. A new seminar series has been commissioned, presented by post-doctoral scientists and aims to introduce current front-line research but starting from basic scientific principles. Students are also being given an opportunity to visit both research laboratories and communal departmental research facilities. Finally additional activities have been designed which aim to improve students’ awareness and skill in academic writing. Feedback, from both a staff and student perspective, will be presented.

Creative approaches to Research-based learning

Mark Carnall (Curator, Grant Museum of Zoology, UCL Public and Cultural Engagement) with input from Helen Chatterje, Leonie Hannan

Session 4 Presentation in 731 at 11.45

Abstract See under 'Helen Chatterjee'

Education for hope in the midst of Greece’s Socio-economic Crisis.

Maria Chalari (Department of Humanities and Social Sciences)

Session 35 Fair in 728 at 3.30

Abstract The purpose of my research project is to learn through semi-structured interviews more about how teachers experience and response to the recent political and economical changes in Greece and to the challenges that stem from them. My intention in undertaking this study is to explore how we can build on the strengths of the present education system in order to create a system to suit the current societal changes and face the challenging circumstances.

I believe that the current socio-economic crisis in Greece is one of a kind opportunity to redefine our life goals. We live at a crucial time and we need to replace the ethos of surviving that we have adopted within the last years with the possibility of imagining a decent life and the promises of a real democracy. To survive crises requires new stories to emerge, and I am of the opinion that the education system can offer such stories.

I believe that in troubled times it is very important to stand back in order to get some purchase on the bigger picture. That is why my study looks at how the issues are currently experienced, concentrates on understanding what’s happening now trying to open up the complexity, and attempts to identify some broad ways ahead, and some issues that need to be addressed. The premise for my study is not to ignore the negative implications of the economic crisis in Greece, but to take the analysis of these only as a starting point, rather than as the end.

Analysing the costs and benefits of online learning with CRAM

Patricia Charlton (London Knowledge Lab, UCL Institute of Education) with input from Diana Laurillard, Eileen Kennedy

Session 23 Fair in 642 at 2.15

Abstract The Connected Curriculum means that UCL staff are working to provide more innovative programmes that will support students in exploring links between their academic study and related research, with research in other disciplines, and with research in the professional workplace. These activities can only be optimised through the judicious use of online learning.

Setting up and running an online course requires more substantial initial investment of time and effort, in comparison with traditional face-to-face study, and it is important to ensure that a decision to move online will result in a better learning experience for students (Laurillard, 2011). Educators need a way of predicting the costs and consequences of such a move, and to understand more about how changes to the mode of study can be managed in terms of staff workload and student experience. This session will introduce the Course Resource Appraisal Model (CRAM): a digital design tool to help innovators model and investigate the teaching costs and learning benefits of different approaches to online and blended learning.

The CRAM tool asks users to provide basic costing information before being guided to model the learning experience the course will provide, along with the tutor preparation and teaching time. The tool calculates the difference between expenses and earnings over three iterations of the course, and presents a pedagogical analysis of the learning experience.

The session will provide an opportunity to work through sample course models that provide ways of connecting students to research, the workplace, and other disciplines. You can analyse their implications for institutional resource and student learning. To download and use CRAM, please bring a laptop (N.B. CRAM will not run on a tablet).

Reference

Laurillard, D. (2011). Cost-benefit Modelling for Open Learning. Moscow: UNESCO Institute for Information Technologies in Education.

Creative approaches to Research-based learning

Helen Chatterjee (Genetics, Environment and Evolution, Division of Biosciences and Department of Public and Cultural Engagement) with input from Leonie Hannan, Mark Carnall

Session 4 Presentation in 731 at 11.45

Abstract Integrating museum objects into university curricula has been shown to enhance the acquisition of subject specific as well as cross disciplinary knowledge, and gain transferable skills in research, communication and observation. Known as ‘object-based learning’, this is an active, experiential, learning pedagogy which puts students at the centre of the learning process. This talk will present evidence from a core module in the BASc Arts and Sciences degree which uses museum collections as a focus for research-based learning. Student feedback and coursework outputs will be used to demonstrate how students analyse, interpret and critically assess the evidence presented by museum objects to create narratives which are integrated into virtual outputs, an object report and an oral presentation. This approach offers opportunities to consider multiple and interdisciplinary research perspectives and in this context, students choose from a range of intellectual frameworks for thinking about ‘things’ and apply one or more of these to the study of objects. The presentation will conclude with suggestions for how object-based learning can be integrated into a range of different disciplines and how it can be used as a vehicle to embed research-based learning into curricula.

Let’s make a movie! – introducing Economics with a multimedia group project

Parama Chaudhury (Economics) with input from Christian Spielmann

Session 29 Presentation in 784 at 3.00

Abstract We describe the use of a multimedia assignment to introduce undergraduates to economics and to each other. Groups of students were asked to create a video or podcast featuring a social scientist and their connection to an assigned theme. This assignment, dubbed the “First Year Challenge” (FYC), immersed students into independent research during their first month of university life. Just as importantly, it encouraged them to learn how to work in groups and to harness their peers’ diverse skills to create a high quality product.

Based on the introductory economics course taken by nearly 300 undergraduates, the FYC had several potential benefits. It gave students a chance to get to know each other at the start of their university life, particularly important for such a large cohort. It also allowed them to find their way around a global metropolis where they would be spending their next few years. Finally, it introduced them to the study of economics in a tangible way.

Student evaluations and focus group feedback indicate that students had done a fair amount of research for the assignment, and had learned quite a lot about the course material. The degree of sophistication was impressive, given that these students had just embarked on their university careers. Free ridership remained an issue but because of the way in which the assignment was set up, these concerns were somewhat abated. Finally, observation suggests that this project helped engender a community feeling and encouraged students to work in groups in other contexts.

London partnership launches literature

Colin Christie (UCL - IOE Culture, Communication and Media ) with input from Fotini Diamantidaki

Session 8 Fair in 728 at 11.45

Abstract See under 'Fotini Diamantidaki'

The emerging pedagogies of an on-line module

Cosette Crisan (Curriculum, Pedagogy and Assessment) with input from Eirini Geraniou, Manolis Mavrikis

Session 16 Presentation in 804 at 1.45

Abstract See under 'Eirini Geraniou

Use of peer feedback to enhance medical students’ reflective writing

Rose Crowley (iBSc Paediatrics) with input from Caroline Fertleman, Paul Winyard

Session 7 Presentation in Logan Hall at 11.45

Abstract Objectives: To establish whether medical students gain any additional learning from peer feedback rather than faculty feedback on reflective writing. To determine the benefits and challenges when students mark a peer’s reflective work and give written or verbal feedback.

Background: Reflective writing is a well-established strategy in medical education to promote deep learning and encourage self-awareness. Reflection involves understanding others’ viewpoints as well as one’s own and well-conducted feedback can enhance this. Peer feedback on reflection is relatively well established in teacher training but has not been significantly evaluated in health professionals’ training, despite peers potentially offering a different perspective to faculty.

Methodology: Seventeen UCL iBSc Paediatrics students anonymously marked a peer’s reflective writing assignment using the same markscheme as faculty markers. Each student completed a questionnaire on how useful they found the experience of reading another student’s work, how valuable they found the marks and comments received from their peer and faculty assessors and their experience of offering verbal feedback in a reflective group.

Results: Students were extremely positive about the experience of peer marking, with many commenting that reading another student’s work made them re-evaluate their own submission. There was no significant difference between peer and faculty marks and students highlighted benefits from each type of feedback.

Conclusion: Students gain both from assessing their fellow students’ work and from receiving peer feedback. The impact of this programme on future reflective assignments and the utility and acceptability of written and verbal peer feedback in other disciplines merit further exploration.

Tell us what you really, really want

Bryan Cunningham (Institute of Education)

Session 24 Fair in 728 at 1.45

Abstract This contribution aims to distil a range of our present understandings of student satisfaction - and dissatisfaction - with their experience of HE.

Drawing on data from 2014's Higher Education Academy/Higher Education Policy Institute survey, as well as more 'locally gathered' (i.e. Institute of Education) material, it is hoped that a more informed focus on students' learning and pastoral needs can emerge. What are the most frequently recurring themes from student evaluation exercises? Do these align with the national picture? What practical, improving, strategies are we being pointed in the direction of?

For participants wishing to do some preparatory reading, two book chapters could well be of interest:

• The chapter on managing students in David Watson's 'Question of Morale', and the presenter's own chapter titled 'Enhancing quality in the academy' in 'Professional Life in Modern British Higher Education' (Ed: Bryan Cunningham)

Development of a film library for child mental health training

Vicki Curry (Research Department of Clinical, Educational and Health Psychology) with input from Fiona John

Session 9 Fair in 728 at 12.15

Abstract See under 'Fiona John'

Using Peerwise to support learning for large-group teaching

Louise Dash (Department of Physics and Astronomy)

Session 30 Presentation in Nunn Hall at 3.00

Abstract Peerwise is an online learning tool which enables students to write their own multiple choice questions and answer those written by their peers. Used as a scaffolding tool, it has been shown to enhance student learning and engagement [1,2]. Moreover, Peerwise requires minimal staff resources and scales efficiently with the number of students, making it an ideal tool for large courses.

In this talk, I will present an outline of Peerwise, and describe how I have used it in course PHAS1240, an introductory "Computing for Physicists" course taught in the first term of the first year to all students on Physics programmes. This course has an unusually wide range of prior exposure to computing, with many students having never written a computer program, while others have extensive experience. This presents particular challenges to course design, and so Peerwise was chosen as a way of scaffolding the learning of the less-experienced students while extending and challenging the more advanced.

I will present some initial data on how effective Peerwise was on this course, both in terms of student engagement and correlation with student outcomes. I'll also discuss some of the practical issues faced, and how some of them were overcome.

[1] "Student-Generated Content: Enhancing learning through sharing multiple-choice questions", Judy Hardy et al., International Journal of Science Education, Volume 36, Issue 13, 2014. http://dx.doi.org/10.1080/09500693.2014.916831
[2] "PeerWise: students sharing their multiple choice questions", Paul Denny et al., ICER'08. http://dx.doi.org/10.1145/1404520.1404526

Summer Projects to Build on Team-work and Independent Research

Charmian Dawson (Structural and Molecular Biology)

Session 14 Poster in 804 at 1.15

Abstract Aim: To demonstrate how teamwork and the confidence to learn through independent research was developed during a summer project to build a website.

The Department of Structural and Molecular Biology has a history of hiring students for innovative summer projects, where new teaching and revision materials are produced. This poster presents a recent project in which, funded by the SLMS Alumni Fund, Biochemistry students were engaged to develop a targeted Numeracy Website.

The students, having little to no background in the field, learnt several programming languages, expanding beyond the intended, and developed not only a student-centred website that is in current use, but their own areas of specialty in coding.

The project has continued, with a second cohort of students supervised by a member of the first, building connections between year groups.

It was a strong team-building experience, which left students with valuable transferable skills, and increased confidence to learn additional programming languages through independent research and enquiry.

Renewing post-school Teacher Education

Jay Derrick (IOE-LCE)

Session 22 Fair in 642 at 1.45

Abstract This paper aims to improve understanding of the nature of the expertise of teachers, particularly those working in the post-compulsory sector of Education (further, adult and vocational education), and explore the implications of this for the organisation and regulation of initial and continuing teacher education. It argues that expertise develops primarily from practice, and thus is differentiated depending on the life, learning and working experiences of individuals and communities of teachers. In this, Teacher Education is seen as a particular case of vocational education and training. The content and form of teacher education needs to vary to reflect the diverse and changing needs of local learners, communities and employers, and programmes need to be developed locally for this purpose, even if they are part of a national framework of qualifications. Teacher Education needs to incorporate a significant emphasis on research skills, to prepare teachers to learn from their practice, and to develop their expertise to suit continually changing circumstances. The resulting tapestry of local teacher education programmes would also provide a rich basis for comparative research into responsiveness and effectiveness, as well as reflecting appropriately the enormous diversity of the sector in terms of students, provider organisations and local needs.

Poetic licence to learn: towards a student-owned learning environment

Janina Dewitz (E-Learning Environments) with input from Mira Vogel

Session 34 Fair in 728 at 3.00

Abstract Many at UCL are asking what we want and need from an online home for a Connected Curriculum. In 2005 a public university in Virginia rolled out a multi-user Wordpress installation for any staff and students who wanted a blog.

In 2007 the University of Mary Washington’s digital storytelling course ds106 adopted the blog as their creative platform. As students shared their weekly creations openly online, something unexpected happened: an external audience began to join in with the fun. Slowly a global community grew around the course.

In 2013, the UMW EdTech team decided to push the envelope further with A Domain of One’s Own (DOOO), a service that offers every student and member of staff the opportunity to sign up for a web domain of their choice and access to over 100 one click web tools. This builds on the old idea of a homepage, a space for self-expression and an evolving online identity.

This session will explain the concept of the UMW DOOO project. We will brainstorm the potential. For an impression of DOOO see http://umw.domains/

London partnership launches literature

Fotini Diamantidaki (UCL - IOE Culture, Communication and Media ) with input from Colin Christie

Session 8 Fair in 728 at 11.45

Abstract Reporting on a current Modern foreign languages project we initiated within our PGCE Languages team entitled London Partnership launches literature. The project aims for student teachers of Modern foreign Languages to work in collaboration with experienced teachers and mentors in schools to develop innovative ways to respond to the new national curriculum challenges, and inspire creative responses from pupils. More specifically our student teachers are working together to develop resources and approaches to demonstrate ways in which literature can be integrated into a foreign language lesson, in order to promote target language use, language skills and cultural understanding. The project has received a British Academy Schools award for its innovative spirit and possibilities of dissemination and the languages involved are: French, Spanish, German and Mandarin Chinese.

Connect the Curriculum and become a UCL Arena Fellow

Rosalind Duhs (CALT)

Session 33 Presentation in 537 at 3.00

Abstract The aim is to enable participants to gain insights into how the Connected Curriculum (CC) relates to their teaching and/or support of learning. The session will stimulate thinking around approaches to connecting the curriculum through participants’ engagement with their selection from the seven CC dimensions. We will also explore how applicants for UCL Arena Fellowships can generate case studies from their work introducing the CC.

We will look at examples of the CC in action from across UCL. These examples will illustrate how enriching the CC is for staff as well as resulting in compelling learning and assessment activities for students.

We will identify links with the United Kingdom Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF). The Framework underpins the award of UCL Arena/Higher Education Academy Fellowships and is recognised across the UK and beyond.

Participants in the session will be invited to discuss their own roles and how they might introduce selected aspects of the CC. They will sketch initial steps to enable them to initiate the implementation of the CC in their own context in collaboration with peers from different disciplines.

The output from the session will be participants’ preliminary ideas for connecting one or two aspects of the curriculum mapped to the UKPSF. This interactive session will be relevant to staff in a range of roles.

Hybrid Learning: The 3-Hour Entrepreneurship Challenge

Rikke Duus (Department of Management Science & Innovation)

Session 28 Presentation in 804 at 3.00

Abstract The 3-Hour Entrepreneurship Challenge (3-HEC) is an innovative hybrid learning initiative (in-class activity + virtual engagement + action learning) that leads to multiple skills and knowledge enhancement for participating students.

During 3 hours, student teams develop new entrepreneurial business solutions through action learning, teamwork and applied research and pitch their solutions to an audience. It encourages students to research, collaborate and deliver under time pressure. Student engagement is created through a) briefings/debriefing, tasks and market information made available through Moodle and email (virtual engagement), b) through teamwork, knowledge assimilation, collaboration and pitching (in-class activity) and c) through testing ideas, collecting, analysing and applying data and customer feedback (action learning).

Hybrid learning can be effectively achieved through the 3-HEC and is successful in developing a range of skills, knowledge and applied learning. It creates a high level of student engagement and positive feedback. In particular students enjoyed learning-by-doing, developing tangible and innovative outputs, collaborating with others and working in a controlled but realistic time-bound environment.

