Tag Archives: learning and teaching

NUMed: Anatomy Teaching Innovation Award

Congratulations to the Newcastle University Medicine  Malaysia (NUMed) Anatomy Working Group (AWG)  who were awarded the Gold Award for their recent participation in the Innovation in Anatomy Teaching Competition at the Malaysian Anatomical Association Education Symposium (MAAES) in Kuala Terengganu.

Member of NUMed staff holding award

Continue reading NUMed: Anatomy Teaching Innovation Award

Learning and Teaching Workshop: 8th-9th March

Following the introduction of the Teaching Excellence Framework in 2017, UK Universities are required to demonstrate a culture of continuous improvement in the quality of learning, teaching and student experience that students receive.

The University aims to achieve this by delivering an educational experience within a research informed, supportive and engaging academic environment that adds value to learning. Such added value will ultimately provide students with opportunities to develop both personal and professional skills and attributes, enhance their career prospects, and prepare them for active participation in society as responsible and ethical global citizens.

The learning and teaching workshop (8th – 9th March) will be hosted by Newcastle University Business School but is open to colleagues from any discipline within business, management or social science. Continue reading Learning and Teaching Workshop: 8th-9th March

Learning and Teaching Conference 2017: Reimagining Teaching Excellence

In 2017 the Newcastle University annual Learning and Teaching Conference  took place on 27 March 2017.

Conference theme: Reimagining Teaching Excellence

Newcastle’s commitment to excellent teaching is at the heart of our University mission, and is crucial to our aim of providing an educational experience that challenges and supports our students to fulfil their potential.  At a time when external agencies are seeking to define this for us, it is more important than ever that we have a clear understanding of what we as an academic community understand by learninhe phrase ‘teaching excellence’.

Teaching excellence was therefore the focus of the 2017 Conference and the programme for the day provided an opportunity to:

  • hear an external view point on teaching excellence from keynote speaker Paul Blackmore – Professor of Higher Education at The Policy Institute, King’s College London
  • hear about what our staff and students view as teaching excellence
  • see examples of teaching practice and innovation from across the institution
  • contribute to how the University will pursue excellence in learning and teaching in the future through a session on the development of our new University Learning, Teaching and Student Experience Strategy.

 

Resources From The Day

Introduction Presentation from Professor Suzanne Cholerton

PowerPoint slides and ReCap recording

Keynote – Professor Paul Blackmore – Professor of Higher Education at The Policy Institute at King’s College London

PowerPoint slides and ReCap recording

Teaching Excellence at Newcastle

Newcastle Educators Group – Dr Vanessa Armstrong (Biomedical Sciences), Dr Sara Marsham (Marine Science & Technology) and Dr JC Penet (Modern Languages)

PowerPoint slides and ReCap recording

Teaching Excellence Awards (TEAs)

Chris Duddy (Education Officer, NUSU), David Jones (Assistant Development Officer, HaSS Faculty) and Joe Barton (Representation Support Worker, NUSU)

PowerPoint slidesReCap recording and TEAs Report 2016

Development of Learning, Teaching and Student Experience Strategy

Facilitated by Craig Smith from Flint Spark Consulting.

PowerPoint slides and ReCap recording (audio only)

Herschel Learning Lab – experiences of use

ReCap recording

Mrs Ulrike Thomas – Research Associate, Education Communication and Language Sciences) PowerPoint slides
Dr Ellen Tullo – Lecturer, Biomedical Sciences PowerPoint slides
Professor TT Arvind – Professor of Law, Newcastle Law School PowerPoint slides
Dr James Stanfield – Lecturer, Education Communication and Language Sciences Website
Miss Katie Wray – Lecturer, SAgE Faculty Office PowerPoint slides

Posters

View the list of poster presentations at the 2017 Learning and Teaching Conference, and view the posters online.

Feeling Connected: Working with large groups

  • teaching_large_classes
    Teaching Large Classes Giulia Forsythe CC-BY-SA https://www.flickr.com/photos/gforsythe/8261536706

    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.

Connecting everyone

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.

