By Bhavani Veasuvalingam, Newcastle Medicine Malaysia (NUMed).
Assessing Technologically enhanced learning
(TEL) quality is a multifaceted method that, built on theoretical perspectives
and on organised data collection, analysis and interpretation, leads to a
decision that should promote a better understanding of quality of TEL and the
enhancement of its quality (Casanova,2011). The Newcastle
University’s education strategy attracts a great emphasis on bringing an
educational experience supported and enhanced by technology. In this context, Newcastle University with its
existing international branch campuses in Malaysia and Singapore triggers
another element adding to TEL study, that is the transnational education.
Transnational education is defined as
programmes located in a country other than the awarding institution (McBurnie
and Ziguras, 2007, p.21). Newcastle Medicine Malaysia (NUMed) and Newcastle
University Singapore (NUS) are international branch campuses who shares the
same technologically enhanced learning tools from its parent institution and
qualifications bear the name of the parent institution. Though branch campuses adopt much of
its practices from its headquarters, the different location and the cultural
differences may provide an added perspective to understanding TEL in higher
education, considering globalization impacts every aspect of our lives.
Mazzucato believes, local anchoring is crucial to obtain an in-depth knowledge
of and this is important for our project TEL to gauge how globalized it has
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!”
We are no longer accepting applications for the 2019/20 NUTELA Small Grants Fund but look forward to sharing details of the 2020/21 fund with you soon.
Apply for up to £500 to explore and embed technology-enhanced practices into your teaching.
Perhaps you have an idea for your teaching that uses technology, but need some funding to support it or maybe you know of interesting technology enhanced learning at another institution and would like to be able to visit to explore it further.
Applications are invited for a wide range of activities which enable you to explore, disseminate or import ideas and practices, and share these with colleagues at Newcastle through the NUTELA network.
Applications for up to £500 are welcomed, and applications will be on a rolling basis, rather than at set points in the academic year.
Why not share your own practice? The call for submissions is also open.
Proposals are encouraged from everyone involved in learning and teaching at all Newcastle University campuses – students, academic staff, professional services staff, technicians and external collaborators.
There are full details about how to submit, formats, themes and criteria on the conference website.
The deadline for submissions is 10 January 2020.
Spread the word
Tell you colleagues about the conference and how to register – all are welcome.
Are they doing some interesting work that deserves to be known more widely, and just need some encouragement? This is their chance, why not suggest they submit a proposal.
Newcastle University Technology Enhanced Learning Advocates (NUTELA) are passionate about promoting technology in teaching and supporting colleagues to explore technology enhanced learning. In recognition of some of the fantastic work that is delivered by colleagues across the University the NUTELA Learning and Teaching Conference Award was introduced in 2018.
The award is open to anyone who is selected to be part of the Learning and Teaching Conference programme who is effectively using technology in their teaching. All eligible abstracts are judged by members of the NUTELA Steering Group and should include:
• Elements of technology enhanced learning
• Innovative teaching and learning practice
• Student engagement in teaching and learning
• Practice which can be transferable to other disciplines or areas of study.
The top three abstracts are awarded up to £150 to further the work of their projects or disseminate their findings.
2019 Learning and Teaching Conference NUTELA award winners
1st Prize: Dr Alesssio Ianetti, Teaching Fellow, School of Pharmacy Who wants to be a millionaire: A game for the Pharmacy curriculum
2nd prize: Dr Emma Cockburn, Lecturer, School of Biomedical, Nutritional and Sports Sciences Fusing team-based flipped learning and animations
3rd prize: Dr Chris Graham, Director of E-Learning, School of Mathematics, Statistics and Physics Building flexible and accessible web-based course material
Dr Alessio Ianetti shares more about his project and how he used his award in this blog post.
If you are interested in finding out more about the learning and teaching conference visit the conference website. Registration and the call for submissions will open on the 1st October 2019.
The Advance HE National Teaching Fellowship scheme is a prestigious, national competition where nominees submit a reflective account of their approach as an educator, hoping to be one of the 55 NTF’s created annually. The University is delighted to announce that all three of the institution’s nominees have been awarded National Teaching Fellowship.
Dr Lindsey Ferrie, School of Biomedical Sciences
Dr Lee Fawcett, School of Mathematics, Statistics and Physics
By Graeme Redshaw-Boxwell, Learning Enhancement and Technology Team Manager
Following on from a University wide consultation undertaken at the start of the academic year, LTDS have further developed the Learning and Teaching Development programme for 2019/20.
From September 2019 the Learning and Teaching Development programme will move to a combination of both face to face and online support.
This new holistic offer will include pathways through the programme which can support:
Staff new to Newcastle University:
o Looking for how they can get started with Newcastle University supported teaching, learning and assessment tools, techniques and pedagogies with a set of Learning and Teaching Essentials online, face to face workshops and webinars.
o Needing to evidence their work for professional recognition by Advance HE against the UK Professional Standards Framework through the Newcastle Education Practice Scheme for probationary requirements.
Professional services and academic staff wishing to take advantage of support in evidencing their work for professional recognition by Advance HE against the UK Professional Standards Framework through the Newcastle Education Practice Scheme (NEPS).
Existing staff in using technologies and exploring pedagogies to enhance learning, teaching and assessment through new Quick Guides online, and scheduled workshops and webinars in September and January.
Programme teams in developing new or revising existing programmes or programme portfolios with bespoke sessions.
School based bespoke sessions which build on Learning and Teaching Essentials and Quick Guides.
A new set of Learning and Teaching Essentials and TEL Quick Guides will be available online, for reminders and self paced familiarisation with tools, techniques and policy related to learning and teaching at Newcastle University. There will be fewer scheduled workshops and webinars, which, from September 2019 will be focussed in September and January.
Scheduled workshops continue to be listed at http://elements.ncl.ac.uk and all LTDS run workshops described there can also be offered as school based bespoke sessions.
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.
Thank you to everyone who took part in the launch of the Education Strategy Series ‘The Art of the Possible’ on 1-5 July 2019. It was excellent to see so many staff from across the campus engaging with this first week of activities under the theme Technology Enhanced Learning.
Throughout the week we explored The Art of Accessible and Inclusive Digital Content through interactive practical workshops, lightning talks showcasing some excellent approaches to creating accessible and flexible resources, and video case studies. We also welcomed Alistair McNaught, Subject Specialist in Accessibility and Inclusion on Thursday 4 July. Alistair delivered a mixture of practical, strategic and collaborative sessions to raise awareness and confidence in digital accessibility, and the new public sector web accessibility legislation.
Dr Chloe Duckworth from the School of History, Classics and Archaeology has used engaging, bespoke online resources and a range of practical group activities to create a relaxed learning environment for her students.
Find out more from Chloe in the video below as she describes how she considers accessibility issues and ensures an inclusive approach to teaching.
If you are interested in reading more about Chloe’s case study or other case studies of effective practice take a look at the case studies website.