Let's make badges!

Sarah Earl (Bartlett School of Construction and Project Management) with input from Jessica Gramp

Session 35 Fair in 728 at 3.30

Abstract See under 'Jessica Gramp'

Meet the Researcher: a pilot with 1st year Psychology students

Julie Evans (Faculty of Brain Sciences) with input from Alex Standen

Session 4 Presentation in 731 at 11.45

Abstract In line with UCL’s Connected Curriculum strategy, specifically students connecting with staff and their research, a pilot was set up with first year psychology students in the BSc Psychology and BSc Psychology and Language Sciences programme during their first term.

The pilot allowed students to spend time with researchers across the Faculty of Brain Sciences in their first few weeks of term.

• Forty two researchers and 145 students took part in the project.
• Researchers had to explain their main research question, impact and findings in a two minute video.
• Students were organised into seminar groups and part of the seminar programme required them to view the videos, select a researcher whose work interested them and interview them.
• The purpose of the interview was to elicit information in order to give a short power point presentation about the researcher’s work to the other half of the seminar group, which was peer reviewed as formative assessment.
• The project aims were to engage students in real world research from the beginning of their studies at UCL; give them an idea of how specific research questions can be studied from a number of different perspectives; introduce them to group work; improve presentation skills and introduce peer review of other students’ work.
• Quantitative and qualitative feedback was collected from researchers, seminar leaders and students which was overwhelmingly positive.
• The methodology and feedback will be discussed.

Designing and Implementing an Online PhD Programme

Richard Freeman (Doctoral School, UCL Institute of Education) with input from Andrew Tolmie (Dean of Doctoral School, UCL Institute of Education)

Session 24 Fair in 728 at 1.45

Abstract Online provision is perceived as being an essential aspect of the provision of a "21st century university", but while much attention has focused on undergraduate level (especially with regard to massive open online courses - MOOCs) there has been less attention to how doctoral level courses may be provided. An online PhD programme has been developed at the Institute of Education, University of London, with the first cohort of students starting in October 2014. An exclusively online PhD with bespoke taught components facilitates the development of student-directed blended learning, putting the student in control of their learning experience. It provides an effective mechanism for existing face-to-face students to alter their mode of study, e.g. if they need to relocate during their studies, and removes consideration of visa issues for non-EU students. A particular challenge of an exclusively online mode is the need to enable such students to feel part of an online cohort while also feeling themselves to be members of the wider research student community within the institution. Appropriate use of a Virtual Learning Environment (Moodle) such as discussion forums, together with for example the provision of synchronous and asynchronous departmental seminars, can enable an online research culture to be developed. Since all aspects of the PhD need to be available online it is necessary to put in place appropriate structures to support: the admissions process, supervision, research methods and generic skills training, provision of library resources, the upgrade from MPhil to PhD and even the doctoral viva.

The Connected Curriculum: Good practice and inspiration

Dilly Fung (CALT) with input from Brent Pilkey

Session 15 Workshop in Drama Studio at 1.45

Abstract See under 'Brent Pilkey'

Improving medical student’s ability to prescribe medications by using an e-prescribing assessment tool.

David Gamble (Medical School) with input from Zaheer Mangera, James Fullerton, Lei Fu, Sunil Kodian Jose, Chen Sun

Session 13 Poster in 728 at 1.15

Abstract This project aims to improve a student’s ability to connect the principles of pharmacology and drug prescribing (therapeutics) to the clinical world in which they will practice. It is estimated that 15% of hospital drug charts contain an error, compromising patient safety and thus improving prescribing is a priority area nationally. By developing an innovative prescribing assessment tool with instant feedback we aim to improve a student’s deeper understanding of prescribing and provide a safe environment in which they can get hands on experience with this important skill.

The electronic prescribing tool has been developed in collaboration with students undertaking a Financial Computing MSc at UCL, who provide the technical expertise in building the tool. It consists of a series of case studies which 4th-6th year medical students review and either prescribe the require drugs or amend mistakes within an existing drug chart, replicating their precise future role as junior ward doctors. The student’s are able to compare their drug chart to a model drug chart, so that they receive instantaneous feedback, an element which is currently missing with existing virtual prescribing activities.

We will present our experiences of both developing an e-tool with non-clinicians as well as the findings of the initial pilot testing phase of the e-drug chart that has recently gone live. We shall also present a student evaluation which will consist of questionnaire and focus group qualitative data of the medical student experience.

SimPharm – a novel approach to integrated pharmacology teaching for year two medical students.

David Gamble (Medical School) with input from Beth Green, Lionel Ginsberg, Alison Sturrock

Session 24 Fair in 728 at 1.45

Abstract Medical students frequently report therapeutics and use of medicines as an area in which they lack confidence and require educational improvement. This project aims to improve a student’s knowledge and understanding of pharmacology by providing integrated sessions using high fidelity simulated clinical environments. A series of clinical cases are used to demonstrate, and prompt discussion about, the action of therapeutic drugs. The sessions are delivered to the whole of year two in a lecture theatre setting. The ‘patient’ is an actor and their observations (heart rate, blood pressure, respiratory rate, saturations, temperature) are displayed on a monitor screen in ‘real time’. The students are then taken through a series of medical scenarios, the ‘live’ parameters change depending on disease states and administered medicines, time is spent looking at the underlying pharmacology and their understanding is constantly assessed using the live voting system, TurningPoint. As this is an integrated experience the relevant anatomy, biochemistry, microbiology and physiology are also discussed. These sessions compliment the traditional lecture based pharmacology teaching and aims to provide a highly interactive environment where the students bring together different aspects of the syllabus and apply them clinically.

We will present our experiences designing and delivering these sessions. We shall also present a student evaluation which will consist of questionnaire and focus group qualitative data of the medical student experience.

The emerging pedagogies of an on-line module

Eirini Geraniou (Curriculum, Pedagogy and Assessment) with input from Cosette Crisan, Manolis Mavrikis

Session 16 Presentation in 804 at 1.45

Abstract In this talk we will present the model behind a new on-line module Digital Technologies for Mathematical Learning (with Jan-Mar 2015 first presentation) that focuses on the teaching and learning of mathematics in the digital area. We are inspired by the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), which involves the body of knowledge and skills required for the implementation of ICT in teaching. Encouraged by previous research (e.g. Pepin, Gueudet & Trouche, 2013) on the value of involving teachers in the design process that demonstrated that engaging in authentic design activities learners can develop significantly in their TPACK knowledge, we introduced design activities that expect from the participants to integrate digital tools in an authentic learning context.

We are conducting an evaluation of this course and we will be reporting on the emergence of pedagogies: the online pedagogy of us, the tutors, ensuring that online teaching and learning is effective (Stephenson, 2001) and the participating teachers’ TPACK as they start experimenting with using the new technology in their classroom practice and linking it with the research knowledge base of the module or their Research infused Teachers' Pedagogical Content Knowledge (RiTPACK – our own acronym for this concept). Finally, we will present our views on how we addressed the seven dimensions of UCL’s connected curriculum (Fung, 2014) in particular 1, 2, 4, 5 and 7 and reflect on how we help students to develop critical awareness of research findings and appreciate their implications for teaching and learning.

REFERENCES

Fung, D. (2014). Connected Curriculum: Transforming education at UCL. Extract from ‘UCL 2034: The Next 20 Years’. Available at http://www.ucl.ac.uk/teaching-learning/strategic_priorities/connected-curriculum accessed on 01/02/2015.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.

Pepin, B., Gueudet, G. & Trouche, L. (2013). Re-sourcing teachers’ work and interaction: a collective perspective on resources design, their use and transformation. ZDM-The International Journal of Mathematics Education, 45(7), 929-943.

Stephenson, J. (2001). Teaching & Learning Online: Pedagogies for New Technologies. Stylus Publishing, Inc., 22883 Quicksilver Dr., Sterling, VA 20166-2012.

Creating an Innovative Masters Programme for a Multidisciplinary Audience: MSc in Stroke Medicine

Sumanjit K Gill (Education Unit, Institute of Neurology, UCL) with input from David Werring, Robert Simister, David Blundred, Caroline Selai

Session 11 Fair in 642 at 12.15

Abstract The UCL Institute of Neurology suite of (MSc/MRes/Diploma/Certificate) programmes in Stroke Medicine which are aimed at a mulitdisciplinary group involved in stroke care and clinical research poses the all challenges of learning design (curriculum setting, methods of delivery and providing the appropriate level of intellectual challenge) that will meet the learning needs of this diverse group of candidates. In order to provide effective teaching and learning we plan to engage our students in range of innovative learning activities. In addition to developing higher order thinking skills we aim to create an environment within which creativity, innovation and enterprise will be fostered. We are basing the curriculum upon the ideal of research based education and will encourage our students to communicate and engage with the international/national clinical and research stroke community through presentations and publication. They will foster relationships and produce high quality pieces of work with which to build the foundation of a research portfolio. In this way we hope to design a course which embodies the principles of the 'UCL Connected Curriculum'. The outcome of such a learning experience will be students who are well equipped to become leading clinical scientists in the field of stroke medicine. In this conference presentation we summarise how our innovative course design ensures inclusivity as we engage and teach students from a multidisciplinary group.

Benefits of undergraduate pharmacy student research experience: an international/interdisciplinary project

Julia Gilmartin (Department of Practice and Policy, UCL School of Pharmacy)

Session 9 Fair in 728 at 12.15

Abstract To encourage and facilitate research experiences for undergraduate pharmacy students.

The University College London School of Pharmacy (UCL SoP) regularly provides research experience to visiting, international, undergraduate (UG) pharmacy students, through the European Erasmus+ programme. The benefits of providing research experience to UG pharmacy students are described, in relation to a specific research project.

In 2014, a Spanish UG pharmacy student undertook research at UCL SoP, in collaboration with the research clusters, ‘Medication use, systems and practice’ and ‘Pharmaceutical materials and dosage form design’. The project was entitled ‘Evaluation of multi-compartment compliance aids in community pharmacies’.

The international, interdisciplinary and collaborative nature of the project contributed to the professional and personal development of the UG pharmacy student and supervisors. The project partly addressed the student’s indecision regarding which field of pharmacy they wished to practice in post-graduation, the student was able to see how academics from two different pharmacy fields discussed research issues, and the student benefited from the extensive and varied pharmacy practice and research experience of the supervisory team. The student also developed research skills and independence, advancing their future career prospects.

UCL SoP will continue to provide research experience to visiting, international, UG pharmacy students, with a focus on developing research skills and independence. It is hoped that the learnings shared from this experience can be used to encourage and facilitate research experiences for UG pharmacy students who are visiting from international universities or who are currently studying at UCL SoP.

Acknowledgements (co-authors): BT Raimi-Abraham and M Orlu-Gul (Department of Pharmaceutics, UCL School of Pharmacy), I Espadas-Garcia (Universidad Miguel Hernández de Elche, Spain)

What do connections between research and teaching look like?

Lesley Gourlay (Institute of Education) with input from Martin Oliver

Session 29 Presentation in 784 at 3.00

Abstract See under 'Martin Oliver'

Let's make badges!

Jessica Gramp (E-Learning Environments) with input from Sarah Earl

Session 35 Fair in 728 at 3.30

Abstract Digital badges are essentially images you assign to people with information attached in the form of metadata. They can be used to recognise skills and achievements, much like traditional certificates. Students can export them and display them online where ever they choose. But badges can also help students understand the more general skills they are learning at university that will aid them in the workplace. You can use badges to develop activities that map to these skills. Come along to this session on badges to find out how one UCL Academic from the Bartlett School of Construction and Project Management has done just this.

BASc becomings: through the "throughline" of research

Sara Wingate Gray (Arts and Sciences (BASc))

Session 13 Poster in 728 at 1.15

Abstract This poster will share examples and experiences from the Arts and Sciences (BASc) degree to provide inspiration for colleagues in implementing UCL Connected Curriculum dimensions.

It will include examples of:

Student learning through research and collaborative enquiry: Student group work research exercises investigating the work of UCL academics, interdisciplinary research and the range of methods and methodologies in use across UCL.

Engaging and facilitating students in real-world work opportunities and consultancy projects, involving external partners, and introducing student to ideas and theories about current and future work and working practices, with a particular emphasis on the role of networks.

Undergraduate student experiences of connected and sequential research-led and enquiry-based learning activities, from years one through to final year, which help them become better able to undertake research by encouraging them to draw on, maintain and then build upon, skills they learn during all phases of the BASc degree programme.

Using cultural context to bring a student project to life

Paul Greening (Civil, Environmental and Geomatic Engineering) with input from Oliver Broadbent

Session 5 Presentation in 780 at 11.45

Abstract Scenarios have been a feature of our undergraduate programmes in CIvil Engineering since 2006. They are now a feature of the Integrated Engineering Programme which opened for business in Sept 2014. Students typically work exclusively for a week on a real world problem.

Discussions with a visiting Professor sponsored by the Royal Academy of Engineers led us to develop a scenario which placed an emphasis on students understanding the cultural aspects a project as well as the technical challenge.

For two years we have run a scenario based on the aftermath of an earthquake in Haiti. Students became familiar with the Haitian culture through a series of early evening events involving guest speakers, artefacts, Haitian cuisine and music.

This short paper will outline the project and the student reaction to being exposed to the Haitian cultural context.

Technical Medicine: A new degree for an emerging discipline

Jennifer Griffiths (UCL Institute of Biomedical Engineering) with input from Sandy Kutty

Session 30 Presentation in Nunn Hall at 3.00

Abstract The UCL Faculties of Medicine and Engineering are embarking on the design of a new undergraduate programme in Technical Medicine – a healthcare discipline gaining traction across Europe. The Programme aims to draw on experience and pedagogy from the European courses while placing it in a UK, and UCL, context.

This paper will describe the emergence of the Technical Medicine discipline in Europe and present how this fits into the UK healthcare and medicine education and career landscape. Technical Medicine combines core medical sciences knowledge with the skills to work with a wide range of people – clinicians, engineers, patients – and an in-depth understanding of the engineering and science of the technologies used in modern-day medicine such as image-guided surgery, rehabilitation medicine and physiological monitoring. This requires new connections to be made both academically across subjects, and between the classroom and the students’ future work environment.

We will discuss how a connected curriculum is being designed to ensure a clear learning structure for the students with the aim of making them feel equally at home in both the medicine and engineering faculties, and able to move forward into an evolving healthcare landscape on graduation.

Using urban walks to explore interdisciplinary themes in undergraduate teaching

Sam Griffiths (Space Syntax Laboratory, UCL Bartlett School of Architecture) with input from Martin Austwick,  Ed Manley, Tom Bolton, David Jeevendrampillai and Panagiotis Mavros

Session 18 Presentation in Nunn Hall at 1.45

Abstract In a rapidly urbanizing world the need for understanding the complexity of 'cities' demands a distinct interdisciplinary nexus across the arts, sciences, social sciences and humanities. Understanding Cities and their Spatial Cultures (UCSC), a second-year elective module on UCL’s innovative Arts and Sciences BASc, aims to articulate this nexus pedagogically. The module identifies common themes of urban structure, network, flow, evolution and scale across a range of urban subject areas including morphology, demography, transport and smart technologies. This thematic emphasis draws heavily on science-based approaches to the city as a complex system, yet the module demands students consider not only how the city works as a complex system but also what such complexity has to do with what it means to live in a city. Traditionally the systemic and experiential qualities of urban life have been treated in different disciplinary silos. UCSC by contrast, identifies their intimate relation as its key interdisciplinary purpose. This purpose is developed through a series of lectures, tutorials, formative and summative assessment exercises, in which students are asked to design, deliver and reflect upon a London-based urban walking tour that serves to illustrate in concrete term the thematic content of the module. Initial student feedback serves to illustrate some of the challenges of genuine interdisciplinary teaching – not least the importance of setting a brief that is both clearly specified while being sufficiently open to allow for a range of interdisciplinary connections to emerge.

