A little while ago we started a small reading group for colleagues in the Learning and Teaching Development Service to share ideas and discuss current issues and publications related to learning and teaching in Higher Education.
We set ourselves a couple of parameters to encourage engagement, as we had tried a journal club previously to not a great deal of success.
This time we decided to limit ourselves:
to things that could be read or digested in around less than half an hour
to try too keep the readings short and digestible
to keep the discussion sessions to 30 minutes
to use small groups for discussion of themes, impressions etc
Listened to Inventions in Sound: where the poet Raymond Antrobus explored the art of translating sound for the eye, looking at the poetic possibilities of closed captions.
Our next group will explore microcredentials by looking at the recent QAA quality compass paper – which way for micro credentials.
This will be the first meeting of a slightly expanded group which includes colleagues from FMS TEL .
We have one person running the group for 6 months (Me!) and I look after collating suggestions which come in from anyone who wants to suggest something. I try to have a range of different types of materials and cover a range of learning and teaching related viewpoints as our group has people who work in policy, practice, pedagogy, quality assurance, data and governance, professional development and all the intersections thereof.
Last time we listened to a radio programme about closed captions, which really made me think about how we approach captioning in HE. Some great ideas resulted from the session and it certainly got us talking!
Markers can release a ‘common feedback’ statement to all students once all submissions have been graded. This common feedback should relate to the full exam. Feedback about specific questions can be addressed using Page Notes (you can also view a demo page note functionality).
Important note: Assessment Feedback must be created before confirming marks. Once marks are confirmed, the option in Inspera will be greyed out.
To use this feature, the candidate report must be enabled, for further details on Inspera feedback release and how to enable the candidate report please see our feedback releasewebpage.
Instructions for use of Assessment Feedback:
Within the Inspera Grade tool, to the left hand side you have workspaces. Go to the Planner workspace
Select ‘Assessment Feedback’
This allows you to provide feedback to all students using the following methods:
a. Text
b. Audio
c. Attach a file
The example below is a Text feedback box. There is a rich text editor option for the general feedback.
Once you’ve created your feedback, click Save
For students to view this feedback on Inspera, you must enable the candidate report and select the appropriate the feedback release settings in Deliver options under ‘After Test’:
‘Enable general feedback for assessment’
‘Share assessment feedback with candidates’
Important note: Assessment Feedback cannot be edited after the Candidate Report has been released to students.
Who: Dangeni, Professional Development Adviser, LTDS and
Minki Sung, Postgraduate who Teach, HaSS
Graduate students frequently act as instructors for labs and lead seminar discussions while juggling significant research and academic duties. This dual role places graduate teaching assistants (GTAs), or Postgraduates who Teach at Newcastle University, in a unique position. The Academic Practice Team at LTDS provides essential training and community support through various routes:
This blended learning programme offers those with little to no teaching experience an opportunity to explore key concepts and issues in Higher Education teaching. It aims to equip participants with the practical skills and knowledge necessary to begin teaching and supporting learning at Newcastle University with confidence and enthusiasm.
This pathway, accredited by Advance HE, leads to recognition as an Associate Fellow of the HEA (AFHEA). It is designed for Postgraduates Who Teach (PGRwT) at Newcastle University who want to develop their early teaching careers in Higher Education. The syllabus and assessments are based on standards set by Advance HE, focusing on the professional practice of teaching and supporting learning as described in the Professional Standards Framework (PSF).
An online communication platform has been developed since 2023 to allow PgRs who Teach to continue engaging with teaching practices. This initiative emerged from the anticipation that micro-teaching sessions could focus on sharing PhD research and provide opportunities for those interested in further developing their teaching skills after completing the ILTHE and ELTS pathway.
Following last year’s discussion at the Advance HE GTA Network event at the University of Manchester, this year the community continued these discussions at the University of Sheffield on June 19th. The event aimed to champion the voice of GTAs, sharing ideas, resources, and educational development practices across the sector. The day featured three main themes: developing teaching competencies, inclusion and its relationship to GTA work, and institutional approaches to GTA development, with speakers from UK institutions sharing effective practices and case studies.
Case 1: Effective Use of Peer Teaching and Self-Reflection for Pedagogical Training
A notable example from colleagues at the University of Sheffield highlighted a training method for GTAs teaching in engineering laboratories. This training, based on session-specific content and contextualized pedagogical material, emphasized self-reflection and peer teaching.