Further information and bookings

For more information and to book: www.ncl.ac.uk/ltds/about/training/feelingconnected/

You can choose to come to all three or just pick the ones that best suit your needs. And bring a sandwich with you, if you like.

 

The Newcastle University Learning and Teaching Conference 2017

ncl_lt_17-2The 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.

We started with a short introduction from Suzanne Cholerton who thanked everyone for their contributions to making the student learning experience and Newcastle’s teaching reputation so good, before introducing our keynote speaker, Professor Paul Blackmore from the Policy Institute, Kings College  London.

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.

Photo of Prof Suzanne Cholerton and Craig Smith in the Herschel Learning Lab.
Professor Suzanne Cholerton (L) and Craig Smith (R) of Flint Spark Consulting led the first afternoon session.

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.

ncl_lt_17_3-3We 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 ltds@ncl.ac.uk to let us know how we can make next year even better!

l_and_t_conf_2017

Learning & Teaching Lunchtime workshops – Tuesday 10 January 2017

Dr Jane Stewart will be hosting a lunchtime workshop on Tuesday 10 January 2017 on the subject of ‘Developing Lesson Plans’.  This workshop will cover the principles of lesson planning and discuss some basic strategies for developing your approach.  The workshop will be useful to those who have had no formal training in teaching or wish to refresh their knowledge around lesson planning.  For the workshop it is helpful to have a particular lesson in mind.  To facilitate this, please bring along your PowerPoint presentation or any resource that helps guide your delivery.

The workshop will be held in room RIDB2.1.53, 13.00 – 14.00.

Due to room capacity it is important that you register your attendance with Sharon.griffin@ncl.ac.uk.

There are a range of other learning and teaching lunchtime sessions throughout the term. See schedule.

Three Rivers Learning and Teaching Conference 2016

The next annual North East Regional Three Rivers Learning and Teaching Conference will be held on the 17 March 2017 at Teesside University. 

three-riversNow in its 10th year, this regional conference builds upon the success of previous partnership events held by the region’s Universities (Northumbria, Sunderland, Durham, Newcastle and Teesside). The conference title is ‘Transformations, Transitions & Territories’ and further information can be found on our website.

We would like you to participate in this year’s conference by submitting an abstract for a 20 minute paper presentation by 16th December 2016 that is  focused on one of the following areas of the student journey:

  • Transforming assessment
  • Embedding employability
  • Student access, retention, attainment and progression in higher education
  • Internationalising higher education
  • Flexible learning
  • Student engagement through partnership
  • Technology enhanced learning
  • Education for Sustainable Development

Submissions are welcome from all staff at participating institutions and joint student/staff submissions are encouraged.

Please read the supporting information before writing your abstract.

Please submit abstracts  by 16th December 2016.

Proposers will be informed of the outcome of the selection process in January 2017.

Conference bookings will open in the New year. Please see our the Three Rivers website  for more information

For further information, please contact Rosa Spencer in Newcastle’s SDU  or Richard Sober at Teesside.

Vice-Chancellor’s Award – Winners Announced!

We are pleased to announce that this year’s Vice Chancellor’s Distinguished Teachers Award winners are Jean-Christophe Penet (SML) and Clare Guilding (SME).

Both Clare and JC will receive their awards in congregations taking place today.

The awards were launched in 2010 in order to celebrate and recognise outstanding teaching at Newcastle.

Each year three types of award are made; two for academic staff – a general award and an award for staff working within the societal challenge theme; and one for professional support staff.

Candidates for the awards are expected to demonstrate leadership in teaching and learning and to innovate across the areas of pastoral care, supervision and curriculum design.

Clare’s innovative teaching techniques have already been the subject of one of our Case Studies, which looked at her use of Sim-Man to teaching students diagnostic techniques!

Clare said: ‘I’m delighted to receive this award which shows Newcastle University’s continued commitment to supporting good teaching practice and teachers in the institution.’

She has also been nominated for numerous Newcastle University Student Union Teaching Excellence Awards for Innovative Teaching Methods, Contribution to Pastoral Support and last year picked up the Overall Outstanding Teacher Award.