Hyperlinked videos

Kurinchi Gurusamy (Division of Surgery & Interventional Science)

Session 31 Presentation in 780 at 3.00

Abstract Hypervideos or hyperlinked videos are special video files in which links to other videos are embedded in them enabling navigation as required by the student. The main aims of this project were as follows.

1. To create high quality hyperlinked videos for courses related to Systematic reviews.

2. Assess its role in improving the student experience.

Methods

We have created about 200 videos of 2 to 15 minute duration using Echo 360 Lecturecast. We used high definition web camera and cordoid microphone for desktop recording and commercially available software called Camtasia Studio to create the hyperlinked texts which link to the videos. We paid specific attention to provide an index page and the link to an index page in each frame of the video. This allows the student to reach the desired content quickly. We also provide a link to another video for any new or difficult concepts. We also ensured that the students understood a concept fully by creating a quiz with different videos linked to the different choices. In particular, the wrong answers were linked to a video that explains the concept.

Results

We were able to create the hyperlinked videos and created a tool-kit for faster management for people who wanted to create hyperlinked videos. We will be conducting a survey of students (on 20 February 2015) to learn whether they enjoyed the interactive content and their feedback on the new method of education. We will provide a demonstration of the hyperlinked videos and its possible role in distance education.

Creative approaches to Research-based learning

Leonie Hannan (UCL Public and Cultural Engagement) with input from Helen Chatterjee, Mark Carnall

Session 4 Presentation in 731 at 11.45

Abstract See under 'Helen Chatterjee

Integrating research project feedback into a formative online tutorial system

Jamie Harle (Medical Physics and Biomedical Engineering) with input from William Dennis, Anna Nikopoulou

Session 9 Fair in 728 at 12.15

Abstract This talk will discuss the progress and pitfalls encountered by a course team in applying a Connected Curriculum approach to the development of an online tutorials system for a distance learning MSc programme at UCL. The aim of this educational development is to better apply student’s learning from taught modules towards their research project preparation, practical work and critical writing in the literature review during the final year of their Masters programme.

Students of the MSc in Physics and Engineering in Medicine can choose to complete taught modules at UCL or indeed away from the UCL campus, and can also undertake a 60 point research project in an off-campus location. This distance learning mode of delivery creates the need for a tutorial system to support student learning away from the campus, as well as maintain motivation and foster ideas generation in the year leading up to the research project.

This tutorial system feedback also aims to encourage supervisor and student dialogue at a mature stage of the project about its likely future impact and dissemination. This is designed to maximise the potential for continuation of the project within UCL, as well as explore possible careers avenues for the student, and ensure access to resources about wider considerations such as intellectual property or ethical issues.

The talk will overview the tutorial system design and outline preliminary results from qualitative research that is being used to evaluate student experience in this process.

Encouraging Reflective Research Development on the EdD through Creative Coversheets

Denise Hawkes (UCL IoE Doctoral School) with input from Gwyneth Hughes

Session 25 Fair in 728 at 2.15

Abstract The EdD programme at the Institute of Education has three compulsory courses completed in the first year of the programme. At the start of the second year, the students are asked to use their assessments and associated feedback to build a portfolio consisting of an overarching reflective statement summarising their learning on the first year of the programme. Previous use of the feedback on assignments by the students to develop this reflective statement was rather limited and they largely focused on what research methods they had learnt.

As part of a JISC funded project, Assessment Careers, the EdD programme team exploited the assignment coversheets to build in a more systematic engagement with the feedback provided on initial drafts and final assessments. EdD students were asked to report areas they wanted feedback on, what they felt they had done well and poorly and what they had learnt from previous feedback. Completion of this information was encouraged by highlighting the link to the portfolio of practice.

This paper will take a look at the reflect statements produced by the students at the end the start of the second year. We will consider provide evidence as to the degree to which the use of coversheets has promoted the student’s use of their assignment feedback within their development in the first year of this structured doctorate. The results presented will consider whether a deeper and self-sustaining engagement with feedback can be developed and encouraged through the creative use of coversheets.

UCL ChangeMakers Workshop

Mick Healey (University of Gloucester) with input from Jenny Marie, Paul Walker

Session 1 Workshop in Drama Studio at 11.45

Abstract The aim of this workshop will be to explore the range of ways that students may be engaged as partners in learning and teaching and how they relate to UCL’s Connected Curriculum and the ChangeMakers initiatives. Students as partners and change agents are topics which generate scepticism from some academic staff (and some students).

In this workshop I want to explore in a nuanced way a range of contexts where students can make a valuable contribution as partners and change agents and challenge you to think about circumstances where working with students could benefit your teaching as well as their learning. Many staff are already quite good at listening to students’ views through, for example, end of course evaluations and staff-student committees. However, in this interactive session I want to go beyond these conceptions of the student voice and examine situations where students act as co-producers, co-designers and co-creators of knowledge and learning.

Key reference

2014 Engagement through partnership: students as partners in learning and teaching in higher education. York: HE Academy (Healey M, Flint A and Harrington K)

https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education

Mick Healey is HE Consultant and Researcher Emeritus Professor University of Gloucestershire, UK; Visiting Professor University College London; Adjunct Professor Macquarie University; International Teaching Fellow University College Cork

mhealey@glos.ac.uk; www.mickhealey.co.uk

3D imaging and 3D printing for ‘Technologies in Arts and Cultural Heritage’

Mona Hess (UCL Civil, Environmental and Geomatic Engineering (UCL CEGE)) with input from Tim Weyrich (UCL Computer Science), Tonya Nelson (UCL Museums), Stuart Robson (UCL CEGE)

Session 3 Presentation in 804 at 11.45

Abstract This short paper is reflecting on practical activities, in ‘Technologies in Arts and Cultural Heritage’ (BASc2082) which aimed to implement object-based learning (OBL) by hands-on experience in ‘3D imaging and 3D printing’. Students should be able to select an appropriate technique and use 3D imaging to develop a 3D model with enough depth to understand the advantages / disadvantages and the positive and negative of the outcomes from their work.

The practical was conducted in the Institute of Making, as a new learning and collaborative working environment. After a technical introduction students were given an assignment related to an object of their choice in small groups, with the task to define a topic from a ‘real life curatorial question in a museum’. Participants were asked to develop a project plan, conduct 3D imaging and then creatively modify 3D print the object to produce a physical output. It was stressed that failures were valuable on the learning path to gain practical skills and knowledge.

At the end of the course, a multimedia presentation and written illustrated report of physical and digital products were presented. Students were conversant to discuss the relevance, advantages and disadvantages of 3D digital technologies for the museum with a newly acquired vocabulary.

OBL proved to be of efficacy to instigate learning and successful acquisition of subject-specific knowledge: technological skills in the domain of graphics and visualization. The engagement with the new digital technologies, learning curve and physical and digital outcomes of the course were of remarkably high quality.

A revitalisation of the student learning experience via 3D printing

Stephen Hilton (UCL School of Pharmacy) with input from John Malkinson, Mike Munday, Simon Gaisford

Session 11 Fair in 642 at 12.15

Abstract Supported by a SLMS Innovation and Excellence in Education Grant, we have investigated the potential of 3D printing to enhance the student teaching and learning experience at UCL School of Pharmacy.

3D printing allows access to bespoke three-dimensional models that can be tailored to the teaching and learning needs of students. Such models are of particular value for the discussion of abstract concepts that place a strong emphasis on spatial relationships, which many students find challenging to understand (and which teachers find challenging to explain). Visualising and handling physical models offers a distinct advantage over two-dimensional representations on slides or paper.

In the early phase of the project, we established the necessary technological infrastructure (MakerBot® Replicator® 2X’s and MakerBot® Mini desktop 3D printers) and a central server onto which designs could be uploaded for printing.

We focused on the design and production of large, modular 3D molecular models suitable for use in large teaching spaces. These models were utilised in Structure and Bonding lectures in the PHAY1002 Chemistry of Medicines module in the First Year of the Master of Pharmacy programme and included designs to illustrate concepts such as orbital hybridisation, molecular shape, conformation and stereochemistry.

Additional models have been developed and used for teaching stereochemistry workshops, fundamental reaction mechanisms, basic human anatomy and drug-target interactions, on both MPharm and MSc programmes where preliminary feedback collected during in-session surveys using an audience response system, on the use of 3D-printed models in lectures has been very positive.

Should Information Literacy be a taught module in the MA Library and Information Studies at UCL?

Charles Inskip (Department of Information Studies)

Session 25 Fair in 728 at 2.15

Abstract Information Literacy is defined by the Chartered Institute of Library and Information Professionals (CILIP) as “… knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner” (CILIP, 2013). Although professional librarians are frequently expected to deliver information literacy to their users this is currently not taught as an explicit module to students on the Library and Information Studies Master’s programme at UCL. Instead, theoretical and practical principles are embedded into the wider course structure. There are currently internal discussions around the possibility of developing a module in this area. This paper discusses the findings of a novel method of informing curriculum development through a qualitative analysis of exam answer texts, which provide a student view of whether it would be appropriate to designate a module specifically for this purpose. This analysis is discussed in the context of the literature and the CILIP Professional Knowledge and Skills Base framework, which has been used very recently in their re-accreditation of the UCL programme. It is suggested that, although the key concepts of information literacy are currently found embedded within the core programme, the introduction of an explicit module may more appropriately reflect stakeholder requirements, including LIS students’ combined need as producer-consumers of information literacy interventions in their study and practice.

References

CILIP (2013) Information literacy – definition. Available online at http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy-campaigns/information-literacy/information-literacy [accessed 27 Jan 2015]

Inter-cultural aspects of learning and teaching

Sushrut Jadhav (Division of Psychiatry) with Caroline Selai

Session 20 Presentation in 780 at 1.45

Abstract See under 'Caroline Selai'

White Curriculum

Jamilah Jahi (Medical School)

Session 5 Presentation in 780 at 11.45

Abstract The aim of this presentation is to explain to the audience that the curriculum is white and to share my experience of it as a current UCL student. I also aim to show that the white curriculum has a negative impact on students and that challenging it is conducive with promoting a Connected Curriculum.

The curriculum can be defined as being comprised of (1) the syllabus, (2) teaching and learning activities,(3) the participants and (4) the teaching and learning environment. The white curriculum takes these four aspects of the curriculum and infuses them with outdated Eurocentric ideals, which leads to oppression based on “race”, gender, class, religion and more. This reproduces colonialism in the academic realm.

Students, across all disciplines, face the white curriculum on a daily basis, though many may not be aware of this because it has been normalised. As a medical student, I too am faced with the white curriculum and am aware of the negative impact that it has on me and other students, irrespective of their demographics.

In regards to attaining a Connected Curriculum, this is not possible in the presence of the white curriculum. This is because it stands as a barrier to multiple dimensions of the Connected Curriculum, such as connecting students out to the world. There are examples in undergraduate and postgraduate courses that illustrate it is possible to tackle the white curriculum and create a Connected Curriculum.

Make me a professional - Skills Development Alongside the Curriculum

Cloda Jenkins (Economics) with input from Parama Chaudhury, Christian Spielmann and Frank Witte

Session 34 Fair in 728 at 3.00

Abstract When our students walk out of the gates after graduation we want them to confidently face the challenges and opportunities before them in the world of work, whatever profession they choose. There is not always sufficient time in the curriculum to concentrate on supporting students in developing core employability skills. Common teaching methodologies may not always best suit the needs of students in this area and generic skills-based courses may miss out on important quirks related to working as a professional economists.

In Autumn 2013 we introduced a course for our undergraduates to develop skills in reading and note-taking, modelling, writing and oral presentations. The ‘Skills Lab’ runs during term-time and is optional and not-for-credit. Each session in Skills Lab requires students to undertake a task and to attend a workshop to discuss the task and lessons learned. Students are given the opportunity to share ideas with each other, course leaders and where feasible a professional with experience in the area, about ‘what good looks like’ in each of the skill areas. Through the process wider skills including team-working and oral communication are developed. This year we have introduced a parallel Undergraduate Conference (Explore Econ) to showcases students’ skills.

There is scope to expand the Skills Lab idea further to include more online learning modules and to make greater use of relationships with our Alumni to co-teach the course with us. The biggest challenges are finding the time to dedicate teaching resource to Skills Lab and motivating students to participate.

BSc Population Health

Stephen Jivraj (Epidemiology and Health Care)

Session 12 Poster in 642 at 1.15

Abstract The UCL Institute of Epidemiology and Health Care will host a unique, new quantitatively oriented social science undergraduate degree in Population Health from 2015. The degree programmes recognises an urgent need in a mixed health economy for numerically literate health-oriented social scientists in the NHS, local authorities, commissioning groups, pharmaceutical, finance and charities.

Knowledge of the social, economic and demographic distribution of health and disease, and an ability to analyse data in these domains, will be key to future health service commissioning, welfare provision and health care allocation.

The degree will provide training in health demography and psychology, quantitative medical sociology and health economics, taking a life course approach that UCL is uniquely qualified to give.

Drawing on existing postgraduate teaching strengths, we will provide a range of cross-disciplinary opportunities for engagement with major national and international studies in a data-rich environment.

Development of a film library for child mental health training

Fiona John (Research Department of Clinical, Educational and Health Psychology) with input from Vicki Curry

Session 9 Fair in 728 at 12.15

Abstract We will outline the development of recorded film clips of clinicians demonstrating CBT and other therapeutic techniques with children and families to enhance students' knowledge of the therapy process and aid the development of their clinical skills. We will present:

• the rationale for the film clips
• the process for determining the film clips
• an overview of the filming and editing process
• explain how the clips are being used within masters teaching sessions.

Training postgraduate students in CBT and other therapeutic approaches used to address psychological, behavioural and emotional difficulties in children and young people is an important part of the curriculum of several UCL course. It involves supporting students to reach high academic levels, as well as gaining experience and mastery of clinical skills, clinical flexibility and confidence. Utilising film clips which demonstrate different aspects of the therapeutic process, for use both within lectures, and as part of a student's own self directed learning is a crucial part of the training experience.

Flipping the classroom: Developing student centred activities for diverse groups of students.

Nicole Johnston (UCL Qatar) with input from Theofanis Karafotias

Session 10 Fair in 642 at 11.45

Abstract This presentation will discuss a teaching and learning project using Lecture Capture software to flip the classroom in a Library and Information Studies program in the Department of UCL Qatar. Flipping the classroom involves, “Interactive group learning activities inside the classroom and direct computer-based individual instruction outside of the classroom” (Bishop & Verleger 2013). The objective of this project was to develop learning centred activities through a medium that suits the learning needs of a diverse group of students, including students who speak English as a foreign or second language. EFL/ESL students at University College London Qatar indicated that often they find it difficult to understand and remember all information given to them during lectures and tutorials. The students also indicated that they enjoyed the more interactive group activities that were conducted in practical sessions. This presentation will discuss how Lecture Cast technology was used to flip the classroom, practical examples of activities that worked and didn’t work in the flipped classroom, discuss the results of feedback given by the students on the flipped classroom activities and discuss the benefits of flipping the classroom for students with a range of diverse learning needs.

Introducing science communication in theory and practice

Liz Jones (STS) (Science and Technology Studies) with input from Harriet Lloyd, Steve Miller, Karen Bultitude

Session 18 Presentation in Nunn Hall at 1.45

Abstract Too often those involved in communicating "science" (understood as STEM and other methodology rich disciplines) have little connection with the work of social scientists of science that has relevance for them, whilst sociologists rarely link up with communication practitioners. HPSC1008 'Fundamentals of Science Communication" sets out to start to put this right.

HPSC1008 is an entry level course that introduces students to how science is communicated across different media, from print and broadcast journalism to museums and new media. It draws heavily on social and cultural studies of science, and follows the long and often tortuous policy trail that leads from "scientific literacy" and "public deficits" to the "engagement, dialogue and debate" climate that now surrounds science communication.

As such, it is a cross-disciplinary and multidisciplinary course that is challenging both for students and course lecturers alike. There is no one text that can be used for the whole course: without swamping students with everything and the kitchen sink, readings have to be carefully selected.

