Please note the University is a Strategic Partner with the HEA and we are entitled to get the relevant rate for events. (You can check the rate by going to the information about the event and selecting Newcastle university in the Price details box.)
Note there is an early bird booking discount until the end of July.
LTDS hosted the first of our Feeling Connected events last week. The series is all about how to help to engage large students cohorts in the classroom and beyond. In this initial session we considered how to engage students in the lecture.
Tony Chapman-Wilson brought an actors perspective on how to get the best out of, and look after our voices. He had us humming, thinking about our diaphragms and tripping over tongue twisters.
Sue Gill spoke about Powerpoint as an aid; we presented feedback from the recent TEA awards from NUSU on what student appreciate; heard top tips from colleagues via podcasts and Dr Alison Graham rounded the session off with real examples and insights from her use of the OMBEA student response system.
Anyone is welcome to come along to this exciting student trade fair.
Designed in response to industry and employer requests for graduates that can apply their learning, and who are entrepreneurial in their approach to developing new approaches, products and services for industry.
A chance for students to showcase their problem solving, innovation, product design and commercial awareness skills through problem-based, demand-led design.
This is about design and selling; in industry you need to present to clients and get their buy-in through a sales pitch. It takes students outside their comfort zone to look from the point of view of a client
Mechanical Engineering Trade Fair
25 April 2017
2pm to 4.30pm
Kings Road Centre
There is another Trade Fair for Computing Science on 2 May: Computing Science Trade Fair
2 May 2017
2pm to 4.30pm
Kings Road Centre
The work of the Forum is determined by the participants. All (staff and students) are welcome to participate. You propose your ideas for areas/issues, with the intention of building a group who share the same interest to explore and enhance this, through a process you decide yourselves- it could be an idea to try and put into practice, and then evaluate, or explore through dialogue and/or scholarship. Some people just come along and have an informal discussion – which is just fine.
The Forum started in 2015 (when it was called the Learning and Teaching Forum – the name has changed at participants’ request, to be more inclusive). A number of projects have emerged, some of which continuing to progress.
PICNIC – opportunities for students to visit other UK universities on short exchange visits
Improving induction and integration for PG students
Supporting student well-being
However (your) new ideas and topics are welcome We fund student internships this year to bring fresh ideas and to help support projects.
What’s in it for you?
The Forum provides an opportunity to focus on learning, teaching and student support issues – but on the aspects you care about
For those of you who want to promote and progress the scholarship of teaching and learning- this is very much about that (and hopefully may progress your career too)
The chance to hear about and share good practice and innovative ideas
You can act (if you wish) as an advocate/rep for your own subject area/degree
Ideally you will take part in this for at least one semester. We will offer support and advice and assist in networking too. We will provide venues for meetings at regular intervals (monthly) although we recognise that you may find it more convenient to organise your own group meetings.
How can you engage large student cohorts in the classroom/lecture theatre?
And how could you maintain those connections when the lecture is over?
How do you make meaningful connections with all your students?
Aimed at academic and professional services staff these practical workshops draw on examples of effective practice from within the University and from outside. Ranging from using technology effectively, and utilising basic acting techniques, to creating accessible materials for everyone, we share ideas and tips you can take away and try with your large groups tomorrow.
You can attend all three, or choose the ones that best meet your needs
Creating connections: Managing large groups in the lecture theatre
Tuesday 9th May 12.00-14.00, G.07 Daysh Building
In this workshop we share tips and tricks for how we can effectively manage large groups in the lecture theatre, You’ll be able to try out some techniques for yourself in this interactive session, with case studies from colleagues from across the University and some practical exercises ranging from maintaining audience attention and using lecture theatre technology to how to stop your voice giving out as term progresses.
Staying connected: Facilitating large groups outside of the lecture theatre
Tuesday 19th September 12.00-14.00, Herschel Learning Lab, Herschel Building
The recent NUSU report on the Teaching Excellence Awards contained some gems of information from students, one of which was that they really value the activities before and after a lecture. But how do you build meaningful activities and maintain attention outside of the lecture theatre? This workshop looks at ‘the lecture sandwich’ where we share tips and get some hands on experience of using Blackboard, ReCap discussion boards etc to help build collaborative learning before and after the lecture. We also look at boundary setting and expectation management with email and in discussion boards.
