My internship supporting the rollout of learning analytics for students

By Em Beattie, Stage 2, Geography, Politics and Sociology student

This summer I worked as an intern for the learning analytics team. The learning analytics team has been developing a new system for Newcastle University students to allow them to review and have access to their own learning analytics data. Learning analytics refers to the measurement, collection, analysis, and reporting of data, for the purpose of understanding and improving students’ learning. Student’s data is collected from a variety of sources to enable students to view their attendance, engagement and module summaries. The aim of this new roll out is to empower and positively impact students’ academic achievement and progress for smarter insights and stronger outcomes.

My key role was to contribute to the methodology and development of student communication channels, organise pop ups, analyse and manipulate data, contribute to design and evaluation of material and present findings. I really wanted this experience to develop my career skills, and I am passionate about academic growth and attainment.

I found the internship on MyCareer, which is a Newcastle University platform which provides internships and work experience students can apply for. After finding the learning analytics internship and reading through the description I thought it would be a valuable and interesting opportunity. The applying process was very simple I attached my CV and answered three questions on how I would manage the hours required to work, what skills I brought to the internship and why I am the right person for the experience. When writing these answers, I used the STAR technique to provide efficient details of skills I brought to the table. After submitting my application, I was fortunately emailed a few weeks later asking if I was available for an interview. I was very nervous for the interview as I had never had an in-person interview before. However, to prepare I read over the description of the role, writing down on a notepad what skills I could bring to each of the tasks I would be completing and ideas I had. I also looked at the advice Newcastle university gave about internships on their website. https://www.ncl.ac.uk/careers/making-applications/interviews-assessments/interviews/. After I completed my first ever in person interview which although was nerve wracking provided me with real world experience which will be super helpful later in life, I waited to hear for the result.

Before starting the internship, I was slightly nervous, but I worked with an incredible team which were very supportive all the way. The learning analytics internship has given me an incredible experience, teaching me valuable skills and lessons that have allowed me to develop both professionally and personally.

Working with the learning analytics team has been so much fun. Through hosting pop-ups and interviewing students, I learned how to gather meaningful feedback, listen actively, and represent student voices in a constructive way. This experience also helped me understand the importance of real student insights and how they can inform and improve educational strategies. Although the pop up was quieter than expected as some students had left to go home for summer, we still gathered a range of responses online and in person.

After the pop up and students filling in online forms, I analysed data which taught me valuable skills of critical thinking and paying close attention to detail to observe patterns and trends of student’s responses. This experience confirmed my interest in qualitative and quantitative research, and I am now more confident in analysing data.

I thoroughly enjoyed providing a student perspective and spin to the marketing research. Another one of my tasks for the internship was to develop communication channels for students. There were multiple channels that were highlighted from the pop-up including emails, canvas, social media and in person discussion. For social media channels I utilised Canva, which was a fun experience to design a social media post about the new learning analytics system. Additionally, I also helped design the structure of the student facing webpages, using PowerPoint to design an example and writing descriptions around explaining why videos and images should be used. As someone who lacks creative skills, I found it really fun to try and design social media posts and webpages for learning analytics and felt it definitely developed my creativity.

The best part of the internship was knowing that what I was working on would help current students in their academic growth allowing students to set targets and review their engagement of their work.

An example of a type of day from the internship includes a meeting which would either be held in the Kingsgate building or remotely on teams depending on the team’s availability. During this meeting we discussed what we had all been working on, gave each other feedback and ideas and planned our tasks for next week. A lot of the work I did complete was online such as analysing data, creating ideas for communication channels and researching and comparing other universities learning analytics system.

The experience massively helped my confidence, interviewing students and presenting my research pushed me out of my comfort zone but helped me become much more comfortable in putting myself out there.

One challenge I faced was managing all the weekly tasks. Some weeks were busier than others, but on those busy weeks I used my notebook to schedule when I was completing each task, how long the tasks would take, when meetings where and if I had any questions during those tasks to keep track of everything.

