Recordings and resources from the 2021-22 CPD Series
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UofG ALN Network Launch Event UofG ALN Network with Tab Betts (University of Sussex) |
Mon | 17/01/22 | 11-12 | Active Learning |
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We are delighted to invite colleagues from across the University of Glasgow to join us for the launch of the Active Learning Network UofG Satellite Group. The Active Learning Network (ALN) is a community of people from around the world who share an interest in active learning. It consists of an online community which holds regular events and collaborative projects, has a central website and blog, as well as local satellite groups in various local contexts which feed into and interact with the global online community. It currently has over 25 satellite groups at institutions across the UK and internationally. Our UofG Satellite Group launch will be opened by Tab Betts, Chair of the ALN. Tab is a Lecturer in Higher Education Pedagogy at the University of Sussex and a Learning Technology Management and International Education Consultant. He is also a founder member of the ALN. We hope you will be able to join us and find out more about the ALN, what it does and how you can get involved in it. Slides and Resources |
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Podcasting and 'data music' as digital sonic methods for post-Covid research Simone Eringfeld, Independent Researcher |
Tue | 18/01/22 | 12-1 | SoTL |
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Covid-19 has required us to look for new ways of teaching, learning and doing research, often via digital means. Yet while we have largely been able to continue with our core academic activities of reading and writing, the lack of face-to-face interaction has made it a lot more difficult to continue speaking with and listening to one other, or to engage in conversations or conduct interviews. In a post-Covid academy, how can we creatively go about facilitating 'spoken words' and sonic interactions in digital environments? This talk explores podcasting as a new action research method and sonic elicitation technique for interviews. In addition, in this talk Simone illustrates how spoken word performance and the production of 'data music' (data-driven song writing and music production) can be used to creatively communicate research outcomes for a wide audience. *This event will include poetry, music and performance.* Simone Eringfeld is an educationist, artist-researcher, poet and musician whose work explores new ways to blend academia with art. She graduated from the University of Cambridge with a Master's degree in Education, in 2020. Her thesis on the future of the post-Covid University, which used podcasting as its principal research method, won the BERA Master's Dissertation Award (1st Prize, 2021). In April 2021 she released her first spoken word music EP titled 'Please Hold', in which she presented data from her research at Cambridge. Her most recent work has focused on developing podcasting as an action research method and 'data music' as a new way of communicating research results. Simone tweets @SimoneEringfeld |
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Outdoors learning: more than a walk in the park Matt Offord, Adam Smith Business School |
Wed | 26/01/22 | 12-1 | Active Learning |
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The logistics of higher education often prevent outdoors learning being a consideration. Yet the outdoors provides a nuanced and complex learning environment which can be extremely valuable. This presentation will describe the preparations for a field trip organised for postgraduate students on a service risk and resilience course at Adam Smith Business School. Although the trip was cancelled due to covid-19, we will share our thoughts and plans leading up to the event. We will discuss the specific benefits of conducting risk assessments in an outdoors environment and how this differs from teaching risk in a classroom. Attendees will have the opportunity to consider how they might adapt this approach for their own teaching and there will be time for questions and discussion. |
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Developing SoTL skills - choose your own adventure Daisy Abbot, GSA and Sarah Honeychurch, ADD |
Thur | 27/01/22 | 10-11 | SoTL |
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This interactive workshop is designed to help participants to kick start their SoTL projects. We begin by recognising the challenges faced by those wanting to embark on any SoTL, and introduce the text-based, online quest that Daisy has developed as a way of helping to motivate and design new projects. Participants will then have the opportunity to walk through a part of the quest for themselves (no technical skills are needed for this, and the quest loads in any browser) and begin to generate ideas for SoTL which they can save and return to later. We will end with a discussion where participants can share what they have learnt and talk about opportunities for collaborations in the future. |
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Mulling it over: Valuing reflection and cohort-centred learning in virtual fieldclass design. Hannah Mathers, School of Geographical and Earth Sciences |
Tue | 01/02/22 | 12-1 | Active Learning |