Date tbc (pending timetabling)
Drawing on inclusive learning principles this cluster based hands on workshop focuses on learning for all and reaching everyone on your large group. We share tips on using multiple communication channels, and how using module handbooks, reading lists, well structured documents effectively can help get to hard to reach students.
The annual Learning & Teaching Conference for staff at Newcastle University took place on Monday 27 March 2017. Celebrating learning and teaching at Newcastle University, it was organised by ourselves on behalf of the Pro Vice Chancellor for Learning and Teaching, Professor Suzanne Cholerton.
This year’s theme was Reimagining Teaching Excellence, and the day was spread over two venues: the Lindisfarne Room in the Kings Road Centre and the Herschel Learning Lab, with lunch and an engaging poster session in the foyer of the Herschel Building.
Paul spoke eloquently about making curricular changes in higher education institutions and introduced us to examples from all over the world, including Melbourne Arizona State and Hong Kong Universities, whilst provoking questions about how such decisions are made, the associated risks, and how we know whether these interventions have been effective.
He went on to question Biggs’ ideas on constructive alignment, much quoted in educational development, and suggested these ideas were a good servant but a bad master for developing curricula. Asking what the real links are between research and teaching, he moved on to discuss the recent White Paper and the Teaching Excellence Framework (TEF).
He also covered themes around commodity, interdisciplinarity, globalisation and networks. Professor Blackmore’s keynote was well received and set the scene well for challenging what teaching excellence is, and for taking risks when thinking about changing the curriculum.
Next, Sara Marsham, JC Penet and Vanessa Armstrong took the stage to talk about teaching excellence and the Newcastle Educators peer educator network. In an interactive session they asked us to share ideas of what teaching excellence is or could be, and made the point that the concept is very culturally bound.
The last session of the morning had everyone scribbling notes furiously as representatives past and present from the Newcastle University Student Union (NUSU) talked about the analysis they had done on the NUSU Teaching Excellence Awards, highlighting some of the report‘s findings. Students at Newcastle value an eclectic mix of learning and teaching approaches including blended learning, flipped classroom, TEL, and collaborative approaches to learning.
Our students see learning as incremental, and appreciate the intellectual generosity of their lecturers, their knowledge and expertise. They like lectures to be a conversation, through use of open discussion and participation in the learning process. This creates an atmosphere where students feel enabled to contribute and speak up, as well as opportunities to talk to staff informally.
The report highlights that what happens before, during and after the lecture are all important. This really highlighted how much students are engaged in thinking about good teaching. They really don’t see academic time as an unlimited, on-demand service.
At lunch the poster session took place and the audience was asked to vote for their favourite posters.
For the afternoon sessions we moved from the Lindisfarne Room to the Herschel Learning Lab. A session using the facilities in the Herschel Learning Lab was facilitated by Craig Smith, who looked at developing the Newcastle University Learning, Teaching and Student Experience Strategy. Attendees contributed their ideas about the key factors that the new strategy should include, collaborating in group and utilising the room’s technology.
We attempted to use all of the affordances of the Herschel Learning Lab (HLL) in this highly engaging session (not least because of the omnipresence of Tina Turner!). Some colleagues who have successfully used the HLL then showed us how to use it properly.
Ulrike Thomas, Ellen Tullo, TT Arvind, James Stanfield, and Katie Wray were all familiar with the space and outlined how they had successfully used it with some diverse cohorts over very different courses, from all three Faculties. Ulrike reminded us that we can look at learning spaces in the teaching room finder.
TT suggested that planning how you were going to use the technologies in the HLL was essential to success, and by using the affordances of the space, the barriers between teaching and learning could be broken.
Linear and block teaching, group meetings, workshops, society meetings all worked well in the space said Katie Wray, but group work, collaboration using activities, engagement and video all worked particularly well. What worked less well? More than 20 groups, lectern based lectures, and the inflexibility of the space all posed challenges.
The resources from the day are available from the LTDS website. Don’t forget you can find many examples of effective learning and teaching practice on the case studies database.
Please comment on this post, or email email@example.com to let us know how we can make next year even better!