This year, the course is team taught, with the two lecturers ensuring that there is good continuity between their sessions. This is an area that changes fast, and it is a challenge to keep the material absolutely current. Key to the success of the course are the tutorial sessions taken by two post-graduate teaching assistants: they have devised a series of exercises, role play events and discussions that help to bring the course to life and ensure the students really engage with the underlying readings.

The team intend to produce a "pack" from this year's lectures and the "diary" of the tutorial sessions that the tutorial assistants are putting together. This may be of use to other courses facing similar challenges of cross-disciplinarity and a rapidly moving field.

Using Social Media in Undergraduate Teaching – a Connection Too Far?

Liz Jones (CEGE) (Civil, Environmental & Geomatic Engineering)

Session 23 Fair in 642 at 2.15

Abstract This paper explores how social media can be used to develop understanding and enhance the learning experiences of undergraduate students, and examines the issues and difficulties that arise when using such tools to promote engagement and discussion. The use of Twitter and Facebook with Civil and Environmental Engineering first year undergraduates, as part of a residential surveying fieldtrip to Wales, is examined here as a case study. Students were asked to submit to a Facebook group photos showing geomatic engineering in the world around them, to help them understand the definitions, people and activities that fall within the discipline and how it underpins modern life. Fieldtrip staff and industry partners were encouraged to join the group and prizes were awarded by Leica Geosystems for the best images. Students were also asked to consider using Twitter to raise questions whilst on the fieldtrip. This study was borne of the #uclteach meet-up following the UCL Teaching & Learning Conference 2014. In addition to the benefits to learning, this paper will also address the perils and practicalities of connecting with students via social media.

#facebook #twitter #learning #understanding #enhancement #engineering #feedback #language #ownership #selfies #fairness #banter #hashtags

Introducing a specialized Masters Course in Neuromuscular Diseases: Educating the next generation of scientists, clinicians and Professionals allied to medicine at UCL Institute of Neurology

Bernadett Kalmar (UCL Institute of Neurology, Sobell Department of Motor Neuroscience and Movement Disorders) with input from Matilde Laura, Jasper M Morrow, David Blundred, Caroline Selai

Session 13 Poster in 728 at 1.15

Abstract In order to enhance the training opportunities available in the UK in the field of Neuromuscular Disease, we have designed a new Masters programme that will be run at UCL Institute of Neurology, due to start in September 2015.

The programme builds on the extensive educational expertise at UCL Institute of Neurology. A particular challenge is the broad intake of students, as the Course aims to train a wide range of specialists, from basic scientists to clinicians, and professionals allied to medicine, including nurses and physiotherapists. The Course will take the form of taught lectures and tutorials as well as practicals, workshops and Master Classes.Each student will also be expected to undertake a research project supervised by a world class, leading clinical expert or basic scientists in the field of neuromuscular disease.The Course has been developed following research into the educational requirements of both professional organizations and professionals themselves. We undertook a survey using the UCL Opinio Survey Platform, which was circulated via the MRC Centre for Neuromuscular Diseases. We received an excellent response, which was used in the course design. The Course shares some modules with other existing programmes within UCL, including the Institute of Child Health, with plans for collaboration with the Neuromuscular Team in Newcastle. The diverse student intake will be supported by tailored Tutoring sessions, lead by course organizers. We are also planning to use Moodle forum to evaluate the student experience and to identify problems with the progress of students as they arise.

Athena versus Arachne: Experiential Learning, and Teaching through Performance

Emily Lord-Kambitsch (Greek and Latin) with input from Antony Makrinos

Session 28 Presentation in 804 at 3.00

Abstract See under 'Antony Makrinos'

Making Cities: film-making in interdisciplinary built environment education

Jonathan Kendall (Bartlett School of Architecture)

Session 10 Fair in 642 at 11.45

Abstract Making Cities aims, particularly through the use of film-making, to allow students to work collaboratively within an interdisciplinary setting to engage simultaneously with their subject matter - the city - and their future professional roles as architects, planners and construction project managers.

The module is taught to all first year undergraduates in the Bartlett Faculty of the Built Environment. It is currently the only point at which future built environment professionals are taught directly alongside one another, seeking to inculcate attitudes of mutual respect, understanding of roles and relationships, and abilities to work in teams; skills seen as essential professionally and indeed academically.

The most long-standing module within the Bartlett, Making Cities originated at a time when built environment professional education aspired to a more integrated approach, countering tendencies to disciplinary specialisation and differentiation.

The module has been comprehensively restructured in 2014/15 with new leadership and the full support of the Bartlett’s Dean and all three Heads of School. The new structure places an increased emphasis on the city as a phenomenon and London as the specific subject of investigation.

Students have been working in interdisciplinary groups to investigate built projects and to communicate their research through the medium of film. This has obligated them to develop team working and collaboration skills, treating the processes of film creation as analogous to the production of the city itself.

The paper will include samples of films produced by students in 2014/15 together with reflections on successes, challenges and transferrable pedagogical lessons learned.

Connecting Staff with UCL Arena Digital

Eileen Kennedy (London Knowledge Lab) with input from Clive Young

Session 33 Presentation in 537 at 3.00

Abstract UCL Arena Online is a short online course, launched in February and open to all staff at UCL. Based on the successful BLOOC course designed by colleagues at the UCL Institute of Education in collaboration with the Bloomsbury Learning Environment and run last summer, the MOOC-style format was designed to support and complement UCL Arena and CMALT, UCL's portfolio in e-learning. The course aimed to model good practice in teaching and learning with technology, showcase excellent work at UCL and develop a community of practice among staff interested in online and blended learning. Importantly, the course gave UCL staff the opportunity to reflect on their experience of learning online through the Moodle tools that they use with students. The focus was on topics that surveys have shown UCL colleagues are especially interested in, including: how we can use multimedia in Moodle, how we can use Moodle and other tools to communicate with students and how Moodle can help us with feedback and assessment? The presentation will evaluate this approach, outline lessons learned and review this interactive MOOC-style approach as a means of staff development and engagement.

Student-staff collaboration on assessment items for undergraduate mathematics education.

Geoffrey Kent (Curriculum, Pedagogy and Assessment) with input from Melissa Rodd

Session 25 Fair in 728 at 2.15

Abstract See under 'Melissa Rodd'

Exploring the Connected Curriculum through Clinical Legal Education

Rachel Knowles (UCL Laws) with input from Shiva Riahi

Session 31 Presentation in 780 at 3.00

Abstract The UCL Centre for Access to Justice at the Faculty of Laws runs a Clinical Legal Education Programme, which allows students the opportunity to connect academic learning with workplace leaning, whilst giving back to the local community. This presentation will explore the benefits of clinical education in a discipline that does not traditionally welcome it, and consider how it helps to achieve the different dimensions of the connected curriculum. In particular it will focus on:

• Students connect academic learning with workplace learning: considering the practical value or workplace learning and some of the associated challenges with negotiating relevant and useful experience
• Students connect closely with one another: discussing how students are encouraged to form a community of practice with each other, as they work on cases and problem-solve together
• Students connect with staff and with their research: exploring how students work jointly with staff on client casework and strategic litigation issues. Staff also share current areas of interest through teaching and whilst on placement. This is a further opportunity for students to join a community of practice
• Students connect across subjects and out to the world: students are directly engaging with members of the local community, supporting them with their legal needs. We will discuss the benefits of this public engagement and any possible risks.

Teach better with technology: introduction to the Learning Designer

Diana Laurillard (London Knowledge Lab, UCL Institute of Education) with input from Eileen Kennedy, Patricia Charlton

Session 19 Presentation in 784 at 1.45

Abstract UCL staff have access to an ever expanding technological toolkit to construct innovative learning experiences to engage with the ‘Connected Curriculum’. However, often working in isolation, teachers may struggle to deploy technology in ways that are most effective for learning. As Laurillard et al. (2013) observed: “[t]here is as yet no well-structured body of knowledge about how to exploit fully the use of all the different kinds of learning technologies now available”. The session will introduce a new web-based tool called the Learning Designer, developed at the London Knowledge Lab with ESRC/EPSRC funding. Laurillard's (2012) Conversational Framework model of how the teaching-learning process operates is embedded within the tool, which assists teachers in the creation and sharing of learning designs that make optimal use of learning technology. A learning design is displayed as a sequence of activities for a specific learning outcome, with all its main properties visible and editable. Access to editable exemplars helps teachers make best use of technologies that will support the different kinds of design challenge presented by the Connected Curriculum. Working with the E-Learning team we intend users to export the designs directly into Moodle for implementation with students. Please bring a laptop.

References

Laurillard, D. (2012). Teaching as a Design Science. New York & Abingdon, Oxon: Routledge.

Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., … Whittlestone, K. (2013). A constructionist learning environment for teachers to model learning designs. Journal of Computer Assisted Learning, 29(1), 15–30.

Analysing the costs and benefits of online learning with CRAM

Diana Laurillard (Institute of Education) with input from Patricia Charlton, Eileen Kennedy

Session 23 Fair in 642 at 2.15

Abstract See under 'Patricia Charlton'

Distance Learning and Data Protection: Online Case-Based Neuroanatomy Workshops

Adam Liston (UCL Institute of Neurology) with input from Mark White, Tarek Yousry

Session 23 Fair in 642 at 2.15

Abstract We recently developed a prototype platform and delivered a Neuroanatomy workshop on a DVD to current Face-to-Face students. We will report our progress in delivering this online, present a demonstration of the PACS-like interface and report students’ experiences of the prototype platform.

The MSc in Advanced Neuroimaging is aimed at students from a clinical, radiography, natural or biomedical sciences background and offers a theoretical and practical grounding in this area as preparation for a research career in Neuroimaging. We recently launched the course via Distance Learning.

We are currently developing online Learning Activities equivalent to workshops attended on campus by Face-to-Face students. One, on Neuroanatomy, makes use of case-based teaching data. For Neuroradiologists to review brain scans, they must have access to a Picture Archiving & Communication System (PACS) within a secure hospital network. We want to closely mimic the professional environment but students cannot have direct access to the hospital network and clinical data. Similarly, data protection policy does not permit us to simply send patient images to students.

We received an E-Learning Development Grant (ELDG) in 2014 to help us deliver the workshop within Desktop@UCL Anywhere in a manner that:

a) Enables students to view brain images in the same way as would a Neuroradiologist.

b) Meets the necessary standards of data protection, including irreversible de-identification.

c) Allows all our students to engage with the Learning Activity online and anytime.

d) May assist, in future, with the provision of some Research Projects via Distance Learning

Introducing science communication in theory and practice

Harriet Lloyd (Science and Technology Studies) with input from Liz Jones (STS), Steve Miller, Karen Bultitude

Session 18 Presentation in Nunn Hall at 1.45

Abstract See under 'Liz Jones (STS)'

Athena versus Arachne: Experiential Learning, and Teaching through Performance

Antony Makrinos (Greek and Latin) with input from Emily Lord-Kambitsch

Session 28 Presentation in 804 at 3.00

Abstract This paper will discuss the use of performance in the classroom to create an experiential learning environment for students to engage with a curriculum in a holistic way, with consideration for the greater aims of the course.

We will present the application of this method in a special session of the Department of Greek and Latin’s Roman Epic course scheduled for 20 March 2015, in which students will observe and participate in a live debate between two principal characters from Ovid’s Metamorphoses, impersonated by the course instructors—the goddess Athena and her insubordinate apprentice Arachne.

Dr. Makrinos has previously explored this type of teaching format in the course Roman Authors: Plautus’ Amphitruo, which included the staged performance of a section from a Roman comedy with masks. This session received positive feedback from students, who felt invited to engage with the material covered more critically, through exposure to the comedy and its themes as a performed text.

This paper will evaluate the impact of this method as a ‘living spidergram’, an immersive, performative, and experiential means of exploring connections between the greater themes of the course (such as the relationship between gods and mortals in epic poetry, the voice of the individual poet within the epic tradition) through an interactive engagement with a specific text. We will supply students’ impressions of this session in order to evaluate the benefits of providing similar opportunities for undergraduates to interpret the greater aims of a course in a new way.

Connected curriculum in Greek and Latin: a case study

Gesine Manuwald (Greek and Latin)

Session 3 Presentation in 804 at 11.45

Abstract This paper aims to show how the connected curriculum may work within the degree programmes of a single department. The syllabus for the two main undergraduate degree programmes run by Greek and Latin (BA Classics and BA Ancient World) offers a mixture of compulsory and optional courses to provide students with a grounding in the subject and also enable them to specialise in an area of their choice on this basis.

This paper will outline the current ways in which this degree structure enables the connected curriculum and ideas for the future (to be discussed at a Teaching Awayday in late April) to make this clearer to students, to give them even more options to connect their courses and to support them better in this process by elements such as extra study skills sessions or personal tutor advice.

It is hoped that presenting one possible model, which is transferable, will generate discussion beneficial for all departments.

UCL ChangeMakers Workshop

Jenny Marie (CALT) with input from Mick Healey, Paul Walker

Session 1 Workshop in Drama Studio at 11.45

Abstract See under 'Mick Healey '

Learning Analytics as a Research Method: a hands-on teaser

Manolis Mavrikis (London Knowledge Lab - Culture Communication and Media) with input from Wayne Holmes

Session 12 Poster in 642 at 1.15

Abstract This poster will outline and reflect on a hands-on workshop, which through specific datasets introduces processes and tools for Learning Analytics. The workshop is part of the Research Methods in Educational Technology where traditionally more qualitative and design-based research paradigms are introduced. The workshop is a response to the emergence of the fields of Learning Analytics and Educational Data Mining that are broadly concerned with the analysis of data from educational settings for improving learning and teaching and “understanding students and the settings in which they learn” (EDM, 2015). The methods and techniques usually discussed in the area, are usually perceived as applied research in Technology-Enhanced Learning but the aim of the workshop is to help students appreciate the role of such methods as complementary in qualitative or other quantitative research. The poster will present how we overcome the initial cognitive load and barrier of understanding the techniques introduced by providing data sets and ‘half-baked’ processes in RapidMiner, a tool for conducting exploratory data analysis. The poster will also provide a space for reflection on students’ appreciation of the techniques introduced. This effort relates to the research and enquiry strands of the Connected Curriculum initiative (Fung, 2014) as it enables students to continue research in the area by connecting to funded projects that provide appropriate contexts or data sets for research.

References

EDM (2015). Educational Data Mining Society http://educationaldatamining.org

Fung, D. (2014). Connected Curriculum: Transforming education at UCL. Extract from ‘UCL 2034: The Next 20 Years’. Available at http://www.ucl.ac.uk/teaching-learning/strategic_priorities/connected-cu...

The emerging pedagogies of an on-line module

Manolis Mavrikis (Culture, Communication and Media) with input from Eirini Geraniou, Cosette Crisan

Session 16 Presentation in 804 at 1.45

Abstract See under 'Eirini Geraniou'

Design activities as springboard for technological, pedagogical, content knowledge and research in technology-enhanced learning

Manolis Mavrikis (London Knowledge Lab - Culture Communication and Media) with input from Kaska Porayska-Pomsta

Session 36 Fair in 642 at 3.00

Abstract See under 'Kaska Porayska-Pomsta'

Students as agents of change: developing new assessment criteria

Alastair McClelland (Division of Psychology and Language Sciences) with input from Julie Evans (UCL), Alice Cai (UCL)

Session 32 Presentation in Logan Hall at 3.00

Abstract Assessment and feedback is an area of requiring improvement across UCL. Feedback from students has stated that marking criteria are not fit for purpose in terms of clearly indicating to students what is required to improve their performance.

The Connecting Curriculum strategy clearly has students as agents of change at its core and engaging students with pedagogic research.

This project meets both these criteria. Using a student led approach and a GPA framework, the aim of the project was to increase marking criteria and objectivity by creating clear and useful descriptors within the marking scheme for undergraduate essays in Psychology. The methodology involved two sets of focus groups, undergraduate students and staff involved in teaching.