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We present a model for an inclusive and active virtual geoscience field class with approaches and considerations applicable to other disciplines. Field classes are core and highly valued components of many (geo)science courses providing a unique immersive identity- and skills-forming experience with vocational applicability (Streule and Craig, 2016). Following the cancellation of University of Glasgow residential field classes a replacement virtual course was designed to emulate the investigation of glacial features and development of field skills on the Isle of Mull. Delivery of data, lectures and resources was based through Moodle (our virtual learning environment) and utilised a suite of digital learning and online tools (Zoom, Microsoft Stream, Digimap, Google Earth, Gigapan, Visible Geology and triplot in Microsoft Excel). Student classwork was centred around group-based projects using collaborative platforms (Zoom break out rooms, OneDrive, Padlet and Microsoft Teams) and encouraging investigative learning and critical thinking. Reflection and feedback were a prominent component of the field class integrated through two student reflective assessments, colleague feedback, observation and feed forward and the receptiveness to student feed-in throughout the fieldclass. Student feedback indicates that the opportunity to reflect was a valued facet of the field class and increased confidence in personal efficacy and motivation to engage with the class and context to achieve personal goals. The success of the field class is discussed through three perspectives: course designer, colleague observer and student participants. Practical discipline-spanning strategies are offered for: engaging students remotely, maximising accessibility, fostering collaboration and confidence building and creating class community. Reference Struele, M.J. and Craig, L.E (2016) Social Learning Theories – An important design consideration for geoscience fieldwork. Journal of Geoscience Education. 64, 101-107. Slides |
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Linking Up Assessments to Make Feedback Meaningful: An Introduction to Assessment Blueprinting Kimberley Davis, ADD |
Wed | 09/02/22 | 1:30-3 | Assessment and Curricula |
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Students spend a lot of time creating work to be assessed, and academics spend a lot of time marking that work and creating feedback to help each student learn. This workshop will introduce you to assessment blueprinting, which enables you to link assessments across a Programme and make the feedback you provide meaningful for the next relevant assessment. Through this linkage, you show your students how the assessments support learning and that the feedback is relevant and useful. |
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Escape Rooms as Teaching Tools Rachelle Emily O-Brien, University of Durham |
Thur | 10/02/22 | 12-1 | Active Learning |
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Ever wonder why people struggle to turn off their console? Video games are often praised for their ‘holding power’ and the motivational and engaging opportunities they create for players. This workshop will look at what can be learned from video games and applied to education, specially focussing on Escape Rooms. The first part of this workshop will give you an opportunity to try out an educational Escape Room and will focus on the theory behind the use of games in education. The second part will give you the opportunity to try your hand at puzzle design and explore free tools available to create your own Escape Room style learning activities for use in education. Rachelle O’Brien is a Senior Digital Learning Designer at Durham Centre for Academic Development at Durham University. Rachelle has worked in education for over 10 years as an independent consultant, in Higher Education and the commercial sector. She is a recent graduate of the MSc in Digital Education from University of Edinburgh, is a Certified member of the Association for Learning Technologists, a Senior Fellow of the HEA and a co-lead of #creativeHE community. Her research interests include digital education, cognition, inclusion, playfulness and games. Recently, her work has focused around the development of and delivery of Escape Rooms as inclusive learning activities. This works has gained a lot of interest and has been shared internationally. For more information, follow Rachelle on Twitter or view her blog. |
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Assessing your Assessment: Creating Inclusive Assessment Tasks Kimberley Davis, ADD |
Wed | 16/02/22 | 1:30-2:30 | Assessment and Curricula |
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This session will allow participants to evaluate their assessment tasks and think about enhancements that could make these assessments more inclusive. This session will include some quick tips and easy enhancements, as well as a focus on what it means to create manageable and sustainable assessment and feedback practices that are inclusive, responsive, and are supported by academic policies and processes. Slides |
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Staying Connected: A Toolkit for Effective Groupwork Maxine Swingler, Lara Hani Wehbe & Gayle Pringle-Barnes: Psychology/ CoSS |
Thur | 17/02/22 | 2-3 | Active Learning |
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Group-work is increasingly common in higher education and develops essential graduate skills in collaboration, communication and problem solving, skills commonly sought by employers (Daly et al, 2015). However, the group work process can be challenging for students (Chang & Brickman, 2018; Wilson et al, 2018), and staff face the challenge of supporting groups remotely in the pivot to online and blended learning. Building on the outcomes of previous projects (Graham & Pringle Barnes, 2020) and the University group work policy (2018), we co-created a toolkit on effective group work with students. Drawing on the toolkit, this workshop will focus on practical activities to support group work, such as allocating group roles, improving communication and encouraging group reflection. By the end of the workshop staff will be equipped with resources to help address the challenges of group work in their own teaching context, as well as resources to support students to work collaboratively. Slides |
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Connecting with SoTL writing goals through collage Alison McCandlish |
Wed | 23/02/22 | 10-11:30 | SoTL |
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Looking to remind yourself to make time to write, or connect in different ways with your SoTL projects and writing goals? Using images and text we will consider our influences, solidify our writing and research intentions and inspire ourselves to make writing goals which work for us, via the power of collage. Don't worry, you don't need to be in anyway artistic or creative, this is all about experimentation and making something which is unique and useful for you. This technique draws on the work of arts and social science approaches, but can be applied to any subject or discipline. Collage can be a way to make new connections and ideas (Gauntlett and Holzwarth, 2006), explore your own teaching and learning practice (Childs, Mapasa and Ward, 2020), and even overcome SoTL related issues which you may struggling with (Culshaw, 2019). Slides |
