{"id":2081,"date":"2015-01-08T16:02:50","date_gmt":"2015-01-08T16:02:50","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/ltdev\/?p=2081"},"modified":"2015-12-15T16:16:37","modified_gmt":"2015-12-15T16:16:37","slug":"learning-and-teaching-conference-2012","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/ltdev\/2015\/01\/08\/learning-and-teaching-conference-2012\/","title":{"rendered":"Learning and Teaching Conference 2012"},"content":{"rendered":"

The 2012 Teaching and Learning Conference used the five Coherent Curriculum themes as its starting point.\u00a0 These themes are:<\/p>\n

\""Speaking<\/p>\n

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  1. Assessment and feedback<\/li>\n
  2. Research-informed teaching<\/li>\n
  3. Student skills and employability<\/li>\n
  4. Student Engagement<\/li>\n
  5. Student Induction<\/li>\n<\/ol>\n

    The Conference recognised and shared work across the institution in preparation for the Newcastle Offer commitments as we move towards 2012\/13.\u00a0Scroll down this page for ReCap recordings, slides, contact information and other resources from the event.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    Wednesday 4th July 2012<\/strong>Click here to view the synopses for this day<\/a><\/td>\n<\/tr>\n
    Using Social media in your teaching: what works and what do we need to do to maximise the benefits for student learning?<\/strong>ReCap recording<\/a><\/p>\n

    Coherent Curriculum theme: student engagement<\/p>\n

    This session was about the specific use of social media in teaching. The University’s general guidelines for the use of social media are available online<\/a>.<\/td>\n<\/tr>\n

    Jonathan Galloway<\/a> (Law) – slides<\/a><\/td>\n<\/tr>\n
    Sue Dobson<\/a> and David Peck<\/a> (NUBS) – slides<\/a><\/td>\n<\/tr>\n
    Franck Michel<\/a> (Modern Languages) and Helen Lowther<\/a> (QuILT) – slides<\/a><\/td>\n<\/tr>\n
    Mei-Yen Chan<\/a> (Food and Human Nutrition) and her students have set up a project using Facebook to help BSc students on the Singapore and Newcastle campuses to interact with each other. Their video interview is now available online<\/a> – technical delays prevented us showing this at the Conference.<\/td>\n<\/tr>\n
    Round table discussion: Research-informed teaching.\u00a0<\/strong>ReCap recording<\/a><\/p>\n

    A multi-stranded definition of what research-informed teaching at Newcastle University is, and what this looks like in practice, was out for consultation at the time of this session.\u00a0 This was an opportunity to discuss each strand in its own right, and together as a multi-stranded definition.\u00a0 Are these principles clear?\u00a0 Do they allow for the breadth of practice at NU?\u00a0 Round table discussion: Research-informed teaching.<\/p>\n

    Coherent Curriculum theme: research-informed teaching<\/td>\n<\/tr>\n

    Simon Pallett<\/a>, Undergraduate Dean of HaSS Faculty – notes<\/a><\/td>\n<\/tr>\n
    Armelle Tardiveau<\/a>, Architecture, Planning & Landscape – slides<\/a><\/td>\n<\/tr>\n
    Lee Fawcett<\/a>, Mathematics & Statistics<\/td>\n<\/tr>\n
    Grace Barker, (Combined Honours)\/ Kathryn Dalziel (Combined Honours student)- YouTube clip<\/a><\/td>\n<\/tr>\n
    Lindsey Ferrie<\/a> (Biomedical Sciences) and her students have made short videos showing the student experience of research-informed teaching. Their videos about the lab assistant scheme<\/a> and research-informed teaching<\/a> are now available online – technical delays prevented us showing this at the Conference.<\/td>\n<\/tr>\n
    Ethics: How do we introduce professional ethics into the curriculum and for what purpose?<\/strong>Coherent Curriculum theme: skills and employability<\/td>\n<\/tr>\n
    Sue Haile<\/a> and Kea-Cheng Tan (CEAM) – slides (SH)<\/a> \/ slides (KCT)<\/a><\/td>\n<\/tr>\n
    Sandra Salin<\/a> (Modern Languages) – slides<\/a><\/td>\n<\/tr>\n
    Elaine Hall<\/a> (Education)<\/td>\n<\/tr>\n
    Tom Bramald<\/a> (Civil Engineering and Geosciences) – slides<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    Thursday 5th July 2012<\/strong>Click here to view the synopses for this day<\/a><\/td>\n<\/tr>\n
    Engaging students in taught sessions.<\/strong>This session highlighted ways in which staff actively involve students in taught sessions.<\/p>\n