She has also received the Association for the Study of Medical Education (ASME) EDG Educator Innovator Award (January 2016) and British Pharmacological Society Education Prize (December 2015).

Jean-Christophe is a lecturer in French and Translation studies in the School of Modern Languages.

A founding member of the peer-support network EDUBITES and a committed advocate of peer support for teaching –focused staff, he’s the Employability Officer in his School and runs a range of initiatives with local businesses.

He said: ‘I like especially that these awards are not based simply on module evaluations or peer review but on a more holistic approach to teaching and learning, taking in lots of elements of professional practice.

‘It’s so important to recognise the value of great teaching and to support and encourage that across the University.’

Unfortunately there were no nominations in the Professional Support Staff category this year – we hope that this will be rectified next year and would like to encourage staff to nominate support staff who have made an outstanding contribution to learning and teaching.

You can read profiles of each of the VC Award winners and hear more about what they think makes for outstanding teaching on the LTDS blog next week!

Congratulations Clare and JC!

Learning and Teaching Conference 14 March 2016 – Bookings now open

Our 12th annual Learning and Teaching Conference is only a month away and bookings are now open. You are welcome to attend for the whole day or the morning or afternoon.
The theme this year is Assessment and Feedback and we’re looking forward to a lively day of discussion and examples of interesting and effective practice. In particular we’ll be welcoming a panel of teachers to help us understand more about the assessment students undertake before they come to university.

The booking form can be found here – booking form

The programme is here

9-9.30 Registration and Coffee
9.30 Opening with Prof Suzanne Cholerton, PVC (L&T)
10.00 Students’ Perspectives on Feedback and Assessment

Matt Price, Education Officer

10:50 Coffee
11:10-11:40 12 Years On…How Far We’ve Come With Feedback and Assessment

Short presentations

11:40-11:50 Break
11.50-12:35 Technology in Assessment and Feedback

Short presentations

12.35 Lunch

Posters

Writing surface capture demo

13.15 Samuel Elkington, Academic Lead (Assessment and Feedback), HEA

Tools and Tips, how the HEA can support academics in assessment and feedback

14.15 Current projects in assessment and feedback

Micro presentations

14:45-15:00 Tea
15.00 Teacher Panel: How Does Feedback and Assessment at School Impact University Transitions?
16:00 Finish

EDUBITES – Teaching Forum Inaugural Meeting 27th January

Edubites1

Teaching colleagues from across the University have launched a new educator-led forum to share good practice and provide support.

The group – which is open to anyone with an interest in teaching at Newcastle – will hold its inaugural meeting on 27th January.

This first EDUBITES session will include a talk on ‘Supporting Reflective Practice’ by Dr James Field (Dental Sciences) and will include lunch.

Although the group has existed in a range of guises in recent years (Teaching Fellows Forum, NUTS Forum), this year’s coordinators are determined to provide a space for the support and discussion of teaching practice and teaching staff across the University.

The group is run by teaching staff for teaching staff and organisers are drawn from across the three faculties; James Field (Dental Sciences), Sara Marsham (Marine Sciences), JC Penet (Modern Languages), Phil Ansell (Maths and Stats.), Lindsey Ferrie (Biomedical Sciences) and Katie Wray (SAgE Faculty).

The group is partially funded by a grant from Pro-VC for Learning and Teaching, Suzanne Cholerton.

Sara said: ‘We really started it as a space for Teaching Fellows and other early career teaching staff to support each other and answer each other’s teaching related questions and queries.’

‘It can often be intimidating to come into a department and start teaching, and quite isolating too.’

‘Early career or new colleagues don’t necessary want to ask more senior staff when they’re unsure or worried about something, so we want to create an informal space for them to raise those queries, get advice from others, and share good practice.’

Although the origins of the group were around the establishment of teaching-only roles in the University, all colleagues are welcome to attend the sessions.

‘We hope everyone will be happy to come along, find out what is happening across the campus, and even propose a session to share their ideas and their practice.’

The meeting takes place on Wednesday 27th January, 12-1 in Bedson Rm 1.19. To register, fill out this form.

To find out more, or to propose a session email: educators@ncl.ac.uk.