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Team-Based Learning: Optimising Active and Collaborative Learning in a blended model of learning and teaching Sarah Honeychurch, Iyke Ikegwuonu and Margaret Fletcher: ADD/Adam Smith Business School |
Thur | 03/03/22 12-1 | Active Learning | |
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This workshop aims to introduce participants to Team-Based Learning (TBL) by experiencing it as a student would. TBL is a student-centred ‘flipped’ learning and teaching strategy designed to engage students through a process of preparation, assessment and application of knowledge. It shifts the focus of classroom time from conveying course concepts by the instructor to the application of course concepts by student learning teams. It is also a useful model to help students develop team working skills. We will demonstrate how we have redesigned TBL for use in remote teaching and incorporated asynchronous and synchronous elements which all use centrally supported software. By the end of this session, participants will be able to:
As TBL is a flipped teaching approach a short pre-reading for participants to read in advance will be sent prior to the session. Slides and Resources |
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Welcome to The National Teaching Repository! DAwne Irving-Bell and Nathalie Tasler: Edgehill University/ADD |
Wed | 09/03/22 | 2-3 | SoTL |
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In this session Dawne and Nathalie will introduce participants to the NTR and explain how educators can access it as consumers and find resources to use in their own teaching. There will also be a demonstration about how practitioners can upload their own resources in order to start to showcase their own practice and to secure recognition as open educators. Throughout the session there will be opportunities to discuss the types of artefact that can be hosted in the NTR, and to consider how participants can quickly upload their own resources and join this vibrant community of practice. Slides |
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Rubrics to the Rescue? How the Use of Rubrics Can Enhance Assessment of Student Learning and Provision of Feedback Kimberley Davis, ADD |
Tue | 15/03/22 | 2-3 | Assessment and Curricula |
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This session will look at how the use of rubrics can help enhance the student learning experience. It will provide an overview of how to create sustainable rubrics and how rubrics can be used to help create meaningful, criterion based assessment, and provide more focused feedback to students. You will also get the chance to see examples of rubrics from colleagues on campus, and ask them about their experience. Bring a copy of one of your assessments and come along prepared to discuss it. Slides |
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Designing Meaningful Assessment to Promote Academic Integrity and Prevent Plagiarism Kimberley Davis, ADD |
Tue | 22/03/22 | 2-3 | Assessment and Curricula |
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We'll discuss ideas of meaningful assessment and provide examples of what we mean by this. We'll then address meaningful assessment in the context of your own teaching, and help you to consider how you might make the assessments you use throughout a course and/or programme authentic, meaningful and relevant. Slides |
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High-Stakes Assessments: Balancing, Spreading and Mitigating their Impact Kimberley Davis, ADD |
Wed | 20/04/22 | 2-3 | Assessment and Curricula |
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The University is making efforts to lessen, where appropriate, the large and sometimes disproportionate impact of single or high-stakes assessment pieces on overall course grades. This session discusses these strategies. Slides and Resources |
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Inclusive Learning and Teaching Elliott Spaeth, ADD |
Thur | 21/04/22 | 2-3 | Active Learning |
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Using active learning approaches pushes us to shift focus from our own performance to what students are doing (i.e. to take a student-centred rather than teacher-centred approach). However, when we do this, we can end up relying on assumptions that unintentionally exclude many of our students, especially those with marginalised identities. This session explores this concept, known as the "implied student" (Ulrikssen, 2009); how it can impact student learning and wellbeing; and what you can do to create a more inclusive environment. |
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Engaging international students in active learning Julia Bohlmann, SLD |
Tue | 26/04/22 | 10-11 | Active Learning |
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With rising international student numbers come many inspiring encounters but also potential misalignments of teacher and student expectations. These misalignments apply especially to expectations around how learning should take place and the role teachers and students play in the (co-)construction of knowledge. Engaging students from diverse academic cultures in an active learning process can be a particular hurdle due to students being unfamiliar with the concept and practice of co-constructing knowledge in the classroom. In order to create more alignment with our students, this session will offer an overview of the specific transition challenges of international students and introduce approaches on how to engage them more actively in their learning and include them in the classroom community as a whole. Drawing on insights from intercultural pedagogy, many of these approaches will include rapport-building activities which are easy to integrate into subject specific teaching. Selected activities will be evaluated with a view for participants to find one that may be compatible with the objectives of their upcoming courses. The workshop is open to all and will be particularly useful for academic and professional staff who teach diverse international student cohorts. Slides |
