Presenter: Daniel Bishop | Stream 1

Abstract:

Sports science is a practical subject that requires students to develop theoretical knowledge, skills and expertise and apply this to different scenarios and problems. As students develop their understanding of the subject area it is important that they can communicate their knowledge and understanding to a variety of audiences. A module on the MSc Sport Science uses a negotiated syllabus and assessment requiring students to plan, develop and deliver a workshop to sports coaches or athletes on a specific discipline of their choice. The module outcomes aim to develop the student’s ability to communicate sports science concepts for coaches and athletes to use and implement in their practice. Prior to Covid-19 this was a successful approach valued and commended by students and external examiners.

The lockdown and social distancing requirements prevented the students from being able to deliver their workshops to Gifted and Talented Athletes, posing a problem to the assessment strategy. Working with the student cohort the students developed a series of digital online modules for young athletes to use to support their training and competition. This shift from a practical workshop to an online module enabled the students to be assessed against the module learning outcomes and develop essential skills in communicating academic and theoretical concepts. The presentation will showcase the module and assessment strategy as an alternative format to traditional models of education and how the switch to digital formats provided unintended benefits for the students.

Presenter: Dr.Elizabeth Bailey | Stream 2

Abstract:

This presentation considers how our work in advancing digital practice at the University, as well as our shared priorities regarding equality, diversity and inclusion (EDI), can be undertaken with a co-ordinated approach. Drawing on my work as both Digital Lead and Chair of our School’s EDI committee, I will discuss the ways in which our School has begun to actively align these priorities and since the COVID-19 pandemic, in particular.

Students working from home, partially or fully, has the potential to exacerbate existing inequalities (see Alon et al., 2020; Gorski & Clark, 2001), with issues such as access to devices, reliable internet connection and quiet spaces to work reported (Shin & Hickey, 2020), as well as the challenges for those self-isolating (see Brooks et al., 2020) and those with mental health difficulties (Storkey, 2020). Yet, we have also experienced students who have reported online or blended learning to be more suited to their learning needs, including those with social anxiety and some neurodivergent students, for example. The complexity of ‘one size doesn’t fit all’, or even, as a student recently said to me ‘one size doesn’t even fit one person all of the time’, will therefore be explored in light of our year spent using blended learning.

In the active participation session, I’d like us to look at the ways in which our work regarding EDI and digital education can continue to be co-ordinated, leading to inclusive and innovative practice as we continue our blended learning journey in 2021 and beyond.

The lockdown and social distancing requirements prevented the students from being able to deliver their workshops to Gifted and Talented Athletes, posing a problem to the assessment strategy. Working with the student cohort the students developed a series of digital online modules for young athletes to use to support their training and competition. This shift from a practical workshop to an online module enabled the students to be assessed against the module learning outcomes and develop essential skills in communicating academic and theoretical concepts. The presentation will showcase the module and assessment strategy as an alternative format to traditional models of education and how the switch to digital formats provided unintended benefits for the students.

Presenter: Sean Morton | Stream 1

Abstract:

Remote areas of the world rely on technology to bring telemedicine to patients to provide medical treatment.

The covid pandemic allowed us to explore how to deliver traditionally face to face skills based learning in a virtual world, as a module for clinical skills was delivered earlier, how to enhance skills teaching in a closed university.

Using technology that we currently all use and are familiar with, the blend of a telemedicine approach and physical simulated learning allowed us to work with large groups of students to remotely assess and plan care for a patient in the familiar environment of the clinical skills suites on campus. The students were expected to lead the session by prompting the facilitator to assess and treat a mannikin with a variety of medical problem.

Students were able to access an innovative and safe approach that enhanced their learning and skills using a process that is typically only seen in remote areas of the world.

Presenter: Ellie Davison | Stream 2

Abstract:

Student engagement with peer review and critique activities, to support academic writing assessments, has increased since moving the face-to-face sessions online with digital enhancements from Talis Elevate and Turnitin PeerMark.