One tip I would give to students doing an internship is to write down the skills that they have learnt during the experience with a description. I have done this, and it was helpful as I completed my student internship pathway reflection and will be useful for future interviews and applications as I can explain clearly what skills I developed from this experience.

Looking into the future…

Moving into third year is scary but knowing I am bringing valuable skills that I have learnt from this experience makes me feel more confident and ready. I am looking forward to use study goal to improve my academic progress and create targets to better myself.

28 September, 202328 September, 2023

Graduate Teaching Assistants Developers Network – Summer Event 2023: A blog post

Venue/Time: 21 June 2023, University of Manchester

Network: AdvanceHE_GTA Developers Network

Who: Dangeni, Professional Development Adviser, LTDS

In the ever-evolving landscape of higher education, Postgraduates who teach, including Graduate Teaching Assistants (GTAs) play a crucial role in shaping the academic experience of countless students. These passionate educators form the backbone of university classrooms, bringing fresh perspectives and knowledge to enhance the learning environment. My role as a Professional Development Adviser at LTDS involves delivering workshops to postgraduates who teach at Newcastle University, supporting their professional development through the various modules and pathways we offer, e.g. ILTHE and ELTS.

I had the opportunity to attend the Graduate Teaching Assistants Network event at the University of Manchester in June, which brought together researchers and practitioners from different UK universities to share insights and support each other in promoting and developing GTA support. This blog post summarises the highlights and reflections from this enriching experience.

Prior to the event, the organisers facilitated the sharing of materials, resources, ideas and approaches related to GTA development from across the institutions, which can be widely disseminated to various key stakeholders working with GTAs. For example, a practical guide New to Teaching Geography, which oﬀers a starting point for graduate teaching assistants, teaching fellows and demonstrators. Another great example is around measuring the effective teaching through designing a Teaching Observation Form based on undergraduate feedback. These resources already and will benefit GTAs by unpacking the hidden curriculum of teaching and providing practical suggestions for GTAs to take away and implement in their own contexts; it’s also valuable for practitioners like me to reflect on and embed the effective and good practice in our current provision.

What happened on the day

The session began by reflecting on our roles and perspectives, e.g. where we work centrally or in a department, in an academic contract or as professional service staff, is supporting GTAs a core element of our role or something we do in addition to our day-to-day work, understanding that institutional differences and the different roles we play in supporting PgRs with teaching responsibilities require more in-depth discussion and frequent communication to share effective practices and reflect together on potential challenges.

We had key themes running through the day-long programme, such as:

Supporting GTAs within departments, faculties and disciplines across institutions.
The new PSF and its implications for accredited programmes.
Developments in GTA professional learning.

As our Academic Practice Team is working on the reaccreditation, the second theme provide helpful information regarding support and guidance, such as Advance HE PSF 2023 Associate Fellowship Guidance, Calibration events and Accreditation Policy 2023 (and guidance). The key changes were highlighted regarding D1, Associate Fellow, i.e., for individuals whose practice enables them to evidence some Dimensions. Effectiveness of practice in teaching and/or support of learning is demonstrated through evidence of:

D1.1. Use of appropriate Professional Values, including at least V1 and V3

D1.2 Application of appropriate Core Knowledge, including at least K1, K2 and K3

D1.3 Effective and inclusive practice in at least two of the five Areas of Activity

Inclusion and EDI were mentioned, highlighted and discussed throughout the day, including a workshop on Equality, Diversity and Inclusion by colleagues from the University of Sheffield. This training material is a practical tool for GTAs and us to explore prejudice and discrimination and describe how it can occur in everyday teaching and learning contexts.

My presentation

I presented and shared how we support GTAs through formal programmes and a recently established informal community building event at Newcastle University. In running ILTHE and ELTS and gathering feedback from participants, we found that workshop participants wanted the opportunity to continue to engage with teaching practice and develop their teaching skills after the workshops. This online community has been created based on my teaching experiences as an international GTA and my previous research projects, which looked at GTA, peer-mentoring and researcher development.