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Preparing to do Scholarship, and Writing an Ethics Application Nathalie Tasler & Michael McEwan, ADD |
Wed | 27/04/22 | 10-11 | SoTL |
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Depending on the details of a given scholarship projects, specific ethical approval might need to be applied for, reviewed and approved before the work can begin. This session will explore ethical considerations for scholarship of learning and teaching, with an emphasis on research into the experience of the learners. We'll also examine the process of designing an ethically sound methodology. Relevant ethics application forms and associated documentation will be used to give this session a significant practical 'workshop' feel. This workshop will appeal to staff preparing to undertake scholarship in any of the four colleges. College-specific documentation will be circulated to allow participants to contextualise their queries in relation to their own college. This session is open to staff of the University of Glasgow. Graduate Teaching Assistants are welcome to register for the purpose of developing their own teaching practice, but please note that these sessions are not suitable for any students seeking training for their own PhD research projects. Contact your School for information on the research methods training available to you as a student. For the avoidance of doubt as to eligibility, it would be helpful if you could please register using your staff email address. Slides |
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Designing Questionnaires Vicki Dale, ADD Slides
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Tue | 03/05/22 | 12:30-2 | SoTL |
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Questionnaires can notoriously be interpreted in different ways by different respondents, making your analysis of the responses difficult. Good question design can help to eliminate ambiguity and help respondents to provide you with meaningful answers. This workshop will combine theory and practice and will be delivered in three parts: 1) the theory of designing evidence-based questionnaires, 2) practice at developing a questionnaire, 3) feedback and discussion on proposed questionnaire designs, and issues arising. This workshop will appeal to staff in all four colleges who are interested in undertaking scholarship, particularly around learner experience research. This session is open to staff of the University of Glasgow. Graduate Teaching Assistants are welcome to register for the purpose of developing their own teaching practice, but please note that these sessions are not suitable for any students seeking training for their own PhD research projects. Contact your School for information on the research methods training available to you as a student. For the avoidance of doubt as to eligibility, it would be helpful if you could please register using your staff email address. |
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Designing Data Collection and Analysis Michael McEwan, ADD |
Wed | 04/05/22 | 1:30-2:30 | SoTL |
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This session moves from formulating scholarship questions towards deciding how you'll answer them. What counts as data? What kind of data do you require in order to actually address the issue at hand, and how can you plan your data collection, management and analysis to make sure that's achievable – especially when the data might be of an unfamiliar form? This session is open to staff of the University of Glasgow. Graduate Teaching Assistants are welcome to register for the purpose of developing their own teaching practice, but please note that these sessions are not suitable for any students seeking training for their own PhD research projects. Contact your School for information on the research methods training available to you as a student. For the avoidance of doubt as to eligibility, it would be helpful if you could please register using your staff email address. Slides |
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Interculturality and the International classroom Julia Bohlmann, SLD |
Wed | 11/05/22 | 10-11 | Active Learning |
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Teaching at the University of Glasgow increasingly entails regular interaction with students from a variety of geographical and academic cultures. While this brings enriching and rewarding experiences, the international classroom challenges us as teachers to (re)think how we engage with our students interculturally. This interactive workshop will offer a space to identify and overcome barriers to interculturality – the equitable interaction of diverse cultures – in the classroom. Participants will be encouraged to reflect critically on intercultural theory and their own professional experience. The session will introduce concepts such as small culture formation, power distance, low and high context cultures to stimulate debate and subsequently discuss potential strategies to overcome communication impasses in teaching using current scholarship in intercultural pedagogy. Selected strategies will be evaluated with a view for participants to find one that may be compatible with the objectives of their upcoming courses. The workshop is open to all and will be particularly useful for academic and professional staff who teach diverse international student cohorts. Slides |
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Ethnography and Case Studies Nathalie Tasler, ADD |
Thur | 12/5/22 | 10-11 | SoTL |
| Ethnography is a method of investigation that looks at the situation (in this case, the teaching scenario) from the point of view of the culture and behaviour of the subjects being studied. This session will explore what ethnography is, how it works as a research approach in an educational context, what methods are related to ethnography, and some of the principles of ethnographic research. The session also introduces case studies as a methodology and explores their purpose within research and scholarship in higher education.