Students are first guided through a synchronous learning activity, critiquing an example submission as a group using Talis Elevate. Students have the option of using the anonymous commenting feature to encourage engagement and comments can be threaded and nested to allow for a dialogue, with lecturers able to add comments to prompt discussion and clarify areas of uncertainty. The evaluation skills developed are then applied to an asynchronous peer-feedback activity facilitated through Turnitin PeerMark, providing and receiving anonymous feedback through a series of scaffolded questions that link directly to the marking rubric.

Presenter: Tony Clark | Stream 1

Abstract:

This short presentation will explore and share lessons learned from the provision of a contracted Masters programme delivered to the Defence community. This is a valuable contribution as it offers the perspectives not only of the University tutor but the student and the customer. As the programme is delivered under contract each module, and the individual sessions are reviewed by all those participating. This enables lessons learnt to be captured quickly, acted on and then shared perhaps a unique position for the University.
The programme Offers insight from many perspectives. There are clear lessons learned for those delivering learning to an online community, to the transition from face to face 2 to online teaching and for the development of individuals and teams to digital delivery.

Key themes emerging are:
• Pedagogy choice and consistency
• Online programme management
• Student engagement
• Staff development
• “top tips” for the practitioner

Presenter: Dr Linda K Kaye | Stream 1

Abstract:

Presenter: Deborah Whelan | Stream 1

Abstract:

Whilst the idea of blended learning was certainly not a new concept at the time of the first lockdown in March 2020, it compelled a rapid change in the mindset of teaching and learning. At the same time, this provided a significant opportunity to make significant paradigm shifts in practice in the School of Architecture and the Built Environment, and at the same time exposed singular flaws in teaching delivery, content and approach. This short paper will discuss the challenges, triumphs and flexibility demonstrated by colleagues in the School, with best practice being identified as a new and viable, way forward. It will also discuss the challenge of the author in dealing with a significant intangible of conveying the absolute abstract to colleagues, and at the same time allowing for the freedom of experimentation and significant personal growth. The paper will conclude by describing our triumphs, and how these enable us to craft a viable and resilient future in teaching architecture in a changing world.

Presenter: Kate Strudwick | Stream 2

Abstract:

This session will present some of the lessons learnt from student engagement initiatives, within and outside of the curriculum.  By reflecting upon established practice from over a decade, dialogue and conversations can be developed on what works, why such schemes were successful and explore what we can learn from each other.  When responding to current challenges in HE there are many benefits to sharing experiences of good practice, these can allow for the development of partnerships and collaborative projects between students and academics, and have the potential for developments in a blended learning environment.

Presenter: Helen Nichols | Stream 1

Abstract:

In 2020, I published an article called ‘Does Lecture Format Matter? Exploring Student Preferences in Higher Education’ in the Journal of Perspectives in Applied Academic Practice. This paper was based on a study conducted in in the academic year 2017/18 exploring student preferences in lecture format; synchronous, asynchronous or traditional. The findings of this study suggested that student preferences vary and thus, offering a variety of delivery practices is important in giving all students the opportunity to engage. Now reflecting on the academic year 2020/21 in the context of the global pandemic, the findings of this study have been reinforced and offer an opportunity to consider how we move forward in innovating our teaching and learning practice through diversification of delivery.

Presenter: Ge et al. ( Chang Ge, Katie Syson, Mark Faulkner and Saif Al-Derzi)  | Stream 2

Abstract:

From the Age of Manufacturing to the Age of Customers, Marketing as a business function and collective set of activities related to creation, communication, delivery and exchange of offerings have significantly changed in the past ten or fifteen years due to the development of technologies and digital channels. In the wake of Covid19, reflection and evaluation on how Marketing is being taught and should it be taught in the relevant UG and PG business programmes have become more important than ever. This flipped presentation involves views from two students who are members of LIBS Digital Student Ambassador group, an academic member of LIBS and a Lincoln entrepreneur.

The aim of this collaborate exploration may offer some suggestions and implementations of adjusted pedagogy and practices to respond the indisputable changes and challenges the marketing faculty will incorporate in the education offering to move the discipline forward within LIBS. On a broad scale, this presentation may also influence wider teaching and learning communities in our university by introducing the fundamental values associated with marketing skills and by linking the marketing agility to students’ career agility in the post-pandemic era.