What did I think of the day?

The day was packed with insightful, exciting and innovative presentations from colleagues and GTAs from different institutions. I also had many useful resources to take away and great discussions with colleagues to reflect on. Thank you for taking the time to read this GTA-themed blog post. Please get in touch at apt.lts@newcastle.ac.uk if you’d like to chat about our pathways and your practice!

If you are interested in finding out more about the modules and pathways we offer here at Newcastle, check out the following links:

Introduction to Learning and Teaching in Higher Education (ILTHE)

Evidencing Learning and Teaching Skills (ELTS)

Professional Development (Learning and Teaching @ Newcastle website)

Meet Dangeni!

I am a Professional Development Adviser in the Academic Practice Team at LTDS. My teaching and research focus broadly on the teaching and learning provision in the wider context of the internationalisation of higher education.

I am particularly interested in research and practices around international students’ access, engagement and success in postgraduate taught (PGT) and postgraduate research (PGR) settings.

26 May, 202126 May, 2021

Reflective Writing

Chris Whiting, Professional Development Adviser, Learning and Teaching Development Service

The importance of reflection and the importance of writing.

Learning is not exclusive to education. It is something we start engaging with as babies and will continue to engage with every day for the majority of our lives. It is, in many small ways, a daily activity and in these small ways goes unconsidered, like breathing. Acquiring new knowledge and skills may require us to consider how we are learning, but the developing and refining of knowledge and skills is often allowed to pass without a second thought.

David Kolb’s widely accepted theory of the experiential learning cycle (1984) presents learning in four stages: Concrete Experience; Reflective Observation; Abstract Conceptualisation; and Active Experimentation. Graham Gibbs’ (1988) Reflective Cycle expands on these four stages with six prompts that develop our thinking behind this learning experience: Description; Feelings; Evaluation; Analysis; Conclusion; Action Plan. Finlay (Finlay, 2008, 2003, Finlay and Gough, 2003) offers a comparable mode of thinking about reflection in three stages: Introspection; Critical Reflection; and Reflexivity. Finlay further emphasises the importance of progressing through the entire cycle so that reflections do not simply reaffirm current beliefs (introspection) or lack a productive outcome (introspection and critical thinking).

Image showing the elements of reflection described in the paragraph above

Whichever way you find most comfortable to think about reflection (and there are other modes and models available), a thorough and complete reflection of experience is a powerful tool to fuel, enhance and motivate your learning. As such, reflective skills are an essential aspect of developing autonomous learners so that they can guide and drive their learning within and beyond formal education.

But if reflection is a mental exercise then why do we need to write?

Essays, theses, compositions, experiments, etc… are all products of mental exercises but are not explicitly derived from them. That is to say, we do not write essays in our heads. We think, write, edit, think, write, edit… until we are satisfied (or we hit our deadline). Our thinking diverges and converges. The essay is a product of both thinking and writing, and it is through writing that it comes into being and is refined. As we write we enter into a learning experience. We read our words and ask ourselves: ‘are we happy with this?’; ‘does it say what it needs to say?’; ‘could it be improved?’ and we take actions based on our answers. The writing is therefore an extension of our thinking. It allows us to scrutinise our reflections in a way that it is extremely difficult to achieve as a mental exercise.

Further to this, thinking is a fleeting experience and only relevant to the moment. When the idea is committed in writing, it commits you to a reflexive action (more so than just thinking) and is a marker from which you can trace your learning and navigate in the direction that you are intending.

Finlay, L. 2003. The Reflexive Journey: Mapping Multiple Routes. In: Finlay, L. a. G., B. (ed.) Reflexivity. Oxford: Blackwell Publishing.