On the basis of student input new draft marking criteria and feedback forms were developed and these then formed the basis for discussion in the staff focus group. In the light of staff comments, criteria were further refined and then used by students and staff to mark anonymized previously submitted and marked formative essays. The results from qualitative and quantitative analyses will be discussed.

The Role of the Connected Curriculum Fellows

Alastair McClelland (CALT)

Session 11 Fair in 642 at 12.15

Abstract During the First Term of this academic year, nine Connected Curriculum Fellows were appointed to the Centre for the Advancement of Learning and Teaching. They are academic or professional colleagues already employed in Faculties or Professional Services within UCL, seconded for 0.2 FTE for 6-9 months to contribute to the Connected Curriculum initiative. In this presentation I will outline the role of the Fellows, describe the work we have already undertaken within the UCL academic community (e.g., gathering initial information about current program structures and characteristics, conceptions of research in different subject areas, and perceived challenges and opportunities afforded by the to the Connected Curriculum framework) and our future plans.

UCL Library Services Strategy

Benjamin Meunier (Library Services)

Session 14 Poster in 804 at 1.15

Abstract An overview of the new UCL Library Services Strategy, with a particular focus on learning hubs, connecting with students and improving the student experience.

The IEP: Imagining the Connected Curriculum In Engineering

John Mitchell (Engineering)

Session 21 Workshop in Logan Hall at 1.45

Abstract The Integrated Engineering Programme was launched at the start of the current academic year. This session is a chance for Engineering to reflect on progress, successes and areas for improvement and for others to learn more about the ambitious curricular changes across the faculty.

The ethics of researching migration and health

Richard Mole (SSEES / Arts and Sciences)

Session 24 Fair in 728 at 1.45

Abstract The aim of my presentation is to show the pedagogical benefits of having second-year undergraduate students conduct field research (using London as their laboratory) as part of their assessment for the course in Migration and Health (BASC2052) as well as the barriers in their way. While the feedback from the students was very good and the quality of the assessments was high, it became apparent that the type of research the students were doing needed ethical approval from UCL. As the course is only 10 weeks long and as students tend to formulate their ideas for their projects towards the end of the ten weeks, the course leader recognised that there is simply not enough time for the students to apply for and receive prior ethical approval. As a result, this form of assessment has been dropped and replaced with a more standard essay-based assessment, which is a shame. If we are to encourage students to conduct research as part of their undergraduate studies (a very important initiative), the obtaining of ethical approval needs to be made easier/faster.

Design based teaching as a variant of Research based teaching

Jyoti Prakash Naidu (Department of Computer Science) with input from Srini Srinivasan

Session 22 Fair in 642 at 1.45

Abstract This paper elucidates that “Design based teaching” as a variant of UCL’s current focus on “Research based teaching” can be an effective pedagogic approach for enhanced critical thinking skills and socio-economic-environmental awareness development during an undergraduate project. Design is by definition multi-disciplinary, often debated as part art and part science, and evokes issues such as whether creativity needs to be open-ended or can the design process be made more systematic and thus less subjective. Marketable skills in students for improved employability include design skills, but traditional classroom teaching on design often covers only use of design and analysis tools such as CAD, FEM, Matlab or basic principles such as physical views of objects, configuration of software or process flowcharts, or other such routine methods. Students often do not get the opportunity to develop or improve their creativity skills. This paper illustrates how deployment of different design thinking approaches, such as Design for Automation, Design for Manufacturability, Design for Intelligence, Design for Patentability and Design for Sustainability as part of a project can enable hands-on learning of complex techno-socio-economic and sustainability research issues, thus effectively promoting Connected Curriculum objectives. The project involved system integration research for teleoperation and explored new configurations of robot hand design at the UCL Touch Lab directed by Prof. Srini Srinivasan. The paper presents how this experience extended beyond its intended technical scope by considering the design thought process holistically, inclusive of socio-economic and sustainability factors as peripheral but important contemporary issues during any real-life project execution.

Connecting beyond classroom walls: the potential of web conferences

Tim Neumann (London Knowledge Lab)

Session 8 Fair in 728 at 11.45

Abstract This session aims to inspire new ways of creating connections with students, experts, and outside audiences by using media-rich communication technology.

Eight years of web conferencing at the UCL Institute of Education have produced a number of use cases and associated examples. We will look at selected cases, explore their rationale for running web conferences, and report on the benefits, while not turning a blind eye on technological difficulties, which are currently being examined in a review of our web conferencing provision to deliver more user-friendly options in the near future.

Some examples will be expected use cases such as online seminars, for accredited programmes, for dissemination purposes and for public engagement initiatives. Other examples will show cutting edge use cases, blending online and face-to-face worlds and infusing sessions with high levels of interaction and communication to engage participants academically as well as socially.

Learning in research: A case study of students in a research-based work placements

Emma Newall (Institute of Education) with input from Bahijja Raimi-Abraham, Mine Orlu Gul,13 Susan Anne Barker11University College London, School of Pharmacy, 29-32 Brunswick Square, London, WC1N 1AX, 2 Institute of Education, University College London, 20 Bedford Way, London WC1H  0AL, 3 The Nuffield Foundation, 28 Bedford Square, London, WC1B 3JS

Session 12 Poster in 642 at 1.15

Abstract See under 'Bahijja Raimi-Abraham'

Research-led Teaching in a First Year Engineering Module - Preliminary Findings

Abel Nyamapfene (Faculty of Engineering)

Session 27 Presentation in 731 at 3.00

Abstract The recently introduced module on Mathematical Modelling and Analysis to the undergraduate engineering curriculum at UCL represents a fundamental shift in the philosophy and conception of undergraduate learning and teaching of engineering mathematics. The service model of engineering mathematics, whereby teaching is primarily led by academic staff members from Mathematics has been abandoned in favour of delivery by engineering academic staff. In addition, a deliberate attempt has been made to contextualise the teaching of mathematics within current disciplinary and interdisciplinary engineering practice and within the context of academic research taking place across the Faculty of Engineering. More emphasis has now been placed on problem-based learning, together with the attendant use of mathematical modelling software such as MATLAB and EXCEL.

Teaching of the first cohort of the Mathematical Modelling and Analysis module was undertaken in the first term of the 2014/15 academic year. The objective of this paper is to present the findings of a staff review of the curriculum design and delivery of the module over the term undertaken using the Nominal Group Technique. Findings from this formal staff review were augmented with feedback form the student body.

This work suggests that whilst both academic staff and students generally find the concept of research-led teaching attractive, the concept itself, together with its implementation, remains a contested issue. It is suggested that both academic staff and students need to be actively engaged in the definition and implementation of research-led education strategies.

What do connections between research and teaching look like?

Martin Oliver (Culture, Communication and Media) with input from Lesley Gourlay

Session 29 Presentation in 784 at 3.00

Abstract Although it’s widely advocated that connections should be built between research and teaching, it’s less clear how this happens in practice. This paper will explore how a sociomaterial perspective can help develop clearer accounts of how such connections have, and have not, been achieved.

Links between research activity and teaching quality were once described as "an enduring myth", leading to a programme of research to identify pedagogic approaches that can help build such connections. Healey (2005) notes, however, that opportunities for such research-based education can vary widely across disciplines.

This variation depends partly on the social norms around research, but also on the resources, tools and technologies that it involves. Latour & Woolgar’s studies (1979) showed that successful laboratory work required the coordination of tissue samples, graphs and desks, and that the scientific process could not proceed without these often mundane things.

Studies of students’ digital literacies show that in Education and related social sciences, studying involves books, photocopies, pens, iPads, library tables, buses, field sites, software packages, data sticks, highlighter pens and the movement of texts from digital to print format and back again (Gourlay & Oliver, 2013). Much of this mirrors the practices of researchers active in these fields.

Such studies raise questions about wider patterns of connection between study and research. When do these resources cross boundaries between research and teaching practice? What variations exist across disciplines, and why? What can following these mundane things tell us about the success – or otherwise – of connections between research and teaching?

Development and Integration of virtual laboratory into undergraduate chemistry teaching

Caroline Pelletier (IOE) with input from Chris Blackman, Keith Turner (Solvexx Ltd)

Session 36 Fair in 642 at 3.00

Abstract See under 'Chris Blackman'

New viewpoints on course design

Nataša Perovic (Information Services Division) with input from Clive Young

Session 9 Fair in 728 at 12.15

Abstract UCL is engaging in a process of significant change as departments begin to discuss how our programs of study can be re-designed and developed further in response to UCL 2034 vision and the Connected Curriculum.

In parallel we have seen growing activity in the application of digital resources, particularly media, and approaches to facilitate new modes of study such as blended, flipped and distance learning. It has become clear that planning rich and complex learning environments require a more structured approach to programme and module design.

The aim of such a process is to ensure that educational intentions, outcomes, activities and assessment are aligned to form a cohesive and effective learning experience for our students.

ELE have been investigating ‘light touch’ learning design approaches to facilitate informed discussion about the principles of connected an flexible learning but maintain a practical focus and enable the rapid production of usable outcomes.

We have testing the open source ‘Viewpoints’ methodology created by the University of Ulster for JISC. It is a rapid-development workshop formatted to engage academics in constructive informed dialogue and group reflection about curriculum design. The presentation will outline our initial findings of using it in a UCL context.

Social Media and Teaching and Learning Environment Enhancement

Richard Pettinger (Management Science and Innovation) with input from Ms Yen Le (Student)

Session 37 Fair in 642 at 3.30

Abstract The effects of social media on the teaching and learning environment is explored via a series of social media initiatives, especially, facebook, twitter, linked in; and also using bespoke social media technology produced by those who are studying on the BSc/MSci Information Management for Business programmes, and by those who have worked on them

The issues raised are related to stated aims and objectives. The work relates use of social media directly to the quality of the teaching and learning environment; and this too is defined as precisely as possible, using student and teacher demands, needs and wants.

The Connected Curriculum: Good practice and inspiration

Brent Pilkey (CALT) with input from Dilly Fung

Session 15 Workshop in Drama Studio at 1.45

Abstract An introduction to working with the Connected Curriculum.

In September 2014, UCL launched its far-reaching and ambitious strategy, The Connected Curriculum – a set of principles about good curriculum design in higher education and a catalyst for thinking about the whole student learning journey, as well as the opportunities students have as part of that journey. 

  One of our main efforts at this early stage is to understand good practice already taking place at UCL, and to then share and inspire others. After a brief outline of The Connected Curriculum, workshop participants will have the opportunity to share the ways in which existing courses, programmes and other aspects of the UCL experience already support the six dimensions of connectivity. The latter part of the workshop will be devoted to thinking about how improvements can be made, both in the short term and long term. By the end of the workshop participants should have a good understanding of the Connected Curriculum and its relevance to one’s own part of UCL, as well as the institution as a whole.  

The workshop will be facilitated by Dr Dilly Fung and Dr Brent Pilkey, UCL Centre for the Advancement of Learning and Teaching.   

When UCL students write Wikipedia

Rocío Baños Piñero (CenTraS) with input from Mira Vogel, Raya Sharbain

Session 29 Presentation in 784 at 3.00

Abstract See under 'Mira Vogel'

Personal Response Units enable group participation in a virtual experiment.

Margaret Mayston and Markus Pleijzier (Division of Bioscience, NPP (SLMS))

Session 13 Poster in 728 at 1.15

Abstract INTRODUCTION:

Research based learning is integral to teaching in higher education and key to UCL2034. In the 2nd year course module PHOL2003 (Systems Neuroscience) I introduced a ‘virtual research study’ Workshop to provide an opportunity for students to develop their problem solving and reasoning skills to better equip them for their 3rd year projects.

MATERIALS AND METHODS: In order to provide the possibility to plan and carry out a research project in a large teaching group Turning Point Responseware was used. Students viewed a human movement disorder; drew on lecture material to formulate an hypothesis and to make decisions about which experimental methods to apply. Students discussed each stage of the experiment and the results obtained in the real life experiment; finally students voted on the most likely conclusion of the study.

RESULTS: 60 students fully participated in the session and the majority made the appropriate selection at each stage of the virtual experiment and reached the correct conclusion.

CONCLUSIONS: Experience of planning an experimental study can be carried out in a group setting and promoted a high level of student engagement and interaction. Several students commented that they found it interesting and helpful to have the opportunity to think about how to plan a research project. It also gave an opportunity to revise theoretical aspects of motor physiology discussed in lectures. This type of session has the potential to develop students’ analytical and problem solving skills, which not only prepares them for the laboratory environment but also potentially enhances life skills.

Design activities as springboard for technological, pedagogical, content knowledge and research in technology-enhanced learning

Kaska Porayska-Pomsta (London Knowledge Lab ) with input from Manolis Mavrikis

Session 36 Fair in 642 at 3.00

Abstract In this talk we will present the ‘design theme’ that runs throughout the Learning and Teaching with Technologies (LTT) module of the MA in Educational Technology. Our first objective behind the introduction of this theme was to enhance learners’ ‘technological pedagogical content’ knowledge (Mishra & Koehler, 2006) by appreciating that only by engaging in design activities learners can develop a better understanding of the relationships between technology, pedagogy, and content taught. The theme includes collaborative project work that engages students in developing technological designs that address specific subject domains. The incorporation of this theme in the course gave us the opportunity to connect explicitly the research conducted at the London Knowledge Lab with teaching. In each lecture we introduce different considerations that are important to engaging in design of technology for learning: pedagogical theories, design methodologies and practices in Technology-Enhanced Learning. We ask the students to incorporate these different aspects in their designs. Our second objective is to contribute towards students’ understanding of what is involved in the design-based research paradigm that is prominent in technology-enhanced learning field. Both these objectives are echoed by the Connected Curriculum initiative and particularly in its research-based teaching and enquiry components (Fung, 2014). We will present some challenges of creating diverse, but meaningful working student groups and share students’ feedback and reflections on their collaborative process. We will conclude by discussing how the design theme provides students with hands-on experience of the challenges of interdisciplinarity, helps them develop research skills as well as more critical approach to evaluating and using technologies for learning. All of these skills are required if the students are to continue in the field, either as researchers or reflective practitioners.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record 108 (6), 1017-1054.

Fung, D. (2014. Connected Curriculum: Transforming education at UCL. Extract from ‘UCL 2034: The Next 20 Years’. Available at http://www.ucl.ac.uk/teaching-learning/strategic_priorities/connected-cu...

Embedding research methods in a first year Memory module.

Rosalind Potts (Division of Psychology and Language Sciences)

Session 22 Fair in 642 at 1.45

Abstract The aim was twofold: to enhance students’ understanding of topics covered in their Memory module, and ways in which memory research is conducted, and to enhance their understanding of experimental design, giving them a chance to apply knowledge they were acquiring in a parallel Research Methods module. First year BSc Psychology and Language Sciences students took part in a series of practical laboratory classes which complemented their lectures on human memory. In each class, they participated in an experiment related to a topic being covered in their lectures and then discussed it. Students were encouraged to develop their critical thinking by considering what memory phenomenon was being investigated and to what extent the research question could be answered by the experiment, as well as to think about advantages and disadvantages of various experimental designs. Proposing different theoretical explanations for the findings encouraged students to make links between different parts of the module, and reinforced learning. The sessions also helped prepare students for the coursework assignment which involved writing up an experiment as a laboratory report. Student feedback was enthusiastic, with students commenting that these sessions helped bring to life topics covered in lectures. Practical difficulties included the time needed to create the experiments, and condensing experiments so that there was sufficient time, in a one-hour class, to run the experiment as well as to discuss it. Future plans include increasing the variety of research methods used, and having students run experiments outside class to allow more time for class discussion.

Learning in research: A case study of students in a research-based work placements

Bahijja Raimi-Abraham (UCL School of Pharmacy) with input from Mine Orlu Gul,1 Emma Newall,2,3 Susan Anne Barker11University College London, School of Pharmacy, 29-32 Brunswick Square, London, WC1N 1AX, 2 Institute of Education, University College London, 20 Bedford Way, London WC1H  0AL, 3 The Nuffield Foundation, 28 Bedford Square, London, WC1B 3JS

Session 12 Poster in 642 at 1.15

Abstract The Nuffield Research Placements (NRP) aims to provide young people with the opportunity to work alongside professional scientists, technologists, engineers and mathematicians. University College London (UCL) School of Pharmacy, in partnership with the Nuffield Foundation, hosted three NRP students on a research project which aimed to develop age-appropriate dosage forms for paediatric and geriatric population groups.