    ReCap recording<\/a><\/p>\n

    Coherent Curriculum theme: student engagement<\/td>\n<\/tr>\n

    Georgina Carr<\/a> (Biomedical Sciences) – slides<\/a><\/td>\n<\/tr>\n
    Katie Wray<\/a> (SAgE) – slides<\/a><\/td>\n<\/tr>\n
    Colin Ashurst<\/a> (NUBS) – slides<\/a><\/td>\n<\/tr>\n
    Peter Hoare<\/a> (Chemistry)<\/td>\n<\/tr>\n
    Student representation: what Course Reps and Student-Staff Committees have achieved, and practical ways to work in partnership with them.<\/strong>Coherent Curriculum theme: student engagement<\/p>\n

    Click here<\/a> for information on University policies and support for student representation.<\/p>\n

    The NUSU website<\/a> includes information for staff involved in Staff Student Committees. Click the “information for staff” link on the right hand side.<\/td>\n<\/tr>\n

    Liam Dale<\/a> (NUSU Education Officer) and George Watkins (NUSU Representation and Democracy Coordinator) –slides<\/a><\/td>\n<\/tr>\n
    Peer mentoring: different perspectives on establishing, embedding, and researching peer mentoring schemes.<\/strong>ReCap recordings<\/a><\/p>\n

    Coherent Curriculum themes: student induction; student engagement<\/td>\n<\/tr>\n

    Colin Bryson<\/a> (Combined Honours) – slides<\/a><\/td>\n<\/tr>\n
    Patrick Rosenkranz<\/a> (Psychology) – slides<\/a><\/td>\n<\/tr>\n
    David Walker<\/a> (Politics) – slides<\/a><\/td>\n<\/tr>\n
    Grace Barker<\/a> (Combined Honours)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    Friday 6th July 2012<\/strong>Click here to view the synopses for this day<\/a><\/td>\n<\/tr>\n
    Interactive assessment and feedback.<\/strong> This session highlighted examples of how students are supported to be active participants in the assessment of and feedback processes around their work, including both course work and exams.ReCap recording<\/a><\/p>\n

    Coherent Curriculum themes: assessment and feedback; student engagement<\/p>\n

    For more information on different theories of learning and teaching click here<\/a>.<\/td>\n<\/tr>\n

    Jessica Jung<\/a> and Darrin Beattie<\/a>(Careers Service) – slides<\/a><\/td>\n<\/tr>\n
    Kate Reader (City University and the Making Assessment Count Consortium<\/a>) – slides<\/a> – MapMyProgramme.com<\/a><\/td>\n<\/tr>\n
    Vicki Bruce<\/a> (Psychology) – slides<\/a><\/td>\n<\/tr>\n
    Steve Herron (INTO NU<\/a>)<\/td>\n<\/tr>\n
    Colin Murray<\/a> (Law) – text<\/a><\/td>\n<\/tr>\n
    Debbie Bevitt<\/a> (Biomedical Sciences) – slides<\/a><\/td>\n<\/tr>\n
    Keynote session: Updating our Learning, Teaching and Student Experience Strategy.<\/strong>Newcastle University’s mission is ‘to deliver teaching and facilitate learning of the highest quality’ and our existing LTSE Strategy<\/a> sets out our aspirations to enrich students’ experience of higher education. This keynote session gave an opportunity to reflect on our existing LTSE Strategy and discuss how best to update it as we move towards 2012\/13.<\/td>\n<\/tr>\n
    Suzanne Cholerton<\/a>, PVC for Learning and Teaching – slides<\/a> – keynote plenary<\/a><\/td>\n<\/tr>\n
    Post-keynote networking, discussion, and information session.<\/strong>An informal opportunity took place to discuss learning and teaching issues, and to find out more about current learning and teaching projects at Newcastle University including:<\/p>\n