‘Enhancing Student Learning Through Innovative Scholarship 2017: Learning Through Collaboration (Sheffield)’ 20/21 July.

  Abstract Accessing the Student Experience concerning blended learning activities in English and Creative Writing: LESSONS LEARNT The first lesson learnt was the value of taking the approach of ‘students as co-creators’ – recruiting participants to be active agents, rather than just eliciting feedback. This resulted in full and frank criticisms to enable redesign of the module omitting mistakes in the pilot.  The second lesson was a reminder of the value of the interpretivist framework: to remind ourselves that the research was not to find out what actually happened, but rather to find out what different students perceived to be … Continue reading ‘Enhancing Student Learning Through Innovative Scholarship 2017: Learning Through Collaboration (Sheffield)’ 20/21 July.

Draft of amended module plan following the research

Overview of revised module   # Pre-workshop tasks Face-to-face workshop tasks   Online workshop tasks Post-workshop tasks 1 Email the students to read the module guide. 2 hours Activities 1.1 -1.7       Grammar Review Slice 1 (Nouns & adjectives)   Personal Language History: your early years and first uses of language.     Grammar Review Slice 1(online tasks)   2 Chapter 5 in Thorne: ‘Some basic concepts’.  2 hours Activities 2.1 -2.6       Grammar Review Slice 2 (verbs)   Personal Language History: your first experiences of of variety and variation.     Grammar Review Slice 2 (online tasks) 3 … Continue reading Draft of amended module plan following the research

Interim Report

Assessing the Student Experience concerning an experimental sequence of blended learning activities, in order to disseminate good practice within the department of English and Creative Writing (ECW).   Interim report prepared for UCU Learning & Teaching Show Case: 14 March 2017. Note: these are what can be thought of as provisional key learning points, and other lessons will follow after more scrutiny of the research data. First an example of a series of activities – concerning child language acquisition – which was one topic we covered during a four-week online pod. Note: the students had chosen (or had been placed … Continue reading Interim Report

Q&A with Chris Ringrose

In 2010 Chris Ringrose, then of the University of Northampton, now of Monash University Melbourne, you wrote the introduction to a HEA Subject Centre ‘Online discussion in English Studies: good practice guide*’.  I asked him the following questions (arising from his 2010 introduction) to see if his ideas around this form of delivery have changed. Q 1: You mention the possible use of a ‘pre-module discussion board to break the ice.’ Would you recommend trying this for a first year BA module; i.e. to try to get the students engaged before they have actually meet their classmates face-to-face? It was … Continue reading Q&A with Chris Ringrose

Thinking Aloud/Allowed

  Thinking Aloud/Allowed This paper attempts to connect a research project, concerning the development of blended learning activities for a first-year module on linguistics, to suitable theoretical frameworks of dealing with change, in particular change within Higher Education. Such musing is a necessary stage of researching, a kind of thinking aloud, and is not intended to be thought of as a finished piece. The innovation in question was a response to an institution-wide strategy which required staff to ‘redesign modules and programmes and reconceptualise learning and teaching practices in order to deliver an effective, tailored, learning experience through a blended … Continue reading Thinking Aloud/Allowed

Anthony’s description of the research approach

Experimenting with Blended Learning in ECW: From Participant Recruitment to Research Methods – Experiences of the Postgraduate Researcher   Below is a description which details the process I undertook through the recruitment, registration and research methods stages of the project.  I explicate the process, explaining how each decision relating to these areas were made, and explain the justification for my selected methods and approaches. RECRUITMENT step one At the start of the project recruitment process, it needed to be advertised in order for possible participants to apply. The module tutors for the LIT1035 English Language and Creativity module mentioned the … Continue reading Anthony’s description of the research approach

Project update

The teaching part of our experimental online ‘pod’ is now 75% completed and – although most of the research activities to gather primary data from the student participants in the project team are still to be done – there are already several interesting issues which emerge from close observation of the work of the online groups. The activities are clearly structured, with task completion dates followed by prompt formative feedback. Here are some interim thoughts. The inputs (teaching materials) used so far include: Voiced-over Prezi and PowerPoint presentations presented on NILE as videos; A series of 60 second videos summarising … Continue reading Project update

Sam’s Experience

I was particularly excited to help develop this research because of the rationale that lay behind it: although, with the move to the Waterside campus, there is a need to incorporate more online and blended components into our teaching, there is no consensus on the ‘right way’ to do so. Instead, we want to see which strategies, activities, platforms, and ratios work for students themselves. Before joining the English and Creative Writing team at Northampton, I was a lecturer at a university in Australia, were I helped to first put in place, then review, a number of pilot digital learning … Continue reading Sam’s Experience

Project team

Dave Burnapp has spent many years working in education and development. This experience has given him a valuable insight into what happens in education in different countries and cultures. He researches and publishes on topics relating to internationalisation of Higher Education, and to the uses of innovative learning and teaching approaches. He is a National Teaching Fellow, and he has managed several projects concerning international collaboration funded by organisations including the Higher Education Academy and the British Council. Currently he teaches linguistics in the field of English and Creative Writing, and supervises PhD students researching topics relating to Applied Linguistics … Continue reading Project team

Students as co-creators of curriculum

This project connects to the growth of interest in the role of students as co-creators of curriculum, an approach which can now be described as a robust and well-established movement with Higher Education. Burnapp (a member of the team) stated in a report of an earlier pedagogic research project concerning educational innovations that: Put simply, even if elaborate teaching materials were written and an attractive and an up-to-date virtual learning environment was produced, this in itself could not be a guarantee of success. If any aspects of the module were not considered suitable by any of the stakeholders concerned (including … Continue reading Students as co-creators of curriculum