ICED Conference 2016: Purposeful Play workshop followup

This post is intended mainly for those people who attended Claire Hamshire and my pre-conference workshop at ICED 2016. The workshop aim was “To explore the potential of using games and scenarios to provoke and support discussion about quality assurance and quality enhancement”. Thanks to everyone who attended and made it so much fun: we hope you did also achieve the intended learning outcomes, which was “at the end of this session you will be able to use game theory to develop your own simple board games or scenarios to explore potentially challenging topics with staff and students”

To help with this, we have put together some further information about some of the games and activities on this page. Please don’t hesitate to contact either of us to ask questions, tell us how you might use the activities, or propose collaborations.

Claire Hamshire  @clairehamshire

Rachel Forsyth  @rmforsyth

Clinical Reasoning Activities:

Business card suppliers Moo (used for the clinical reasoning activities)

Medical images from the Wellcome Collection (used on the cards) – you need to ask for permission for re-use but it is very likely to be given, in our experience.

Staying the Course

You can find out more about the data used in this game at the Staying the Course website

Accreditation!

You can download the game board and editable versions of the cards, together with some suggested rules, at the JISC DesignStudio site. The game was developed as part of a larger Curriculum Design and Delivery project, partially funded by the UK Joint Information Systems Council. The game pieces were bought very cheaply from eBay. The game is CC licensed and you are free to adapt it with acknowledgement.

Curriculum Planning Cards

These course planning cards can be downloaded in PDF format – they are very simple and the idea could be adapted to use names of activities more commonly in use in your own institution.  There are also ideas for their use on this page.

You can also download additional cards, which we didn’t use in the session, to add a bit more challenge to the planners – to consider how the proposed course might address employability and sustainability issues, or be adapted to be more inclusive. The assessment descriptions can be downloaded in PDF format here. All of these resources are  licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Check my Specs

This game is still under development, but if you email me, I can send you the Game board, as well as the Excel file with the examples in it, which we mail merged into a file to make the stack of cards.

Slides from the session  to download (sorry, large file!)

Audiovisual material in teaching – ESD-

You are warmly invited to attend the next Sustainability in the Curriculum meeting  (Manchester Met in collaboration with UoM)

on 

Wednesday, 22nd June,  2 to 4pm Manchester Metropolitan University, John Dalton Building, Room JD E419

 

 

We will be exploring with Dr Vitalia Kinakh (School of Dentistry)  how audiovisual material (video clips, films and images) can be used to present/engage students with sustainability issues. Dr Kinakh will  discuss how she  is using audio visual materials to present sustainability related issues  in dentistry.

You are invited to ‘bring’ to this meeting any audiovisual materials you (staff and students)  use for the purpose of engaging others with sustainability issues. These will form a part of our explorations.

 

Discussion questions may include the following (alongside any questions/related topics that you would like to discuss in relation to this topic):

  •       Do educators from different faculties/schools make use of audiovisual resources in their teaching to illustrate issues of sustainability?
  •       Does the use of audiovisual resources help students to make emotional connection to sustainability?
  •    Who should be responsible for selecting audiovisual resources for use in lectures/ seminars?

 

Hope to see you there. All welcome, staff and students

You are warmly invited to attend the next Education for Sustainable Development meeting on 

18th May 2.30 to 4.30pm Simon Building (University of Manchester) Room 5.05

All interested staff & students welcome to attend

 

Roundview
The RoundView

The RoundView is an ongoing research project and initiative led by Dr. Joanne Tippett at the University of Manchester. The subject of this work is the knowledge, skills, and behaviours that are needed in order to create sustainable solutions and development, locally and globally. Simple, accessible models of sustainability and of the systemic changes that can lead us in that direction have been developed together with hands-on tools and resources for teaching and training them. This workshop will introduce the RoundView framework and also discuss how it has been used to promote critical thinking and exploration in a range of teaching settings – from post-graduate to primary school settings.

key component of the RoundView framework is a clear and powerful model of how ecosystems and ecological cycles work to provide our ‘Global Life Support System’. This can be viewed as our ‘Big Heritage’ – the heritage of our species, globally, which forms the essential context for our society, culture and economy. This workshop will also discuss current work with the Great Manchester Wetlands Project to trial the RoundView as a means for motivating a wide range of community members and stakeholders to get involved in regenerating the post-industrial landscape between Manchester and Wigan.