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Reflective and Reflexive Practices (including Autoethnography) Nathalie Tasler and Nic Kipar, ADD |
Mon | 16/05/22 | 2-3 | SoTL |
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An exploration of some of the ways how a practitioner may research their own practice. The session covers a variety of self-reflective approaches e.g. reflective journals, self-narrative research, and introduces the reflexive method of analytic autoethnography. This session is open to staff of the University of Glasgow. Graduate Teaching Assistants are welcome to register for the purpose of developing their own teaching practice, but please note that these sessions are not suitable for any students seeking training for their own PhD research projects. Contact your School for information on the research methods training available to you as a student. For the avoidance of doubt as to eligibility, it would be helpful if you could please register using your staff email address. Slides |
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Comparative Research (i.e. Experiments) Michael McEwan, ADD |
Thu | 26/05/22 | 2-3 | SoTL |
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This session explores the more positivistic side of educational research, such as interventions, pseudo-experiments comparative studies, as well as touching on larger-scale surveys. With a nod to sequential and concurrent designs, we'll discuss the power and limitations of more quantitative scholarship designs, ensuring that you leave with an understanding beyond what might be your own 'typical' methodology. This session is open to staff of the University of Glasgow. Graduate Teaching Assistants are welcome to register for the purpose of developing their own teaching practice, but please note that these sessions are not suitable for any students seeking training for their own PhD research projects. Contact your School for information on the research methods training available to you as a student. For the avoidance of doubt as to eligibility, it would be helpful if you could please register using your staff email address. Slides |
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Carrying Out Observations Nathalie Tasler, ADD |
Tue | 31/05/22 | 4-5 | SoTL |
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This session offers an overview of the principles of observation as a research method. We'll discuss issues around observation bias, interference with the observed, 'going native', and the significance of data derived through observation. This session is open to staff of the University of Glasgow. Graduate Teaching Assistants are welcome to register for the purpose of developing their own teaching practice, but please note that these sessions are not suitable for any students seeking training for their own PhD research projects. Contact your School for information on the research methods training available to you as a student. For the avoidance of doubt as to eligibility, it would be helpful if you could please register using your staff email address. Slides |
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Introduction to (Constructivist) Grounded Theory Nic Kipar, ADD |
Wed | 01/06/22 | 10-11 | SoTL |
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This session outlines what Grounded Theory - a type of research methodology for questions that don't begin from a hypothesis - is and isn’t, and gives a short overview of classic Grounded Theory (Glaser & Strauss) and its developments (Strauss & Corbin). It introduces the principles of Constructivist Grounded Theory (Charmaz). We will discuss CGT in relation to educational scholarship, and how Grounded Theory methods may be applied to Scholarship of Learning & Teaching. You might find it useful to watch this video on the origins and development of Grounded Theory before attending. This session is open to staff of the University of Glasgow. Graduate Teaching Assistants are welcome to register for the purpose of developing their own teaching practice, but please note that these sessions are not suitable for any students seeking training for their own PhD research projects. Contact your School for information on the research methods training available to you as a student. For the avoidance of doubt as to eligibility, it would be helpful if you could please register using your staff email address. Slides and Resources Introduction to constructivist grounded theory PPTX
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