Pre-recorded presentations

APT-presentation-transcript

Author(s) Dominic Pates, Dr Ivan Sikora, James Rutherford

Institution: City, University of London & University of West London

Abstract: Hybrid teaching, the multi-modal educational model where students (and sometimes teachers) can be either online or in-room at the same time, has been utilised in niche higher educational contexts for more than a decade (Beatty, 2019). However, it has grown considerably in practice since the lifting of pandemic-related lockdowns for universities (Pelletier et al, 2022). ’Teaching Here And There’ (THAT), a podcast about emerging practice in hybrid teaching was launched online at APT2021. This year, THAT podcast returns to share the lessons we’ve learned so far from our conversations with academics, technologists and others that are helping to shape new ways of teaching and learning in higher education. We also seek to harvest thoughts and opinions from delegates in order to create a special APT episode of the podcast. Come to this session prepared to voice your perspectives on hybrid teaching and bring a smartphone.

Author(s): Clive Young and Simon Walker

Institution: UCL

Abstract: “Curriculum design in higher education is not a formal activity”, David Nicol observed a decade ago, “and there is little support, formal or informal, provided at most higher education institutions to help academics become better at designing learning activities, modules, and courses”. While UCL was already addressing this issue, the experience of teaching through the pandemic made us all appreciate the value of curriculum design. Although the priority for next year is to ensure students return to in-person learning, UCL is already considering innovative blended approaches for future years. UCL is committed to provide end-to-end support for programme teams, from ideation and preparation of approval submissions through to delivery and review. To this end, a new UCL Programme Development team has formed to consolidate and extend our current pre-and post-approval support activities. We have found targeted workshops, tools, and structured discussions can help align the programme vision, learning outcomes and assessment, resulting in improved proposals. Interaction with academic teams early in the development process is already seen by participants as particularly beneficial. After approval, this initial relationship can be sustained as new teaching teams form via UCL’s module design method ABC and add-on support tools and provision.

Author(s): Nurun Nahar

Institution: University of Bolton

Abstract: Emerging evidence suggests that the use of Artificial intelligence (AI) systems could offer, effective support for online learning and teaching, including personalising learning for students; support with assignment preparation and automating instructors’ routine tasks. Instead instructors can dedicate their saved time to higher-value work (Seo et al., 2021). This research paper will present results from a qualitative pilot study where two AI systems -FirstPass and AskADA have been integrated into curriculum delivery on an undergraduate 3rd year module to understand and evaluate their effectiveness for teaching and learning and assignment support. Findings indicate that emerging AI systems could indeed shape the future of teaching and learning in Higher Education, only if utilised to compliment tutor mediated support.

Transcript – Fabian et al

Author(s): Khristin Fabian, Ella Taylor-Smith, Sally Smith, Debbie Meharg

Institution: Edinburgh Napier University

Abstract: Hybrid learning has been adopted to accommodate face-to-face teaching and online learning simultaneously as universities transition back to on-campus delivery. With lecturers and two groups of students occupying different learning spaces at the same time, our study aims to find out the challenges and opportunities of this mode of delivery. We observed four computing classes and conducted student and lecturer interviews. Observation data identified the challenges and opportunities of hybrid delivery. The lecturer interviews have so far been positive and highlighted the advantages and disadvantages of delivering online and face-to-face simultaneously. However, transitioning to this teaching space required lecturer familiarisation with the technology and modality. Student feedback on hybrid delivery has been positive, highlighting the flexibility it provides them. The convenience that online learning offers in combination with the practicality of the face-to-face environment has been appreciated by the students. This presentation shares the research to date. As we continue to explore this new environment, we would like to seek feedback from conference attendees about their experience of the hybrid learning space and their own views about its delivery. At a time of change, it is important to capture stakeholder views for an inclusive curriculum development.