The aims and outcomes of this placement were in line with the six dimensions of connectivity outlined in the Connected Curriculum (part of the UCL 2034 strategy). This placement enabled students to learn through research and enquiry and they were supported in their learning by research, academic and professional staff.

The placement was structured to ensure the students gained research skills (e.g. research methods, both practical knowledge and theoretical application) as well as enhancing their personal and professional development (e.g. through self-management and team working). All students were encouraged to produce a scientific report. Of the experience, one of the students commented that “the placement helped me understand the challenges that formulation scientists can encounter and the dynamics of working as a part of a team or as the principal investigator (which) has improved my leadership skills.”

Overall, the NRP experience made the student participants aware of the global challenges currently being addressed at UCL School of Pharmacy and also offered the students a unique opportunity to be involved in research and gain additional skills, therefore providing them with a greater understanding of career options and contributing to their development as autonomous, independent learners.

Creative Learning, Open Assessment

Rodney Reynolds (Institute for Global Health)

Session 7 Presentation in Logan Hall at 11.45

Abstract The purpose of this talk is to explore the learning constraints created by the expectation to evaluate students learning through formal assessment in taught modules. Drawing on my experiences working with cohorts of undergraduate students taking part in the summer global citizenship program of academic year 2013/14, I will argue that open assessment strategies, when framed within clear learning objectives that have been communicated to students, lead to students demonstrating creative learning and concept acquisition in robust ways that may substitute for formal, pre-planned assessment.

Exploring the Connected Curriculum through Clinical Legal Education

Shiva Riahi (UCL Laws) with input from Rachel Knowles

Session 31 Presentation in 780 at 3.00

Abstract See under 'Rachel Knowles'

Cross Curricular Applications of Geographic Information Systems in Schools

Patrick Rickles (Department of Civil, Environmental and Geomatic Engineering) with input from Muki Haklay (UCL), Sara Price (IOE), . Paul Davies (IOE), Rich Treves (University of Southampton)

Session 34 Fair in 728 at 3.00

Abstract It has been argued that Geographic Information Systems (GIS) can have a potential role in helping to develop certain skills at the general education level and can act as a vehicle for advancing quantitative problem-solving skills and spatial literacy, which if not addressed may mean that we, as educators, cannot meet our responsibility of equipping the next generation of students for life and work in the 21st Century. Changes to the National Curriculum in England have identified the importance of GIS as a tool for learning; other countries have recognised this as well and have already attempted to deploy GIS at this level, though successful implementation of this technology in classrooms here has yet to happen. Any barriers to using GIS, whether associated with technical expertise or the ability to practically apply its abstract concepts, may be overcome through meaningful assessment of needs and focused support. Established researchers in GIS and Education have come together to host a series of workshops with Secondary School educators to ascertain interest and challenges in incorporating GIS into lesson plans. Findings to be presented on from this work begin to shed light on possible cross-curricular applications, how best to support teachers through training, and how to utilise free web and mobile mapping platforms to engage learners in innovative and exciting ways.

Understanding Research in Teleoperation through Practical Integration: A Case Study

Daanish Rijhwani (Computer Science) with input from Srini Srinivasan

Session 22 Fair in 642 at 1.45

Abstract This paper illustrates how an undergraduate project can enable hands-on learning of complex technological research issues in promoting Connected Curriculum. The project involves programming an anthropomorphic robot hand to mimic human hand gestures and exploring new configurations of robot hand design. Its focus on integrating and interfacing motion sensor hardware with a robot hand provided insight into teleoperation at the UCL Touch Lab directed by Prof. Srini Srinivasan. Different hand gestures such as waving, pointing, and clenching were programmed for mimicking by the robot hand. Previously, the presenter only had the experience of lecture based or well defined laboratory exercise based learning, but this research has opened up new horizons in his learning ability and knowledge through an open-ended exploration that provided practical understanding of the subject area of robotics and teleoperation. Further, experimentation and implementation of the new technologies provided familiarity with software applications and also enhanced the curiosity towards research as an effective means of learning. The highlight of this learning strategy is that one gets to really implement their ideas and see it in action. Additionally, such research provides the opportunity of hands on experience in developing an integrated product. Developing and testing of an idea is even more exciting due to the immediate result and feedback given during each stage of implementation. The experience gained during this project involves the entire software lifecycle from system analysis to testing, implementation and exploring new design configurations that aids in any future research work for companies and enhances employability.

Innovative Ways of Engaging Masters Students in Research Inquiry

Kathryn Riley (London Centre for Leadership in Learning) with input from Dina Mehmedbegovic, Max Coates

Session 10 Fair in 642 at 11.45

Abstract

1. Introduction:

The LCLL team is currently engaged in a research partnership with London schools entitledSchool - A Place Where I Belong? The research builds on previous work on place and belonging reported elsewhere (Riley, 2013).

As part of the current research, the IoE and staff and students from the schools are co-researching a shared question:

• Is this school a place where all children, young people and adult feel they belong and if not, what are we going to do about it?

The team members involved in this research also contribute to the LCLL’s flagship MA in Leadership Programme which attracts both full-time and part time students from a diverse range of cultures and contexts. One aim of the Programme is to encourage students to understand the significance and scope of research and to engage in research inquiry in ways that will inform their thinking and practice.

In this presentation we will report on activities designed to create a bridge between the research undertaken on place and belonging by the IoE team and the development of the MA students own research knowledge and skills.

This pedagogical approach has wide applicability across UCL.

The Research Framework

The research projectSchool - A Place Where I Belong? focuses on the notion of leadership of place. It has been designed to improve the learning experience of young people and their learning outcomes by drawing on an action research and a collaborative learning approach. Action Research has been described as a process through which educators collaborate in evaluating their practice, try out new strategies and record their work in a form that is understandable by other practitioners (Elliott, 1991). As a research approach it is based on the assumptions that:

• Educators work best on problems they have identified for themselves;
• Teachers and leaders become more effective when encouraged to examine and assess their own work and then consider ways of working differently.

The current project School - A Place Where I Belong? includes an innovative research design, developed to create the engagement of both staff and students in research for transformation and change. As part of this process of research engagement, in November 2014, the IoE Research Team organised a Conference at the IoE entitled:

A Place to Be: Transformation through student led research - The Art of Possibilities

The aim of the Conference was to provide the opportunity for the young researchers to present their findings on research undertaken in their own schools on place and belonging. A secondary aim was added to this: of involving Masters in Leadership students to develop their engagement in research.

Pedagogical intent

In involving the MA students in the Conference four specific aims were identified - to:

• Provide an appropriate and challenging audience for the school students;
• Develop their research knowledge and skills of the MA in Leadership students;
• Extend the range of learning opportunities offered to them as MA students;
• Widen their appreciation of leadership in practice, by developing their understanding about the ways in which schools can create learning spaces where young people can be safe and creative, develop their skills, enhance their sense of self and their sense of autonomy, and make their contribution to the world they inhabit.

In preparation for the November Conference, MA Students were introduced to the broad framework of the research and the concepts of place and belonging in one of the MA the sessions for the MA’s core module, Leading and Managing Change and Improvement (LMCI).

MA students were then invited to attend the Conference as the major audience for the school students’ presentations. They were asked to:

• Join a group of school students to discuss their research;
• Listen to the research presentations made by the school students and to question them about their work;
• Write short reports about the Conference and about the research undertaken by the school students.

In this presentation we will report on the experience of the MA in Leadership students of the Conference and how it has shaped their own thinking about research. We will also examine the implication of this approach to research engagement for teaching and learning.

The presentation will be supported by video footage.

Student-staff collaboration on assessment items for undergraduate mathematics education.

Melissa Rodd (Institute of Education (CPA)) with input from Geoffrey Kent

Session 25 Fair in 728 at 2.15

Abstract Undergraduates in Mathematical and Physical Sciences have a third or final year option module on mathematics education taught by Institute of Education staff. Summative assessment for this half-credit unit consists of an essay (50%) and an exam (50%). In this paper, representatives from this course’s staff and student body will co-present an outline of how assessment items have been developed in a quasi-collaborative fashion.

Background: The undergraduate mathematics education module introduces mathematics or physics students to academic mathematics education: this includes, for instance, theories of learning, the nature of school mathematics, issues of inclusion. Throughout the first part of the course regular formative assignments are given to develop students’ essay writing capacities on mathematics education topics and, this academic year, the final formative assignment of the Autumn term asked students to come up with a question about mathematics education based on their engagement with an A level style mathematics question.

We present how student ideas were used as resources to inform assessment. The quality and the scope of the questions and discussions created by students in the formative exercise mentioned above indicated that students were becoming legitimate participants in the mathematics education disciplinary community (Wenger 1998). This afforded staff-student collaboration, which resulted in high quality participatory learning.

Reference:

Wenger, E. 1998. Communities of practice: Learning, meaning and identity. New York: Cambridge.

Virtual connections: a learning environment for a connected curriculum

Steve Rowett (Information Services Division) with input from Eileen Kennedy, Tim Neumann

Session 16 Presentation in 804 at 1.45

Abstract What do we want from our online learning environment? What would it look like? How would it work? The Connected Curriculum has given us the stimulus and the time-scale to find out how the different, perhaps emerging, technologies could really work for us.

As students shift to more connected modes of learning there is a need for our online learning platforms to evolve to support connections within and across disciplines and communities, and between individuals within and beyond the institution. And as their learning becomes more research-based, they will need the tools and facilities that currently only researchers can access. Although widely used, UCL Moodle can be a module-based walled garden - students may only connect with resources and people from within their modules and there is little support for interdisciplinary working. They are also restricted in what they can - authority lies firmly with the teacher.

As we require taught students to develop a through-line of research-based and connected activity during their programme, they will need systems and platforms which they control and which are more porous, and can be personalised and tailored to their needs. Colleagues from E-Learning Environments in ISD and the London Knowledge Lab in the IOE are collecting staff and student views to build a collective vision for a more ‘connected learning environment’. In this session we will present some initial findings from the consultation,and will invite the audience to contribute their own ideas.

Developing Students’ Critical Expression and Digital Literacy through Blogging

Kerstin Sailer (Space Syntax Laboratory, Bartlett School of Architecture)

Session 17 Presentation in 731 at 1.45

Abstract The recent call for teaching to become research-based and the move towards a ‘Connected Curriculum’ at UCL both highlight an active role for students to engage in research themselves, to create their own knowledge and insights, to reach out and connect to communities and to consider the real life relevance of research.

The teaching practice of the module ‘Buildings Organisations Networks’ (BON) in the MSc Spatial Design: Architecture and Cities at the Bartlett School of Architecture aims to give students an active role in creating and communicating knowledge. The teaching in BON uses blogs and other social media platforms as integral part of the teaching and learning experience as well as the assessment in order to strengthen students’ writing and critical thinking skills, but also to enable them to engage in their own content production and to develop digital literacy.

The paper contextualises the particular teaching experience in a broader framework of pedagogical theories of how students learn and the call for a ‘Connected Curriculum’ at UCL; it then introduces the approach adopted in the module BON at UCL; discusses student feedback on their learning experience; provides reflections on what went well and what could be improved; and finally draws conclusions for the further development of a research-based teaching practice, which is embedded in activities of critical thinking, writing and evidence-based evaluation of built forms.

Connections:  Research, Enquiry, Information & Digital Literacies

Barbara Sakarya () with input from Nazlin Bhimani

Session 14 Poster in 804 at 1.15

Abstract See under 'Nazlin Bhimani '

Previous studies on learner-centred pedagogy in developing countries: Indicative associations between research design and findings

Nozomi Sakata (Humanities and Social Sciences, IOE)

Session 12 Poster in 642 at 1.15

Abstract The presentation aims at analysing relationships between research design and findings on learner-centred pedagogy (LCP) in developing countries. Recent educational policies in low-income countries have largely adopted LCP, or teaching approach prioritising learners’ active participation; yet, a number of researchers have questioned the effectiveness of this pedagogy.

In an attempt to assess how and how much successful LCP implementation has been detected in low-income countries, 64 empirical studies on peer-reviewed journals published between 1993 and 2014 were investigated. Results of chi-square analyses showed significant associations between research design and findings of these studies. Specifically, action research, use of quantitative methods, and investigation of students rather than teachers all were more likely to obtain successful LCP implementation than non-action research, qualitative research, and research on teachers and/or student teachers respectively.

Also noteworthy is that considerably fewer studies were conducted in the form of action research, employed quantitative methods, or focused on students. It is therefore recommended that future studies use such research design in order to increase the database of empirical evidence in regards to LCP implementation in developing countries.

Inter-cultural aspects of learning and teaching

Caroline Selai (Institute of Neurology) with Sushrut Jadhav (Division of Psychiatry

Session 20 Presentation in 780 at 1.45

Abstract Background: Cultural Consultation Services in Euro-american countries operate primarily within health care services. None address cultural challenges within higher education institutions that focus on cultural dimensions of teaching and learning, nor do they describe the nature and interventions.

Aim: we outline the conception, establishment and development of a unique service, in a higher education institute: the UCL Cultural Consultation Service (CCS). We report an analyse: (1) the history (2) activities (3) referrals and interventions, illustrated through thee case studies.

Method: all consecutive student referrals over 25 months will be described including the subjects' demographics, nature of the problem, intervention and outcome.

Results: since the establishment of the CCS we saw a total of n=103 individual referrals of which 61 (60%) had a cultural component. Of the individual student referrals (n=18): 12 were undergraduate and 6 were postgraduate; 17 were female and 1 was male; 17 were aged 18-15 and 1 was a mature student; 13 reported no religion; 4 were muslims and 1 was a buddhist.

Of the individual staff referrals which had a cultural component (n=43), all were self-referred except 1; 26 were female and 17 were male; approximately one quarter (11/43) were White British and 32 reported other ethnicities.

In addition, between 01/Nov/11-31/05/14, we received n=11 whole-group or whole-faculty referrals. For each referral we devised an individually-tailored intervention.

Discussion: we will present our experiences, highlight 3 anonymised case studies and discuss with reference to the published literature.

When UCL students write Wikipedia

Raya Sharbain (MS&I) with input from Mira Vogel, Rocío Baños Piñero

Session 29 Presentation in 784 at 3.00

Abstract See under 'Mira Vogel'

Solutions to Discrepancies of Mixed-level Language Students

Fu-hsuan Shen (IOE - Culture, Communication & Media )

Session 36 Fair in 642 at 3.00

Abstract This research aims for providing solutions to discrepancies of mixed-level language students that teachers might encounter. It is based on the author’s experience in organizing a mixed-level language class using beginner level material. Discrepancies that are discovered include: a) the different expectations among students in the class; b) literacy difficulties that lower-level students have faced; c) apathy among higher-level students during the activities, which aim for lower-level students; d) managing divergent goals for students in different levels. Curriculum development is also discussed in this study, it could be refined through students’ feedback or research results from multi-level classroom assessment and classroom activities. Suggestions are given based on the author’s experience of adjusting curriculum also teaching materials. From a teaching perspective, these suggestions would be practical for language teachers who have multi-level students in one class. Further discussions for teaching method improvement are welcomed in the session.

How to better understand and address international students’ needs

Ariane Smart (UCL Centre for Languages and International Education)

Session 20 Presentation in 780 at 1.45

Abstract How do we integrate international students in the connected curriculum initiative? Students coming from different learning backgrounds and cultures may find it difficult to fully understand what exactly is expected of them once they start their studies at UCL. Many come from educational systems that are based on memorisation, learning to the test and where the teaching is hierarchical (teacher-centred). Within days, they have to become autonomous learners, responsible for their own progress, evaluate and engage with various perspectives in seminars, and accept there might not be one single ‘right’ answer. It is a radical shift – a pedagogic, cultural and emotional one.