Finlay, L. 2008. Reflecting on ‘Reflective Practice’. Practice Based Professional Learning Centre. January 2008 ed. Milton Keynes: The Open University.

Finlay, L. & Gough, B. 2003. Reflexivity: A Practical Guide for Researchers in Health and Social Sciences, Wiley.

Gibbs, G. 1988. Learning by Doing: A Guide to Teaching and Learning Methods, FEU.

Kolb, D. 1984. Experiential Learning: Experience as the Source of Learning and Development, New Jersey, Prentice Hall.

2 November, 202028 September, 2021

Making it accessible: Benefits of the Accessibility in Practice Course

The Accessibility in Practice online course is designed to provide you with some of the core skills and techniques for embedding accessibility into your teaching and learning practice, and in making your digital resources accessible to everyone.

Tom Harrison recently completed the online course. He shares the parts of the course he found most useful and how he has changed his practice resulting in real benefits to students.

Hi, I’m Tom Harrison; I work as a Student Recruitment Co-ordinator at Newcastle University and also teach English Literature. My roles involve designing lots of activities and presentations for a wide variety of students, so I was interested in using the Accessibility in Practice course to develop my awareness of how to adjust my materials to accommodate different learner needs.

One of the most revealing sections was an exercise to simulate difficulties that dyslexic students could have reading slides in lectures. The team presented a simple story (Aesop’s ‘Tortoise and the Hare’: a classic!) and changed the text a bit to give an idea of how reading speeds can differ.

Even with such a simple, familiar story I found the text difficult to read, and although I managed a couple of lines I got nowhere near finishing the full paragraph in the two minutes allotted by the presenter. The experience was confusing and frustrating, and made worse when the presenter spoke while the text was onscreen: at this point my attention was split between the audio and the visuals, which meant I wasn’t paying attention to either.

The manipulated text, the short reading time, and the over-talkative presenter were of course all part of the team’s cunning plan to show how difficult it can be for dyslexic students to read large blocks of text in a lecture setting. I have to confess that previously I’ve assumed that students can multi-task as I rattle through text-heavy lecture slides, and that highlighting key words and phrases in bold or in different colours was enough to focus students on what they need to know. Those visually-enhanced techniques work fine for some, but of course are no help at all to students who are colour blind, or who are accessing lecture materials through specialist software. I looked back over my old PowerPoints with fresh eyes and realised that, to some students, my beautifully colour-coded, quote-heavy slides would have just been a big blocky mess.

The biggest change the training has made to my practice is that I now appreciate that students need more time to process on-screen text, and that they may be accessing this text in a different way to how I’ve previously assumed. I now make a point of reading out any text that I include on slides to help keep students focused and avoid unnecessary distractions. As an added bonus, I’ve also learnt to cut down the size of my on-screen quotations: no one, not even me, wants to hear me reading out huge chunks of text!

If you are delivering information to students in any capacity I recommend having a look at this resource: the course is full of useful, practical tips that will help you modify what you already do rather than change it to something completely different. Well worth an hour of your time, I’d say, and your students will thank you for it!

All Newcastle University colleagues can complete the Accessibility in Practice online Canvas course.

13 March, 20201 April, 2020

Examining Different Learners’ Development of Critical Learning Skills: University Education Development Fund

Dr Lana Liu, Newcastle University Business School and Dr Mei Lin, School of Education, Communication and Language Sciences.

Critical thinking is one of the core skills for academic success but can be one of the biggest challenges for students studying one-year taught masters programmes.

Dr Lana Liu, Newcastle University Business School and Dr Mei Lin, School of Education, Communication and Language Sciences set out to explore how critical thinking can be enhanced in their most recent project, funded by the University Education Development Fund:

Examining Different Learners’ Development of Critical Learning Skills in Postgraduate Taught Programmes: A Comparative Study in MSc Accounting, Finance and Strategic Investment and in MA Applied Linguistics and TESOL

This collaborative project is well underway with surveys and first round of interviews with postgraduate taught students nearly completed and evaluation of the transcripts about to begin. We caught up with Lana and Mei to find out more:

What motivated you to begin your project?