Author(s): Clive Young and Nataša Perović

Institution: UCL

Abstract: ABC Learning Design (ABC LD) is UCL’s rapid-development curriculum design approach, now used widely across the sector. It encourages the socialisation of learning design. Teaching teams collaborate to create a visual ‘storyboard’ of the student journey, representing the type and sequence of learning activities required to meet module or programme learning outcomes. The method is known to be engaging and productive, but a recent international evaluation with more than a thousand ABC participants uncovered deeper reasons for its popularity. The main element is the opportunity to discuss the student journey in a non-judgmental, collegiate atmosphere. Most respondents found ABC LD had an immediate impact on course redesign despite it being a short intervention requiring little preparation. But such ‘redesign’ of the course in terms of changes may not be the only desirable outcome. The scrutiny and justification of the current course is itself appreciated, and seems to raise teacher confidence, an unexpected and pleasing outcome. Teachers can be quite self-critical of their own methods but often find, when discussing with colleagues, that the underlying rationale is robust enough to require only minor adjustments. Thus even if few changes are made, the design outcome can feel productive and satisfying to participants.

Yezi Lin_ presentation script

Author(s): Yezi Lin & Hiral Patel

Institution: Cardiff University

Abstract: The broader structural issues of equity and justice continue to manifest themselves in higher education, especially when it comes to the disadvantaged groups of people. Architecture has a particular role to play in achieving inclusivity. Hence, inclusivity should be considered in the design of university campuses and buildings to promote a sense of belonging and well-being for all. The design research project is based on Cathays Campus at Cardiff University, considering the current situation of the campus, developing architectural designs to improve and enhance existing buildings empowering the experience of equity and fairness in the university. In this paper, research methods including persona, user journeys, and schedule of accommodations were used to understand the real needs of users and help to define spaces to implement architectural designs.

Author(s): Le Ma

Institution: Cardiff University

Abstract: At a time when public demand for learning is high, our society has failed to provide sufficient public learning spaces for the public. Learning Terminal is a new type of learning space that has emerged from the process of urban spatial renewal. It is a place for learners to learn, communicate and collaborate in the city, and is a physical medium for developing learning attitude, knowledge and skills. Learning Terminal was designed using Cardiff University and Cardiff Capital City Region as a pilot. The experimental design of the Learning Terminal was developed through creating an architectural manifesto. A study of user groups was conducted to explore the interaction between university education and community learning spaces from the perspective of citizens who are not studying at the university as well as university students. The findings and propositions emerging from this design research project suggest the potential of Learning Terminal to fulfil civic mission of universities.

Video and captions (link opens external page)

Author(s) Alison Purvis, Lex Wilkinson, Dave Thornley, James Griffiths, Lorelei Batty

Institution: Sheffield Hallam University

Abstract: Our research developed, describe, and evaluate a co-production approach to strategic implementation of technology in a UK Higher Education Institution. In previous academic years, the digital and technology service undertook an annual call for technology hardware and software. Requests were scrutinised by senior staff from professional services and academic areas. What this approach lacked was a strategic view of the development and implementation of technology across a time span greater than the immediate next year, and the connection to learning, teaching and assessment development. As traditional IT services change into more sophisticated digital technology services, a more considered approach to planning technology purchasing, implementing, and decommissioning is necessary. Through a collaborative approach, a 3-year departmental roadmap was created. We will share our experiences of developing this new approach and share our recommendations for collaborative practice between academics and digital technology professionals in higher education.

Transcript – Challen, Pearce and Bancroft 

Author(s): Rachel Challen, Rosemary Pearce, Rachel Bancroft

Institution: Nottingham Trent University

Abstract: This presentation will explore how a School of Arts and Humanities developed remote support for colleagues as part of a strategic response to the pandemic using a triparte approach. 1) Provided staff development to support colleagues as they moved from transferring teaching online to transforming their practice to fit the online environment. 2) Nurtured a community of practice through our mentoring approach, encouraging staff to share positive discoveries with each other, and helping to establish a new way of working appropriate for the new normal. 3) Developed staff digital confidence, keeping this at the forefront of our approach, which was key to helping ensure continuity of students’ learning experience. With the growth of flexible learning in the changed HE landscape, this presentation will reflect on the lessons we learned with a focus on the importance of digital confidence.