Lecturers, for their part, may find that non-native students struggle with specific issues perhaps more than home students: language, lack of criticality, lack of coherence in essay writing, participation in seminars – issues that they have little time to address.

How do we bridge that gap between staff’s and international students’ expectations? How can we better support international students in their transition towards a UCL education?

This paper will include a few principles underpinning international programmes recently developed by UCL in London and abroad: student empowerment, respect of cultural and educational differences, the developing students’ academic voices, a research-based education. It will then offer a few tools which have been used to help international students in their educational transition, such self-assessments and narrative self-evaluations. Finally, it will provide a few examples of staff’s and student’s responses which might help further draw lessons from these international experiences.

When more is more: the extended final year project

Hazel Smith (Life Sciences)

Session 2 Presentation in Nunn Hall at 11.45

Abstract By offering Biological Sciences students on our undergraduate masters (MSci) programmes a fully research based 4th year, we aim to give students a realistic introduction to research as full members of an established laboratory.

The main aim of the connected curriculum is to ensure that students are able to participate in research at all levels. Ideally this culminates in a final year research project during which students carry out and communicate a piece of original research of potentially publishable standard in their chosen field of enquiry. In Life Sciences research is a full time job - especially in the early stages of their career, scientists are able to devote almost all their working hours to their investigations. In recognition of this, we are piloting a fully research-based 4th year featuring an extended (3.0 course units) research project, for which the application and assessment processes mirror those undergone by practicing biologists. This year 17 4th year students are enrolled on extended projects. The feedback from all students and supervisors involved has been overwhelmingly positive. In particular both have commented on how much more students have been able to engage intellectually and take a lead on their projects from the beginning. We plan to offer extended projects to all 4th year students taking Biosciences degrees and are considering whether what we have learned could be applied to how 3rd year projects are organised.

Scenario-based blended learning to engage students in a large cohort

Matt Smith (Management Science & Innovation) with input from Sarah Warnes

Session 25 Fair in 728 at 2.15

Abstract Last summer, after attending a JISC Netskills run course entitled E-learning Essentials, Sarah Warnes, a Teaching Fellow in the department of Management Science and Innovation decided to redevelop her undergraduate elective module Understanding Management. Her aim - to maintain student levels of motivation and engagement throughout the ten weeks of the course and ensure her teaching was reaching all students in the cohort.

Working with Matt Smith, Learning Technology Officer for the department and student developer Colleen Sutcliffe, Sarah identified that the real gains were to be made by maximizing the time spent by students in and out of the classroom. Drawing on elements of the flipped classroom and employing a rigorous instructional design process, Sarah and Matt restructured the course to create a blended learning model that was action based, multi-disciplinary and gave an equal weighting to contact and non-contact time.

To ensure that there was a common thread tying the learning activities together and a coherent journey for the learner, they contrived a real-world scenario to run alongside the traditional content of the course. The aim being to frame the learning; ensuring content covered in class was clearly linked to out-of-class learning activities, and ultimately the assessment outcomes for the course.

The efficacy of the approach will be evaluated by directly comparing student data (lecture attendance, Moodle activity, student questionnaire responses, grades) from the 2014/2015 deliveries against those of the previous year.

Scheduling student-led learning by enquiry into the curriculum

Reka Solymosi (Department of Civil, Environmental and Geomatic Engineering) with input from Bryan Cahill, Simrn Gill, Carlos Molina Hutt, Paul Greening

Session 11 Fair in 642 at 12.15

Abstract UCL CEGE Clinics are a student-led learn-space that is booked into the student timetable, but is optional to attend, and entirely organised and led by the students themselves. Clinics aim to encourage a transition in first-year students towards taking ownership and initiative over their learning. By setting aside time and space for students to form their own learning community by self-organising and making use of access to PGTA tutors to help them master concepts they encounter during their first year at UCL, Clinics can foster entrepreneurship and teamwork through experience with a different mode of learning. This paper presents CEGE Clinics as a framework for scheduling student-led learning by enquiry into the curriculum. This paper will present a descriptive evaluation of one term of Clinics sessions, feedback from students, lecturers and PGTAs, and provide recommendations and lessons learned for others who want to implement this elsewhere.

UCL Life Learning Workshop

Mina Sotiriou (UCL Life Learning) with input from Matt Jenner, Alison Pretlove, Jenni Bozec, Charlotte Harry

Session 26 Workshop in Drama Studio at 3.00

Abstract Let¹s connect to create a quality life learning course!

Do you want to:

• disseminate your research to a wider audience?
• develop CPD or short courses?
• market your course?
• reach the world online?

Then this workshop is designed for you.

Join colleagues who are thinking of, or already working on, a face-to-face, blended or online, CPD or short course.

We will demonstrate the process of developing a quality course and discuss any questions you have regarding costing, market research, pedagogy, evaluation, web presence and marketing. We will also explore how the key principle of the Connected Curriculum can apply to life learning courses.

Bring the most pressing issues and questions around developing or promoting your course and we will discuss it!

360 degree peer assessment: improving reliability and engagement

Pilar Garcia-Souto (Medical Physics and Biomedical Engineering) with input from Hughes G (Lifelong and Comparative Education, UCL IOE), Tughral U, Yerworth R, Gibson A (Dept of Medical Physics and Biomedical Engineering)

Session 32 Presentation in Logan Hall at 3.00

Abstract A new more rigorous method for peer-assessment was designed and trialled, aiming to improve the student’s learning experience at UCL and IOE. The “360 degree peer assessment” process involves peers firstly marking and giving feedback to pieces of work and secondly being assessed by the recipients of the feedback on the quality of their marking. The peer marking is anonymous. Tutors monitor the process, but only need to intervene and moderate marks if the recipient disputes the mark and feedback, or if there is disparity of marks for one given piece of work.

This approach was trialled with two undergraduate Biomedical engineering modules over four assignments and with one postgraduate education module. The benefits we found for this method include formalising the process for dealing with disputes in peer assessment and improving reliability. Undergraduate students also reported dedicating more time to peer assessment, they learnt more about the assessment process and were motivated to read feedback. The postgraduate students were motivated to undertake peer assessment but remained concerned about reliability and they did not appreciate that teacher moderation would occur when needed. The system is still under development. We aim to develop this methodology and use it increasingly in other modules and disciplines, explore for which types of coursework this approach is most suitable, and assess impact on student and staff workload.

The authors want to thank to the IOE/UCL Strategic Partnership Teaching and Learning Fund and the Medical Physics and Biomedical Engineering Department UCL who partially funded this project.

Teaching with WIKIS

Christian Spielmann (Economics) with input from Parama Chaudhury, Cloda Jenkins

Session 37 Fair in 642 at 3.30

Abstract Students as researchers – exposing economics students to a research experience early on in their career.

Incorporating current research into teaching has become a priority within UCL’s teaching and learning strategy. Often this takes the mode of learning about others’ research but does not enable students to experience the research process themselves. Over the last three years we have incorporated WIKI research projects as required coursework component in several economics modules to bridge this gap. This paper summarises our experience with the technology, gives insights into the organisation of the projects and analyses student engagement data, which enabled us to improve the coursework design. The main objectives of the project were to give students the opportunity to critically review existing literature, to do some independent research, to write analytical prose and to work in groups. Considering the large and diverse class sizes of our economics modules, students don’t often get the change to write extensively, research or collaborate. We find that despite the fact that the wiki did not directly contribute to the final mark in the modules, students often contribute in a meaningful way. Overseas students contributed the least, while visiting students provided an important organizational role. Finally more active groups appear to have strong leaders, who are either home or visiting students. In addition we report on evidence that students often are reluctant to edit their peers’ work and that tight guidelines combined with several deadlines may be a good response to this. We consider lessons learned for future Wiki projects, both in terms of organisation and engagement.

Design based teaching as a variant of Research based teaching

Srini Srinivasan (Department of Computer Science) with input from Jyoti Prakash Naidu

Session 22 Fair in 642 at 1.45

Abstract See under 'Jyoti Prakash Naidu'

Understanding Research in Teleoperation through Practical Integration: A Case Study

Srini Srinivasan () with input from Daanish Rijhwani

Session 22 Fair in 642 at 1.45

Abstract See under 'Daanish Rijhwani'

Increasing diversity amongst PGT students via peer support network pilot

Alex Standen (Faculty of Brain Sciences) with input from Julie Evans

Session 6 Presentation in 784 at 11.45

Abstract With the broad aims of supporting students from traditionally under-represented groups and increasing diversity amongst the student body in PGT education, the Faculty of Brain Sciences has recruited and trained a network of 13 experienced PhD students to act as mentors to current and incoming PGT students.

The project formed part of UCL’s bid for HEFCE funding and has since been rolled out to other parts of the College, directed by the Office of the Vice Provost (Education and Student Affairs).

In line with the Connected Curriculum, we recognised that students at all levels greatly value a feeling of belonging, which can be enhanced through activities such as mentoring, and that students welcome opportunities to engage with one another across different phases of study. Our mentors are experienced postgraduates who currently study here and are able to offer help and advice from a student perspective. Many of our mentors studied an MSc programme at UCL, and they are also available to give a student perspective for current PGT students who may want to pursue applying for a PhD.

The scheme has now been running for around 10 months, during which we have gathered quantitative data about the types of interaction the mentors have been having with their students. In this paper I will discuss what we have learnt so far and how we hope to develop the scheme in future.

Connecting through Global Citizenship

Eszter Tarsoly (SSEES)

Session 19 Presentation in 784 at 1.45

Abstract This presentation will provide an overview of the Global Citizenship Programme, now in its third year, and the way that this Programme seeks both to connect students - across disciplines and across cultural backgrounds, engaging them with and in research - and to make them reflect on the way that they are already connected - as part of a complex and interconnected global society. The presentation will analyse the challenges that we have encountered and the solutions we have come up with in developing the Programme so far. And it will sketch out ideas for the future, in particular looking at ways that education for Global Citizenship can be extended to the majority of UCL students, perhaps through the development of online and blended learning.

Developing a blended andragogical approach to research training

Susan Taylor (Doctoral School )

Session 37 Fair in 642 at 3.30

Abstract The Post Graduate Diploma in Social Science Research Methods (PGDip SSRM) is a new accelerated research programme funded by the Higher Education Funding Council for England as part of the Post Graduate Support Scheme for widening participation. The PGDip SSRM is aimed at non-traditional students to support them consider their own suitability for doctoral studies. On development of this new programme we had to be mindful that the target group were mature professionals. To be as inclusive as possible, we developed a programme that combined face-to-face and online learning together with a research placement.

The programme leader has previously been involved in development of andragogical approaches to learning that is problem-based and collaborative with more equality between ‘teacher’ and ‘learner’. Knowles (1984) identified six principles of adult learning. Adults: are internally motivated and self-directed; bring life experiences and knowledge to learning experiences; are goal oriented; are relevancy oriented; are practical, and adult learners like to be respected. However, this andragogical approach had not previously been adopted with online learning modes.

This paper considers the evaluation of this blended andragogical approach from both participants and tutors’ perspectives. I will present evidence from evaluations of the programme together with interview data and students’ reflexive online discussions.

The paper will propose lessons learned and will offer an amended, more structured approach whilst still empowering these professionals through an online andragogy.

Knowles, M. S. (1980) The Modern Practice of Adult Education. From pedagogy to andragogy Prentice Hall. Cambridge

Geo-temporal visualisation of humanities data with modern language students

Ulrich Tiedau (School of European Languages, Culture and Society)

Session 3 Presentation in 804 at 11.45

Abstract Geo-spatial mapping technologies have received much critical attention in recent years (e.g. Nowviski 2013; Martin, 2013; Hastac 2012). They allow blending spatial analysis and literary scholarship and investigating how individuals imagine and experience spaces. The project presented here, generously supported by a UCL Teaching Innovation Grant, considers the consequences of this ‘spatial turn’ in the classroom, how using mapping tools affects students’ understanding of both real and literary environments. It reports the experiences with an introductory module to digital research methods in the Humanities, tailored for the needs and requirements of modern language students, that focuses around geo-temporal visualisation and interpretation of humanities data with its inherent ambiguities, complexities and nuances. In the course of the module, students develop their own small-scale student-led research projects: digital exhibitions that use time and/or space to explore a topic from their home discipline, in the ‘spirit of Digital Humanities’ (Spiro 2009) collaboratively, grouped by background discipline. Considering ‘London as part of our Campus’ (UCL Green Paper 2011–21), the overarching theme holding all course projects together is a connection to London (e.g. projects on particular writers that lived in this city; the characters or sites of a particular novel or the complete works of an author, etc.). Overall assessment takes place on the basis of the collaborative project and an individual reflection on the process and the answers, and, of equal importance, the research questions that the visualisation has opened up. The presentation will also include highlights of students’ work.

Sense of Achievement: Initial Evaluation of an Integrated Engineering Programme

Emanuela Tilley (Faculty of Engineering Science)

Session 10 Fair in 642 at 11.45

Abstract Over the past three years, the Faculty of Engineering Science at University College London (UCL) has been undertaking a review and reform of the curriculum of the majority of its undergraduate engineering programmes. This is in part due to an overwhelming sense of flux attributed to the state of engineering education within the United Kingdom.

There is also a wealth of reports reviewing and offering critical assessments of the suitability of engineering graduates for roles in industry with common themes, such as the lack of generic transferable and problem-solving skills, being very well rehearsed.

A founding premise was that although a strong disciplinary foundation was vital, modern engineering problems do not respect these disciplinary boundaries.

Therefore, modern engineering graduates must be able to work in multi-disciplinary teams on interdisciplinary problems. To produce such high performing, technically knowledgeable, well-rounded engineers, an integrated connected-curriculum that develops all these areas simultaneously is required.

The programme that resulted has been named the Integrated Engineering Programme (IEP) and the first students to embark on this programme, a cohort of nearly 700, started in September 2014. Academic best practice dictates that investment is made into a formal review process to resolve if the design and delivery of a new course curriculum has achieved its desired outcomes and to highlight key factors that have both positively and negatively contributed.

This paper is simply a snapshot, a work in progress piece, which fits within a considerably wider evaluation study currently being undertaken for the first year of UCL's IEP. It aims to provide a critical review of the new cornerstone engineering design module, Integrated Engineering Design, aptly referred to as IE Design or the Challenges module, which aligns its pedagogic practice to the well-known and established principles of problem/project based learning (PBL).

The approach of this study is primarily from the perspective of the enrolled students, via their individual feedback and reflections. The students' evaluations of the first of two 5-week IE Challenges, a team project that consumed much of the first half of their first term at UCL Engineering, has provided a rich data set which has also assisted in formulating a greater sense of achievement on behalf of both the students and academics involved.

Analysis of responses to an impact survey, completed during induction week by the first cohort of the IEP, has also been included to decipher the general expectations, attitudes and confidence levels of those embarking on an engineering degree at UCL. Initial findings from the survey, suggest that upon graduation nearly a quarter of the IEP cohort is seeking a career that personally suits and can provide a sense of happiness.

An innate sense of continuous learning and civic consideration in the role of an engineer has also been relayed, as they seek opportunities to expand their own knowledge, skills and attitudes in engineering and beyond. Others are driven by the intrigue, excitement and challenges that are associated with working on real-world engineering projects.

The opportunities sought after by first year UCL engineering students are supported by the learning expectations they have communicated for their time they will spend as undergraduates. The IE Design module is intended to give the students an opportunity to put their learning into practice from their first day at UCL. In many ways the insights, presented by the voice of the students through the initial IEP Impact survey, give evidence to many of the empirical reasons for introducing radical changes to the undergraduate curriculum, particularly to the addition of the team based, IE Design PBL module.

Conclusions that can be drawn at these early stages comprise the encouraging and assorted ways students achieve a sense of accomplishment, self-efficacy and autonomy when working in a team-based, problem-based learning environment.