It included individual and group sessions where GTAs could practice before engaging in real teaching, building their confidence, supporting self-reflection, and developing student-centered teaching skills. By comparing their training perceptions with their teaching assessments and feedback, the programme demonstrated its effectiveness.
These figures are from Di Benedetti, M., Plumb, S., & Beck, S. B. M. (2022). Effective use of peer teaching and self-reflection for the pedagogical training of graduate teaching assistants in engineering. European Journal of Engineering Education, 48(1), 59–74. https://doi.org/10.1080/03043797.2022.2054313
Case 2: Towards a Toolkit for Supporting GTA Teaching Identity
Colleagues from University of Glasgow shared another excellent example, a training model that supports GTAs in developing their teacher identity through best practice pedagogy, Brookfield’s lenses of reflection (see figure below), and graduate attributes has been considered and embedded. This model aims to enhance GTAs’ ability to engage with and confidently deliver active learning practices, thereby generating stronger learning experiences for undergraduate students.
Case 3: Newcastle University GTA Community Building Chat
As the lead and convener of ILTHE and ELTS, as well as the creator of the community building chat, I invited Minki Sung, a PGRwT from HaSS, to co-present with me. The following section is taken from Minki’s reflection. It outlines his motivations, benefits, impact and areas for follow-up.
Motivations
After attending the introductory workshop, i.e., ILTHE and six ELTS sessions on applying for associate teaching fellowship, I decided to participate in the GTA community to enhance my current teaching practices.
Firstly, the motivation for joining the GTA community chat was that it didn’t require much time commitment. At that time, I had my PhD project, teaching responsibilities, and research assistant work for government projects. Secondly, there was no dedicated teaching community for PGRs who teach, except for the GTA community chat. By sharing some challenges and best practices with other TAs, I realized that I was not alone in struggling to increase student attendance. Thirdly, my previous experience as an educational military officer in my home country made the PGR demonstrator role familiar, but seminar-leading was quite new to me. Learning how other TAs lead their seminars and manage teaching difficulties was valuable.
Gains
A GTA community chat offers several advantages. It provides a platform to share teaching-related anxieties and concerns with minimal time commitment (one hour per month). It also facilitates the integration of research and teaching skills, broadening the understanding of different TA roles: PGR demonstrator, seminar leader, lab leader, and guest lecturer.
Personally, I learned the value of student interaction and understanding their different needs based on their learning stage. For example, Stage 1 students sometimes view their first year as a “party year,” which was surprising to me. Also, most students prefer visual and technological content over reading or seminar discussions. I am interested in exploring the access and using technological tools, although in my country, I would have to pay for these gadgets. Additionally, I was able to support and challenge students’ thinking using various case studies from my experiences in South Korea, China, Japan, and Vietnam, which was able to foster their critical thinking. Finally, I could pilot test some teaching ideas with other TAs and gain valuable feedback.
Impact of Community Engagement
The ELTS initially offered six workshops, providing a good starting point for PGRs assuming teaching roles in higher education. However, further development is necessary to share best practices and address challenges. For instance, at a recent sociology TA workshop, the lack of training after the ELTS workshop was highlighted. I suggested introducing a GTA community chat to gain practical experience together.
In summary, participating in this GTA community helped me understand my students’ needs and integrate my knowledge into their learning process effectively. This involvement also had a larger impact, as I connected with some PGR and PGT students in my seminars and labs, which helped me perform effectively as a school rep. Ultimately, many PGR colleagues and PGTs nominated me for School Rep of the Year, and I won the award.
Current Gaps and Challenges in Participating in the Community Chat
Advertisement and Participation
As a PGR school rep in the School of Architecture, Planning, and Landscape, I’ve observed similar challenges with participation between the PGR community cohorts and the GTA community chat. Some TAs hesitate to share difficulties, fearing it may be perceived as a weakness and jeopardize future TA opportunities. Additionally, disciplinary differences pose a challenge. Each discipline has its teaching requirements and TA recruitment practices.
Additionally, nurturing the GTA community chat may rely heavily on word-of-mouth within the PGR community. Utilizing networks established by PGRs who have completed ELTS workshops and achieved D1 certificates could enhance visibility and participation in the community chat. It needs to be advertised with a clear message that it will benefit any PGRs interested in teaching post-PhD.
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!