Presenter notes – Visintini

Author(s):  Gloria Visintini, David Perkins de Oliveira

Institution: University of Bristol

Abstract: The purpose of this presentation is to introduce and discuss our exam packages. This is an online solution designed and implemented during the pandemic to deliver exams at the University of Bristol. Online packages for assessing language acquisition were developed by the Faculty of Arts in collaboration with the central Digital Education Office and the Exams Office. They are accessible via our Virtual Learning Environment, namely Blackboard, and have allowed us to effectively replace our on-campus exams.

Each package includes:

• exam paper(s) and additional materials where used (e.g. audio and/or video files);
• guidelines on how to access the exam paper, academic integrity, who to contact for technical issues, and how to prepare and submit the exam; and
• a submission point.

Students are given at least one week to familiarise themselves with the package and practice submitting. They are only given access to the contents of the exam paper at the start of the exam. The packages replicate the on-campus experience as students only have a limited amount of time to complete their exam – which pedagogically has meant we have been able to keep our assessment formats albeit with some changes to task design to allow for the unsupervised format of the online exams. The online exams assess most language skills, such as grammar, writing, and reading and listening comprehension.

While in-depth student feedback on the usage of such packages needs to be collected at the end of this academic year, initial findings from students are that they find the online format less stressful and appreciate the flexibility of taking the exam from their preferred location and environment. As for staff feedback, it has been very positive, despite previous concerns about possible inflation of marks and maintaining academic integrity. The experience of being able to assess language skills online in this way is helping to break down the traditional opposition in our institution to offering hybrid or distance-learning programmes for language-learning due to an assumption that language assessment needed to be carried out in person.

Author(s) Timos Almpanis

Institution: Kingston University London

Abstract: This talk will report on the findings of a qualitative study that explored academics’ experiences of remote teaching during the COVID-19 pandemic. The UK Professional Standards Framework has been used as a lens through which to bring to light ten academics’ experiences of adapting their teaching and assessment strategies to address the challenges faced. The five themes that emerged from the research were the following:

1 Swift, surface-level adaptation in designing and planning lessons.
2 Synchronous/asynchronous delivery of past materials.
3 Implementing alternative online assessments.
4 Increased levels of support for the ‘connected, but disengaged’ students.
5 The emergence of a ‘learning’ practitioner.

Discussion questions: The above themes as well as the lessons learned about the effective convergence of technology and pedagogy will be discussed so that any future crisis can be turned into an opportunity. Two important questions that have arisen from this research will be opened-up for discussion during the session:

What is the right balance between synchronous and asynchronous online learning and support and how these modes are best integrated with campus-based activities?

What have we learned from alternative assessment design during the pandemic and how can we ensure that what has been learned is not lost?

Presenter notes

Author(s): Len Ole Schäfer, Bronwen Deacon, Melissa Laufer

Institution: FernUniversität in Hagen, Germany

Abstract: In the session, we will present the main findings of a case study of 8 European universities with a total of 68 interviews with academics (e.g. study program level, faculty level and top level). The aim of the study is to identify organizational conditions that promote and/or hinder the implementation of digital teaching at universities. The methodological part follows a qualitative research setting with qualitative interviews. The main results were that the organizational dimension can be broken down into leadership, digitalization experience and digitalization strategy, infrastructure and resources, networks, interaction of students and teachers. The interviewees reported that a curiosity-driven and talent oriented leadership style and an inspiring environment are crucial to foster digital teaching. Digitalization experience and digitalization strategies are key to the understanding of digital change at universities. Infrastructure and resources were an integral part of the organization in order to support digital teaching via didactic and competence centers. These centers bring together technical and human support structures. Internal and external networks as a central topic motivated the individuals with flat hierarchies and horizontal communication channels to implement digital teaching ideas. With regard to interaction of students and teachers the black tile problem arose and mental health issues came up.