Presenter: Ge et al. (Chang Ge & Hanna Pimanava) | Stream 2

Abstract:

In this flipped presentation, we highlight the potential benefits, the progress and challenges of setting up social media strategy for UoL4.0 Challenge-Based Project, a project started in LIBS in 2017 and is funded by European Regional Development Fund (ERDF) in a successful international collective bid for COM³ (Building COMpetences for COMpet-itive COMpanies) from 2018 – 2021.

Students who are involved in the UoL 4.0 project are aware of different platforms of social media. However, using social media to develop content, drive engagement, record ongoing learning and to enhance their employability profile are areas that have not been part of the academic or project management training involved. This flipped presentation will use the project’s social media journey so far as an anchoring point to extend discussions on what strategies, actions and measurable parameters that can be put in place to optimise students’ experience and achievement on challenge-based learning, project engagement and employability engagement.

Presenter: Catriona Hyde | Stream 1

Abstract:

Situational learning is a fantastic tool for students. Students enjoy discussing issues in the classroom when they are placed in a real world context. This is particularly the case where they aspire to enter a professional environment. One key challenge with a significant amount of online learning is encouraging students to engage in that discussion and creating environments and contexts where learning can be brought to life.
My aim this year has been to find a solution to that challenge and to ensure students have the best experience and opportunity for deep learning. My past practice has been to utilise my contacts to invite guest speakers to enhance my modules. The Covid 19 pandemic has had a major impact on this.
This presentation will give an overview of the engagement that I have had over the past 12 months from accountancy policy makers, senior professionals and careers advisors who have all addressed our students. These presentations have been in the form of guest lectures to students embedded into Accountancy, Finance and Economics programme and as separate employability skills sessions.
I will discuss how I have identified potential speakers, how I contacted them and ultimately how I have taken advantage of the new ways of working of students, staff and professionals. The programme of activities has enhanced employability, has been accessible to all students and has led to an increased engagement with the Chartered Accountancy profession.

Presenter: Aaron Sahunta – Digital Student Ambassador | Stream 1

Abstract:

This presentation will go through the benefits of blended teaching and the positive implications from being taught a mixture of online and face to face lectures. It will state on how online teaching ever since it became an essential use to education all around the world has really been shadowed mainly by the drawbacks it has, especially in situations regarding higher education. However, after being a student who is used to it ever since starting university, it does have its positives.
The presentation will mention the conceptual basis of university being a new experience for most students starting university by taking in all the factors that they never had to take in before. It allows students to then become more aspirational in their lives, look at where they are currently and possibly plan what they want to do during the few years they will take to study at a higher education level. Furthermore, in anecdotal terms, blended learning has been a rather large factor for university life.
This is due to the mix of online and in person learning offering students to take in more initiative and better themselves for the wider world. This will be stated from the difference between online and face to face learning in a student’s perspective, shedding light onto online learning with factors such as efficiency and flexibility. The presentation will then offer various tips for students to use in day to day life which has multiple positive implications and then followed by a conclusion.

Presenter: Dr Sue Bond-Taylor | Stream 2

Abstract:

The recent Covid 19 pandemic, and the subsequent shift to blended and online learning has raised particular challenges for modules taught in partnership with professionals from local services. The Youth Justice module has been delivered in partnership with Lincolnshire Youth Offending Service since its collaborative design and introduction in 2016. This presentation identifies some of the ways in which blended learning technologies have been deployed in the module to preserve these important relationships, and enable this mode of delivery to continue in the contexts of remote education It will also reflect upon their success (or otherwise!) 6 weeks into the term.

Presenter: Dr Linda K Kaye, Kate Strudwick, Andy Beggan | Stream 1

Abstract:

The future of Blended Learning is constantly changing and developing with new innovations, softwares and a wide variety of ways which students can access learning (especially online). This panel, throughout the session, will discuss their thoughts on the future of blended learning and the potential impacts within their respective fields. We invite participants to ask their questions to the panel in relation to this theme.