We teach on Masters courses in quite different subject areas. Over the years we both identified common challenges in terms of lack of critical thinking our students were demonstrating when they started their course. This may arise from our expectation, as we were assuming a high level of critical thinking skills because of our set entry criteria to masters programmes. However it became clear that not all students were working at the same level. This was evident from in class discussions, the questions students were asking and in some cases we directly asked students about their understanding of critical thinking at both the start and end of their course. This has led both of us to investigate underlying issues.

2 January, 20201 April, 2020

Guest blog: EXPLORING the islands and marine life of the Hebrides through sound

David De La Haye, Music Technician, School of Arts and Cultures

‘Silurian’ is the Hebridean Whale and Dolphin Trust’s research vessel and for ten days in September I joined the crew on a voyage around the Inner and Outer Hebrides. A citizen science project that was established in 2002, the trust has collected one of the largest visual and acoustic datasets of cetacean activity in the region.

Awake to the tide crashing on the shores of an uninhabited island, the sound of snapping shrimp beneath the waters in a secluded bay. Listen to the amplified strains and groans of the vessel in swell before drifting asleep to the eerie howls of grey seals. Perhaps register the echolocation of Risso’s dolphins or the distant pulse of minke whales. The seas are awash with sounds, revealed through acoustic technologies. As we begin to explore these rich soundscapes we start to understand the impact of other anthropogenic noise, persistent throughout.

The NUTELA fund afforded me time for real-life creative practice, developing the tools needed to assist students who are beginning to embrace the growing trend towards field-recording. Realising sonic opportunity in the everyday, understanding which technologies are best suited to given tasks and advising on appropriate methods of sound diffusion within the studio environment are topics covered within my demonstrator role; this award provided invaluable experience and insight. The work-in-progress was performed as a multi-channel piece at the ‘LIVE in the Kings Hall’ series alongside other practitioners in ICMuS.

The voyage included incredible audio-finds! Recordings of unusual animal behaviour captured onboard Silurian were confirmed on Twitter and the project has already captured the imagination of the Institute of Creative Arts Practice (NICAP) who recently awarded me a ‘Pioneer Award’. This will be used to conduct an experimental research project that intercepts the acoustic data collected by HWDT and marine acoustic systems developed in SAgE, inviting listeners to imagine an oceanic perspective through the generation of sound installations, crossing boundaries between Marine Science, Bioacoustics, Electronic Engineering and Digital Arts.

Student Feedback

“Given my major project’s use of recorded sound, I thought it would be important to get some advice in order to learn more about technology and production techniques. The project focused around the Hebridean islands set in motion ideas for my project so i thought it would good to speak with David De La Haye for further development of my own work.”

David was awarded a NUTELA Small Grants Fund to explore the use of technology enhanced practices in learning and teaching. Find out more about the NUTELA Small Grants Fund.

18 October, 20191 April, 2020

Students as lecturers

Helene Tyrrell, School of Law

The spring of 2018 was an unusual period in the life of the law school. Here, as in most departments, classrooms were left empty and lecturers relocated themselves to picket lines. My own teaching timetable at that time would have placed me in our lecture theatre, delivering first year lectures on a compulsory module. The timing of the strike meant a number of these would be lost and while I didn’t want to dilute the impact of the strike, I did decide to run an experiment: I offered one of the affected lectures up to the students. As usual, I had uploaded the lecture slides (on non-strike days) in advance of the lecture and I followed that up with an e-mail:

“… while I will not be delivering the lecture, the lecture theatre will still be scheduled for our use. So my offer is this: If any of you (or indeed all of you) would like to run the lecture for yourselves, with the notes that I have given you, you are welcome to give this a go! Recap will still be recording for the time, so if anyone is willing to take up this offer then I will offer to listen to the recap recording when I am back at work and to give you feedback on what you discuss. … Recap starts at 09:05!”