Transcript – Chakrabarti et al

Author(s): Rima Chakrabarti, William Braithwaite, Emer Daly, Beth Hayes, Moni Sandhu, Natalia Zernicka-Glover

Institution: UCL

Abstract: Increasingly, several higher education institutions, including UCL Medical School (UCLMS) have been challenged on their role in normalising androcentric practice, misogyny and Gender Based Violence (GBV). As part of their response, UCLMS published its inaugural strategic plan in August 2021, focusing on two key aspects; creating ‘open discussions’ and ‘raising concerns’. While multiple stakeholders were involved; the Student Equality, Diversity and Inclusion (EDI) Committee were vital for ensuring that the response remained student-centred, with a key aspect involving the creation of the Women and Non-binary Students’ network. By focusing on the central issues pertaining to gender bias in medicine, this network has provided an alternative platform to for an intersectional exploration of diversity and inclusivity within medicine. This has included using social media, infographics and hybrid events in a ‘Question Time’ format involving an expert panel. By harnessing the latest technologies, this network has provided a mechanism for empowering students to gain awareness of the impact of gender bias on both clinicians and patients alike. Such discussions are vital to challenge the misogynistic cultures that continue to prevail in the clinical environment and medical research despite a predominantly female orientated workforce.

Author(s): Na Li, Yue Li, Erick Purwanto

Institution: Xi’an Jiaotong-Liverpool University/University of Liverpool

Abstract: The COVID-19 pandemic has accelerated the educational transition from traditional low-tech lecturing to high-tech hybrid learning that mixes online and onsite education. Literature has shown rich scientific evidence that understanding students’ technology acceptance is the premise for university decision-makers to make practical strategies and drive effective student-centred digital transformation for inclusive and sustainable future education. Our research examines factors that might influence student intentions toward using the Moodle-based in-class quiz activity (JazzQuiz) to facilitate online formative assessment in Computer Science and English Language classes with over 1400 undergraduate students at a Sino-British international university in China. These students are diverse in nationalities, gender, age, major, and learning experiences. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was adapted as the core theoretical framework for this study. Quantitative data was collected from the self-reported online questionnaire with a random sampling strategy on a volunteer basis, while the interview questions were developed based on the quantitative data analysis results to explore the in-depth mechanism. The preliminary findings from the quantitative analysis contribute to further development with the qualitative data analysis. This study contributes to the literature by providing empirical evidence from a Chinese context during the pandemic disruption.

Author(s): Masoud Seifikar

Institution: Imperial College London

Abstract: A postgraduate MATLAB course has been designed based on blended learning and flipped classroom approaches, at the Physics department, Imperial College London. Students carried out some activities and finished an assessed exercise before attending each lecture. The lectures then focused on elaborating the pre-lecture materials, introducing some new topics, and answering students’ questions, followed by working on assessed exercises. All the formative and summative assessments in this course were carried out using MATLAB grader that was integrated onto Blackboard platform. 90 percent of the final mark came from the pre-lecture and post-lecture exercises, while the rest was based on the final assessments submitted on Blackboard. Student feedback has been carefully analysed to identify successful and unsuccessful components of the course. End-of-course survey shows that most students found pre-lecture activities and exercises very useful to enhance their understanding, and MATLAB grader a very effective tool to provide immediate feedback on their submissions.

Al-Khafaji – Script

Author(s): Sara Al-Khafaji

Institution: UCL

Abstract: Case-based learning (CBL) is a teaching method which links theory to practice by using clinical cases and application of knowledge. Its usage has been well established in medical education since 1920s (Thistlethwaite et al., 2012), where it now has ample of research and literature which prove its effectiveness in enhancing medical students’ overall clinical practice and analytical skills (Zhao et al., 2020). Over the last number of decades, the adoption of online learning in medical education has been increasing in popularity. This is especially true since the appearance of the unprecedented Coronavirus Disease 2019 pandemic (COVID-19) (Darras et al., 2021), which created a sudden and noticeable shift towards the exclusive usage of online learning environment as the main source of medical education (Dost et al., 2020). Virtual teaching has shown to be cost- effective, convenient and enables the maximization of institutional resources (O’Doherty et al., 2018). However, some disadvantages of a virtual learning environment have also been recognized, including technical issues and the time constraints to implement the online teaching (Dost et al., 2020).