Inspera Assessment, one of the University’s Digital Exam platforms, is in its third academic year of deployment. Following the launch of Inspera, the Learning and Teaching Development Service (LTDS) have asked for student feedback annually. Such feedback aids LTDS to ensure we are continually developing the service to improve student experience when taking an Inspera Digital Exam.
142 students submitted their feedback in academic year 21-22
104 students submitted their feedback in academic year 22-23
Our comparison findings:
Students are reporting that they are more satisfied with Inspera Digital Exams in academic year 22-23 compared with 21-22. An increase is also seen in its ease of use:
Evaluation statements from Student Users
21-22
22-23
% increase (21-22 to 22-23)
I found starting my Inspera exam somewhat or very easy
81%
89%
+8%
I found submitting my Inspera exam somewhat or very easy
80%
93%
+13%
I am satisfied or very satisfied with my experience of taking an exam(s) using Inspera within a PC Cluster venue
73%
79%
+6%
I have tried at least one Inspera demo exam
60%
73%
+13%
The use of demo or practice Inspera exams is also on the up. Students reporting using demos more so in 22-23 compared with 21-22; this is reflected in the increased figures on the self-enrol Student Inspera Demo Canvas course. Enrolment figures across the demo exams showed an 87% increase in usage for 22-23.
Student engagement with Inspera demos is encouraging and LTDS would like to thank all colleagues who are promoting the use of demo exams to aid students’ familiarity with the Inspera platform. Try it out or share with your students: Student Inspera Demo Course.
Next Steps
LTDS will be requesting feedback from students for our current academic year after Semester 2’s assessment period. Where possible please encourage your students to complete the form as it helps to continue the improvement of the service.
This is the second post in our blog looking at specific tools and aspects of Canvas and how they can be used to further improve our students digital learning journey.
The Importance of Announcements
Canvas announcements are a potent means for fostering effective communication between instructors and students. Announcements can fulfill various roles, including welcoming and guiding students, summarizing key concepts, and reminding them of impending assignments, projects, and exams.
Despite their importance, there is a prevailing tendency among students to disable announcement notifications, attributing it to an overwhelming influx of notifications and email spam, in light of this, we present a set of recommended best practices.
Best Practices
Carefully consider your purpose before crafting an announcement, avoiding duplication of information already covered elsewhere.
Establish a regular schedule for posting announcements. Consistency helps students anticipate and look forward to updates, creating a routine that enhances engagement. These regular announcements could include recapping the previous week and providing a preview of what students can expect in the upcoming week.
Give your announcements meaningful titles that precisely convey their content. Utilize descriptive titles like “Week X Update” or “Important Date Change for Assignment X” to help students easily locate relevant information when needed.
When composing your announcement, use the toolbar features to format bulleted or numbered lists for improved readability. Employ headings to separate topics into different sections. If necessary, attach a document to an announcement rather than including a large amount of text in the body.
Establish clear communication expectations with your students at the beginning of the course. Consider allocating 5 minutes at the start of the semester to give students a tour of the Canvas course site and discuss how communication will occur throughout the semester.
Utilizing Delay Posting for Scheduling Announcements
To streamline the process of maintaining a consistent announcement schedule, we highly recommend leveraging the delay posting option. This feature enables you to draft announcements in advance and set a specific day and time for their publication in your Canvas course. Until the publication date, the announcement can be edited, allowing for the addition of any supplementary details or updates as needed.
Postponing an announcement is a straightforward process. Just create the announcement as usual (consider making a basic template for consistency), and then choose the “Delay Posting” from the list of options at the bottom of the page.
Finally choose a date and time for the announcement to be published. Your students will then receive a notification as normal once the announcement is published.
This is the first in a series of blog posts looking at specific tools and aspects of Canvas and how they can be used to further improve our students digital learning journey.
The Importance of Interactivity
Developing interactive educational content is crucial for creating an engaging online learning experience. This approach enhances students’ effectiveness, engagement, and motivation by facilitating active learning instead of merely receiving information passively. Furthermore, the ability to include small self assessment activities within such content promotes self reflection allowing students to identify their own strengths and weaknesses. According to Yung-Ming (2013), interactivity plays a huge role in
“the perception of the ease of use of the learning system, as well as the consideration of the usefulness and the interest that stimulates.” Theodosis Karageorgakis
Why use H5P?