10 July, 201916 September, 2021

Game-Enhanced Learning

Photo of the GEL group during the Escape room

By Cameron Hubbard, PGT student, School of Natural and Environmental Sciences

Students don’t like being lectured. You can see it within the first 20 minutes of a lecture: eyes go dark, phones come out, their attention fades away. Lecturers are constantly trying to increase student engagement but trying to do this via traditional “talk and chalk” methods is flawed. In addition, some content just doesn’t lend itself well to a lecture-based format – especially things like lab and field skills. Thus, novel methods of presenting content are required that capture students’ attention whilst also having an educational benefit. An emerging pedagogical technique is teaching through games, which has been the focus of my internship in the Game-Enhanced Learning (GEL) project.

Continue reading “Game-Enhanced Learning”

20 June, 201917 September, 2021

Accessibility for everyone: Alistair McNaught, Subject Specialist, Accessibility and Inclusion

The art of the possible, Education Strategy Series, Technology Enhanced Learning, Accessible and Inclusive Digital Content, July 1-5 2019

Alistair McNaught, Subject Specialist, Accessibility and Inclusion

A long time coming…

Disability legislation has required organisations to make “reasonable adjustments” for disabled people since 1995. Unfortunately, the legislation did not define what a reasonable adjustment might look like. For the next 23 years, equalities legislation tried to improve the lived experience of disabled people, but without clarity about what was ‘reasonable’ it often failed. Many disabled students drop out of University courses not because the intellectual challenge is too hard, but because negotiating the basic resources is a daily uphill struggle.

The new public sector web accessibility legislation changes everything. For the first time ever it makes a concrete link between a failure to make a reasonable adjustment and a failure to meet the “accessibility requirement” for websites, VLEs and VLE content. The accessibility requirement for digital content is well established – so it’s very easy to tell if resources fail the ‘reasonable adjustment’ test.

Competence more than compliance

This does not mean not every teaching professional now has to become an accessibility professional, any more than an academic referencing a paper is expected to be an information professional. What it does mean is that professional communicators are expected to communicate using conventions and practices that minimise barriers. With a significant proportion of teaching staff having self-taught IT skills it’s little surprise that we don’t always know the best way to make our resources accessible. But the relevant skills are learned very quickly. They also benefit considerably more students than the 10% with visible or invisible disabilities.

Accessibility for everyone

For too many years, accessibility has “belonged to” the disability support team. This is as unrealistic as hygiene in a restaurant belonging to the chef, with nobody else having awareness of training. Higher education institutions have complex digital ecosystems and accessibility needs to be a ‘hygiene factor’ that threads through the organisation’s policy and practice. The encouraging thing is that the vast majority of accessibility is a combination of good design, good practice, good resources, good pedagogy and good procurement policies. What is there not to like?

Find out more

In the Education Strategy Series: The Art of the Possible, Alistair McNaught will work with different groups of staff in the University to try to do what accessibility should do for everyone: enlighten, empower, support and inspire. Bring your own experience, skill and ambition – the catalysts for culture change.

Find out more about the events and book your place.

25 April, 201917 September, 2021

British Conference of Undergraduate Research: Student blog

This year 18 Newcastle University students attended the British Conference of Undergraduate Research at the University of South Wales.

Ján Dixon, from the School of Medical Education was one of the 12 students who successfully applied for funding to attend the conference. Ján presented his research to fellow undergraduate students on the day. Read more from Jan below.

I applied for BCUR19 and was lucky enough to receive a scholarship from Newcastle University to attend. I submitted an abstract to BCUR because of the impact of presenting to such a large and diverse audience. The opportunity to present to an audience outside of the research field allows for an excellent shared learning experience; encouraging the presenter to distil the essence of their work and the audience to explore topics outside of their subject.

Continue reading “British Conference of Undergraduate Research: Student blog”