The feedback from the students gave evidence on how the role of the facilitator contributes to the level of depth the student teams achieve in research-led and iterative design-oriented projects.

Additionally, and unmistakably, the role of supportive central administrative processes and organisational structure is critical to the student's experience in a cross faculty PBL module.

Using rare-books and archives to support the Connected Curriculum agenda

Tabitha Tuckett (Library Services)

Session 2 Presentation in Nunn Hall at 11.45

Abstract This session, delivered by staff from UCL Library Special Collections, will outline existing modules in which students are currently developing research skills by studying individual rare books and manuscripts in the collections, under the guidance of librarians and archivists.

This session, delivered by staff from UCL Library Special Collections, will outline existing modules in which students are currently developing research skills by studying individual rare books and manuscripts in the collections, under the guidance of librarians and archivists. A group discussion will follow on how Special Collections might best support the needs of academic staff and students in developing further research-based learning elements involving rare books and archives, and embedding these in curricula in a way that supports the six strands of the Connected Curriculum agenda.

Students tend to approach the primary resources of rare books and archives at an advanced stage in their studies or often at post-doctoral level, only to find they lack the skills to identify and handle the material and then to develop imaginative, realistic and relevant research projects around that material. The result is frustration for the researcher and strain on resources for library staff. In response to these issues, UCL Library Special Collections has been working with academic staff to develop modules in which group research projects using archives and rare books are integrated at a much earlier stage in students’ careers, even as early as first-year undergraduate level.

The aim is not only to equip students with the skills to use effectively the treasures held in UCL’s own library collections, but also to develop their abilities to formulate appropriate research questions and to communicate their findings successfully to specific audiences. Modules have included individual reports, group projects, and virtual exhibitions. An added benefit has been that, in the process, students have come into contact with experts in a wide range of academic-related fields formerly difficult to access – conservators, archivists, rare-books librarians, cataloguers, exhibition professionals and photographers – and have been able to contribute towards public-engagement activities, volunteering programmes, and research projects run within and outside Special Collections. We hope the modules will also prove an investment for the future, producing a generation of researchers able to present efficiently formulated enquiries to special collections staff wherever collections are held, and we hope to do this most effectively with the input of academic staff and students into the development of these research-based learning modules.

Development and Integration of virtual laboratory into undergraduate chemistry teaching

Keith Turner (Keith Turner) with input from Chris Blackman, Caroline Pelletier

Session 36 Fair in 642 at 3.00

Abstract See under 'Chris Blackman'

Teamwork and communication in scenario-based learning: a case study in Biomedical Engineering

Anne Vanhoestenberghe (Division of surgery - Centre for Rehabilitation Engineering and Assistive Technology) with input from Pilar Garcia Souto, Rebecca Yerworth, Adam Gibson (Medical Physics and Biomedical Engineering)

Session 37 Fair in 642 at 3.30

Abstract Scenarios are week-long intensive projects encouraging problem-solving and strengthening previously taught theoretical knowledge by its practical application. They also provide a unique pedagogic opportunity to train students to take ownership of their education, by encouraging reflection, efficient communication and teamwork.

For this transfer of responsibility to empower the learners and lead to a more positive experience of education (and more efficient use of lecturer's contact time), several critical skills must be developed. These include the ability to assess honestly one's own knowledge, recognise where it needs developing and appropriately use available resources to achieve this.

This March, Biomedical Engineering students took part in a scenario during which a mix of creative initiatives were implemented, including presenting the project in terms of learning outcomes to be demonstrated rather than tasks to be undertaken.

Aside from the technical skills, two particularly novel aspects of this scenario are (1) cross disciplinary teamwork and (2) pushing students to reflect on the most effective time for input from staff. We did this by splitting each group of four students into pairs, working on separate, parallel, subtasks, assessed via “cross-presentations”: pair A presents the results of pair B and vice-versa. Additionally 1 to 1 tutorials with staff could be ‘bought’ with “consultation tokens”, shifting the onus of responsibility on to the students in deciding when external help should be sought.

In this presentation we reflect on the outcomes of that week, from the view points of both the organisers and the students.

When UCL students write Wikipedia

Mira Vogel (E-Learning Environments) with input from Raya Sharbain, Rocío Baños Piñero

Session 29 Presentation in 784 at 3.00 (Link to presentation visuals)

Abstract This presentation relates the qualities of Wikipedia to the Connected Curriculum, shares insights from two UCL initiatives, touches on other UK higher education developments and considers future potential.

Because Wikipedia is generally discouraged as an academic source its potential as a site of production is usually overlooked. However its prominence, openness, global reach and scope for collaboration lend it to the Connected Curriculum aims that students’ work be "directed at an audience" and connect "out into the world". The History Page for each Wikipedia article records edits over time, while the Discussion Page recognises each article as negotiated and dependent on conscientious use of sources. Wikipedia thus invites authors to critically engage with their own beliefs about “what is legitimate, notable, and of high quality” (boyd, p184).

In 2014 UCL staff and students worked on two local initiatives. In Management Science & Innovation a large undergraduate cohort learned how to use sources and avoid plagiarism by expanding short Wikipedia articles. In the Centre for Translation Studies 37 postgraduate students translated articles on women’s health into their target languages. Student responses to the evaluation questionnaires and interviews indicate that despite widespread inexperience, with support students found editing Wikipedia straightforward. MS&I students reported that the assignment helped them understand how to research and reference, though a minority worried about the public nature of the work. Translation students were pleased to publish on a prominent site, enjoyed “giving something back” and appreciated the practice opportunity.

boyd, d. 2014. It's complicated. New Haven: Yale University Press. Available from: http://www.danah.org/itscomplicated/

Poetic licence to learn: towards a student-owned learning environment

Mira Vogel (E-Learning Environments) with input from Janina Dewitz

Session 34 Fair in 728 at 3.00

Abstract See under 'Janina Dewitz'

UCL ChangeMakers Workshop

Paul Walker (CALT) with input from Jenny Marie, Mick Healey

Session 1 Workshop in Drama Studio at 11.45

Abstract See under 'Jenny Marie'

Scenario-based blended learning to engage students in a large cohort

Sarah Warnes (Management Science & Innovation) with input from Matt Smith

Session 25 Fair in 728 at 2.15

Abstract See under 'Matt Smith

Product Development and the Connected Curriculum

Anne Welsh (Department of Information Studies) with input from Antonis Bikakis, Natalia Garea Garcia, Mira Vogel, Simon Mahony and Charles Inskip

Session 34 Fair in 728 at 3.00

Abstract This paper highlights the synergy between the Connected Curriculum and standard product development within a multidisciplinary team and explores student involvement in the co-creation of knowledge necessary to bring a product (an Open Educational Resource) to completion.

Product development is knowledge-intensive and often multidisciplinary. As well as providing different perspectives, such teams are both synergistic and risk-taking, because any new product requires knowledge to be applied to problem-orientated situations. Multidisciplinarity is viewed by some as fundamental to project success and may also be beneficial because communication between different team members requires the conversion of tacit knowledge (within their home discipline) to explicit knowledge.

In this case study, we explore how these attributes of product development are a natural fit for the Connected Curriculum, focusing on the Student Systems Developer role in a project funded by an e-Learning Development Grant within the Department of Information Studies. We highlight how the presence of a student has strengthened innovation by introducing a fresh set of insights, unencumbered by entrenchment in research and teaching in one discipline. We foreground our learning for the next stage: working with 16 students as product testers.

Our Student Systems Developer is one of the presenters, pointing out how her learning is developing through enquiry; how she connects with us as staff, and with the student product testers; the connections she is making across subjects; and how she is learning to produce outputs – both the programming for the product itself and presentations for a range of conferences and journals.

Developing dual employability skills through curriculum extension in the creative arts

Ian Wilkie (LCE)

Session 34 Fair in 728 at 3.00

Abstract This proposal aims to illustrate how broad employability skills might be integrated into creative arts curricula to ensure that students emerge as doubly employable - equipped for both the specialist and general workplace. I will use the example of actor training in the UK to illustrate how wider employability skills could be integrated into the existing curricula.

Can I really sit here? Open learning spaces: Debunking the myths of Global Citizenship and Critical Thinking

Foluso Williams (School of Public Policy)

Session 5 Presentation in 780 at 11.45

Abstract UCL: ‘London’s global university’, working towards a ‘connected curriculum’, but I can count the number of scholars on my reading list that are not European: zero. A global curriculum ought to be about disrupting the autobiography of how the West tells its story about itself. It should be about recovering indigenous knowledge systems that have been subjugated through the institutionalising of a Eurocentric world view.

We enter the learning environment eager to absorb knowledge from knowledge producers who we believe have a duty to develop a curriculum that is just, that is valid and that reflects reality. What we are faced with instead is domination: ‘White Domination’, and a curriculum that is ‘White’. These constructs shape our movements and how we organise ourselves, they put us in our place, literally. Can we move around without feeling alienated? Can we really sit where we like? Or must persons who are not racialised-as-white “stand as colonial subjects in relation to the white teachers” (Stokely and Hamilton 1967) whilst ignoring the names of buildings and rooms (e.g. Darwin, Pearson, Galton)—and even of the statues (e.g. Matthew Flinders: http://www.ucl.ac.uk/australia/ucl-australia-news/matthew-flinders-strengthens-ucls-links-with-australia) that surround them?

These images are alienating; they devalue the intellectual achievements of scholars outside the Western tradition as constituted in the modern discipline around which the university is structured. Where are the images of African, Middle Eastern, South Asian and South East Asian scholars? Why doesn’t our learning environment reflect the people of the globe that we are being encouraged to ‘connect’ with?

E-Collaborative Learning Affordances

Alexandros Xafopoulos (UCL IOE Culture, Communication, and Media)

Session 8 Fair in 728 at 11.45

Abstract This paper investigates the way that electronic collaborative learning (e-CL) affords the learning process regarding human, pedagogy, content, and framework aspects. By e-CL the communicative shared-knowledge building process with shared-knowledge building goals using networked electronic devices is denoted.

As for the human aspect, e-CL enables tutors to control the communication and content of the learning process. Furthermore, to detect and predict the learners’ physical, mental, emotional, social, or learning status and problems. The learners suffering from the latter and having special learning needs are supported in their learning and socialisation by respective assistive technologies.

Moreover, e-CL also facilitates ‘deep learning’ through communal and scaffolded articulation and externalisation. Being a communal process it contributes towards motivation, engagement, psychological and social development, socialisation, teamworking skills, and empathy. Through collaboration multiple kinds of knowledge are acquired more easily and entertainingly.

As for pedagogy, e-CL supports active and adaptive learning and engagement and facilitates representation, editing, high quality broad communication, and reflection on the learning process. It also enhances sharing and exchanging of learning ideas, emotions, practices, and products and supports a great range of automated and peer feedback.

As for the content affordances, e-CL offers richer in terms of quantity and quality, structured and visualised, but cheaper in terms of price content.

Finally, regarding framework affordances, e-CL provides spatial, temporal, and sociocultural learning flexibility and usually entails low cost. As a result e-CL enables and fosters ubiquitous, pervasive, multicultural, continuous, and life-long learning.

'Focusing the general: putting the heart in an introductory biomedical engineering module'

Rebecca Yerworth (Medical Physics and Biomedical Engineering) with input from Adam Gibson, Pilar Garcia

Session 8 Fair in 728 at 11.45

Abstract How do you design an introductory module for an interdisciplinary degree, which must simultaneously introduce the varied topics covered by the 4-year programme and cover specific prerequisite material for later modules, yet be a coherent module with appropriate academic depth?

We tackled this dichotomy by focussing on one specific area of application: the heart. Thus we could introduce separate strands of biomedical engineering, then develop them in case studies related to the heart. This successfully provided a thread of continuity through the module, ensured students made ‘connections across subjects and out into the world’, addressed other dimensions of UCL’s connected curriculum strategy and allowed us to teach quite deep concepts for a year 1 module, whilst avoiding a traditional “An Introduction to…” format.

The application to the heart was further emphasised in lectures by invited researchers and by developing practical classes which again taught generic skills while applying them to the heart. The multiple lecturers contributing to the course appreciated being given this framework, which helped to unite us as a team, yet provided enough flexibility to accommodate our individual topics and teaching styles.

The success of this approach is already showing, in the quality and thoughtfulness of the student’s coursework, and their positive response to the module. Feedback from lecturers and students was sought and found to be positive. We will discuss the rationale behind our approach, lessons learnt and how these could be applied to other subject areas.

How is media used to enhance teaching and learning at UCL?

Clive Young (Information Services Division) with input from Mike Howarth, Tony Slade

Session 17 Presentation in 731 at 1.45

Abstract In response to the rapid growth in interest and activity among academic colleagues, UCL is embarking on the design of a support environment to enable non-specialist colleagues and students to create media-rich learning resources.

In preparation for this a scoping review is being undertaken to to inform the design of an educational media service. It involves structured video interviews with UCL academics and professional support colleagues who were are already independently developing video-based media for blended and distance learning, for example for flipping part of their modules.

We wish to explore both pedagogical and media production and perspectives and this presentation will outline our initial findings on how media is being used in our teaching and learning.

Connecting Staff with UCL Arena Digital

Clive Young (E-Learning Environments) with input from Eileen Kennedy

Session 33 Presentation in 537 at 3.00

Abstract See under 'Eileen Kennedy'

Crowdsourcing transcription of Islamic Manuscripts: Introducing the project

Mahmoud Zaki (UCL Qatar) with input from Frederick Nesta, Senior Lecturer, MA in Library and Information Studies, UCL Qatar

Session 23 Fair in 642 at 2.15

Abstract Because of the cursive nature of Arabic, scanning and optical character recognition of Arabic manuscripts presents many challenges in the development of searchable texts and the creation of usable and internationally accessible databases. This project would model itself on the successful implementation at University College London of using volunteers from the general population to transcribe and tag digital images of manuscripts so that they could be searched, indexed, and published.

This three-year project aims to modify software used in the successful UCL project for the languages and needs of Islamic manuscripts and work with the Qatar National Library and others to obtain digital documents for initial OCR work, transcription and publishing. The project would hire staff to direct and monitor the programme and edit the submitted transcriptions for quality and completeness. It would also recruit volunteer staff locally and regionally to transcribe digital documents.

While crowdsourcing has been proven to work in projects such as UCL’s Transcribe Bentham and in Wikipedia, the transcription of Islamic manuscripts would benefit from having a trained and dedicated team working full-time. Part of this project would be to look towards including the social benefits of having dispossessed people in Gaza or in refugee camps in the Middle East use their skills and benefit from having an income for their labours.

This paper (and the poster) are introducing the project to the UCL community, combining the current success of London main-campus project ‘Transcribe Bentham’ to the developing project of Qatar campus on Islamic Manuscripts.

Evidence and Enquiry in Psychology

Jorina von Zimmermann (Experimental Psychology) with input from Daniel C. Richardson, Stephanie Lazzaro

Session 36 Fair in 642 at 3.00

Abstract We want to bring evidence and enquiry into the heart of introductory psychology to inspire students from the very beginning to critically think about what they learn, but also to apply their new insights to the world around them. Psychology's main goal is to understand and scientifically explain the human mind and behaviour. The knowledge we gain from psychological research has immediate consequences and explanatory power for whatever happens outside of the lab. Many research findings provide possible answers to everyday questions about the mysterious ways of human conduct. At the beginning of every lecture we ask such a 'simple' question like 'What is love?' or 'Why are we superstitious?', which we then try to provide an answer to during the lecture by discussing applicable theories and research. We make our lectures highly interactive by allowing for student participation through the use of response handsets, in class discussion, brain storming, as well as giving students tasks, which they have to prepare and report on during the lectures. Furthermore, we have also introduced live experiments and demonstrations to our classes to actively engage students in the process of seeking evidence for psychological theories and enquiring research ideas. We do this not only to increase the likelihood that they will remember what we teach them, but also to allow them to actually experience what they learn. So to speak, we want our students to be at both ends of the microscope. We want them to be actively engaged through first hand experiences.