As a busy academic, it can be challenging to find the time and resources to enhance your teaching methods. However, H5P is a powerful tool that can significantly benefit your teaching, even amidst a busy schedule. Here’s why:
Interactive and Engaging Content Creation: H5P simplifies the process of crafting interactive and engaging content. This feature boosts student attention, engagement, and overall enjoyment of the learning experience.
Time Efficiency: H5P offers a user-friendly interface along with a diverse range of pre-designed templates, facilitating the swift creation of interactive content. Once you grasp the tool, time savings are achievable through template reuse and the modification of existing content—whether created by you or shared with colleagues—to suit various topics or courses.
Versatility in Activity Types: H5P provides a multitude of activity types, such as interactive videos, presentations, quizzes, games, timelines, and more. This versatility enables you to accommodate different learning styles and adapt your teaching methods to the diverse needs of student groups. Whether your aim is knowledge assessment, concept reinforcement, or fostering critical thinking, H5P offers a broad spectrum of options.
Seamless Integration with Learning Management Systems: H5P seamlessly integrates with our learning management systems, including Canvas. This integration streamlines the content creation process, allowing you to stay within your Canvas page. Consequently, it minimizes the need for students to navigate between multiple tools.
Accessible Help and Support: H5P includes built-in tutorials for all content types, providing readily available assistance. Additionally, we offer further support through workshops dedicated to using H5P, fostering a collaborative environment for sharing knowledge and skills among colleagues.
How to build a simple resource
The video below shows how you can quickly build a simple H5P resource and/or import the Christmas advent calendar to add to your Canvas course.
Examples of H5P in practice
Click on any of the content types below to see an example of some of the excellent resources being created across the University.
Course Presentation
Interactive bookFlash CardsInteractive Video
Branching Scenario
Getting started – Next steps
The H5P website https://h5p.org/ has a wide range of examples of content to get you started thinking about how you can use this amazing tool within your own teaching practice.
Alternatively if you are interested in booking an in person workshop for colleagues within your school then please contact ltds@newcastle.ac.uk
Finally if you are looking for some festive content for your students you can find the Newcastle University H5P Advent Calendar below, click the reuse button to export it. There are instructions in the video above.
Newcastle University’s commitment to excellence in education was front and centre at a recent event hosted by Professor Ruth Valentine, Pro-Vice Chancellor, Education, and supported by LTDS (Learning and Teaching Development Service). Approximately 45 attended, including colleagues and postgraduate research students, gathered at the newly refurbished Courtyard Restaurant for an evening of celebration and recognition. The festivities were complemented by refreshments, including drinks from our very own Stu Brew, Europe’s first student-run microbrewery. The event was not only a celebration of our students’ and colleagues’ achievements, but also a testament to the vibrant learning community at Newcastle University.
The highlight of the evening was the acknowledgment of colleagues and PGR students who had successfully gained Fellowship recognition from Advance HE in the 2022/23 academic year. Professor Ruth Valentine, in her welcoming address, expressed her heartfelt congratulations to the 160 colleagues who achieved this prestigious recognition. Many colleagues who are UKPSF Mentors joined the event to celebrate the achievements of their mentees. The upbeat atmosphere resonated with the notable increase in fellowship recipients compared to the previous academic year, reflecting a growing commitment to excellence in learning and teaching.
“As a university, we value our colleagues and are dedicated to providing a high-quality educational experience for our students,” said Professor Valentine. She emphasised the importance of reflecting on teaching practices and aligning them with relevant pedagogies, reinforcing the commitment to the institution’s core values. The Professional Standards Framework, with its flexibility and inclusivity, allows colleagues across various roles to achieve recognition, fostering a culture that values and supports diverse contributions.
The occasion also highlighted the diverse range of roles among fellowship recipients. It was particularly pleasing to see education managers, technicians, and colleagues from central services such as the Library, NUIT, Careers, and LTDS, among those recognised alongside academic colleagues and PGR students. This inclusivity underscores the University’s commitment to excellence in all areas of teaching and learning.
Moreover, the Professional Standards Framework’s alignment with the broader learning and teaching sector contributes to a culture that elevates the importance of education and promotes a sense of reward and recognition. The event served as a reminder that gaining fellowship recognition is not the final destination; it opens up numerous opportunities to contribute to the wider learning and teaching community at Newcastle.
As Dr Paul Hubbard, Chair of the UKPSF (United Kingdom Professional Standards Framework) CPD Scheme Board of Studies, emphasised, becoming a UKPSF Mentor is one such opportunity. The event expressed gratitude to all UKPSF mentors, acknowledging their invaluable contributions. Mentors play a crucial role in supporting colleagues through the recognition process, and the Dr Phil Ansell Award for Mentoring, which was introduced in 2022/23, further recognises their dedication. This year’s deserving winner, Dr Matt Forshaw, exemplifies the impact mentors can have on their mentees.
The event concluded with an invitation for all attendees to actively engage with the wider learning and teaching community at Newcastle. Opportunities are plentiful, from participating in the University Learning and Teaching Conference (18th April 2024) Learning and Teaching Conference | Learning and Teaching @ Newcastle | Newcastle University (ncl.ac.uk) to becoming mentors or contributing to the case studies of effective practice database, as well as education networks within our Faculties and Schools. The call to contribute to national initiatives like the National Teaching Fellowship (NTF) and Collaborative Award for Teaching Excellence (CATE) was also extended.
As the celebration drew to a close, it was evident that Newcastle University stands not only as a centre of academic excellence but also as a nurturing community that values and celebrates the contributions of every member.
The 2024 Learning and Teaching Conference – Education for Life 2030 – A Vision for Education and Skills at Newcastle, will take place on 18th April 2024 in the Hershel Building in the heart of the Newcastle campus.
You can now register for the conference and submit proposals for consideration by the Conference Committee. The deadline for submissions is Friday 26 January 2024.
The conference is all about learning together, sharing effective practice, and exploring Education for Life 2030. Themes for the conference include:
Equity
To provide a core, universal offer for all students, including tailored provision where needed, to ensure equity of access, experience and in outcomes for all, regardless of background, identity, nationality, location, or mode of study.
Fit for the Future
Students – Embodied by our Education for Life Framework, provide an educational experience that ensures our students are fit for their future and the world in which they will live and work.
Teaching, learning and support – To ensure that our approaches are informed by developments in pedagogy and best practice and can meet the University’s ambitions for its evolving portfolio, size, shape, and modes of delivery.
Colleagues – To provide an enabling environment that supports colleagues to have the skills and capacity to embrace the possibilities present in the future world of higher education.
Encounters with the Leading Edge
To put at the heart of our curriculum and learning experiences encounters with our world leading research and the leading edge of industry and practice.
You can share your experiences in these formats:
Workshops (50 minutes)
Presentations (15 minutes)
Lightning talks – live or via video (5 minutes)
Posters
More information can be found on the Learning and Teaching Conference page of the Learning and Teaching @ Newcastle website and look out for conference updates in future newsletters.
Remember you can sign up or submit a proposal, the deadline for submissions is Friday 26 January 2024.
The content of these videos is designed to more briefly cover the 1-hour webinar available on the Learning Management System (LMS) ‘Creating and managing exam questions in Inspera’. These short videos group the content into more manageable self-help guides.
Video title
Content covered
Getting started with Authoring Questions on Inspera
How to access the Author tool via Canvas Navigating the Author tab Filtering and Labels The difference between questions and question sets
Creating Questions sets on Inspera
Create and edit question sets Adding /amended marks awarded per question Previewing your question/question set Adding previously created questions into a question set
Basic Question set functionality
Sharing a question set with colleagues Printing a question set The Design tab
Advanced Question set functionality
Using sections in your question set Question randomisation Candidate selected questions Using stimulus Adding allowed resources
For all Inspera Digital Exams running in the standard Semester 1 assessment period, the deadline for the finalisation of Questions Sets within Inspera is November 17th.
We do still have some spaces left on our 1-hour webinar ‘Creating and managing exam questions in Inspera’ which is taking place on October 23rd virtually. Book your space on the Newcastle University LMS.
The fund (formerly the University Education Development Fund) provides grants of up to £10,000 to support the development of new approaches to learning and teaching across Newcastle University.
Two strands of funding are available:
Strand A – applications up to £2500. Projects can be specifically focussed within an individual academic unit, or across multiple areas as appropriate to the project.
Strand B – applications up to £10,000. Projects must involve collaboration across academic units and/or services and have potential benefits that are applicable beyond a single school or academic unit.
Chaired by the PVC Education, the fund offers a fantastic opportunity to propose and deliver projects with real benefit to student education. Applications should further the aims and key themes of the Education Strategy.