 

 

 

Integrating strategic goals in the 21st century curriculum’ – creating a new resource

To help HE academic staff work with the ideas of Internationalising the Curriculum, the UK Higher Education Academy (HEA) published a framework in 2014. As some have said, this is an ‘elusive concept’ that can be difficult to make concrete. At MMU we have been fortunate to secure a small funding grant from the HEA to help to build a repository of examples of good practice in internationalising the curriculum and in integrating other strategic priorities (such as Education for Sustainable Development and Employability ). The MMU team, led by Pro-Vice Chancellor for Students Penny Renwick and including staff from CELT (Alicia Prowse), Faculty of Health, Psychology and Social Care (Neil Carey), Science and Engineering, (Konstantin Tzoulas) and MMU Cheshire (Jason Woolley) are aiming to find at least 8 examples within MMU to begin this, and to invite contributions from other HEIs to further populate this resource.

We would love to hear from any member of staff, or any student, who feels that they may have an example of how their curriculum (in its widest sense, anything from a session, an assessment, a unit, an entire programme or a range of extra-curricular activities) is internationalised. Sometimes this can be quite obvious, but in other cases this could be more subtle.
Examples might include:

• a group of students in Manchester work with a group of students in Uganda by Skype to discuss educational values;
• student discussions of how perceptions of sporting prowess differ depending on the cultural context;
• unit re-design following staff reflection on how students from different cultural backgrounds perceive their courses.

Please do get in contact with any team members or for general queries contact Alicia Prowse a.prowse@mmu.ac.uk

Post contributed by Alicia Prowse, Principal Lecturer in CELT.

Programme leadership at MMU 1

Programme leaders from across the university have been attending sessions to discuss the role of programme leaders in enhancing teaching and moving towards T50. This term’s events have focused on feeding back progress in developing resources for programme leaders and sharing ideas about next steps.

We are still seeking views on the programme leaders’ tasks resource  – please fill out the form you will find on that page with your comments and suggestions. If you’d like an editable version, let us know.

If you would like to find out more about our proposal for programme management plans, then the proposal, plus a sample plan for assessment management, is downloadable from here. Please send any comments about this to r.m.forsyth@mmu.ac.uk

Also in the sessions, Rob Baker from the Centre for Academic Standards and Quality Enhancement updated colleagues on the new arrangements for programme committees, which reinforce the status of students as full members, and now cover non-academic issues as well. Full guidance is available here.

Good Practice Exchange: Pre-Lecture Screencasts

Dr Paul Smith, Senior Lecturer in Chemistry & Environmental Science at MMU, has been working with pre-lecture screencasts as part of an initiative to implement a flipped classroom model in Chemistry. In this Good Practice Exchange film, Paul talks about how he uses them and what it means for his teaching. We have asked Paul three extra questions to find out what is next for his teaching practice and what tips he has for you if you would like to try using pre-lecture screencasts in your teaching. 

How has your teaching practice changes as a result of this method?

I have been trying to develop this method as part of the flipped teaching model, where the students are encouraged to watch the recording in their own time and at their own pace before attending the teaching session. The lectures now become less about the transmission of information and include more student participation, which can promote active learning. The class can now be guided by the students understanding and I have greater flexibility in the delivery of the material. However, a common problem with large classes is that answers to the questions is often restricted to a small group of confident students who regularly raise their hands and volunteer answers. In an effort to engage all the students  I have been using smartphones combined with a game-based learning classroom response system such as Kahoot and several short quizzes containing 3/4 questions have been prepared for each lecture. So with the transfer of material largely occurring out of class, via the screencasts, the in-class time can know focus on the assimilation of this information using the mass polling quizzes.

What are your plans for using pre-lecture screencasts in the future?

The overwhelming consensus from the students who took part in the pilot study was that they do not fully interact with longer resources. One suggestion was to develop screencasts for one concept or learning outcome, or a series of closely related learning outcomes. A recording of about 5 mins plus interaction time was considered suitable for most purposes, with an absolute limit of 10 mins in special cases. Also, students welcomed the opportunity to view screencasts of tutorial problems/worked examples and this was cited as an important area for further development. An area that has yet to be investigated fully is the adaptation of this technology for students with hearing difficulties who are obviously disadvantaged by this mode of delivery. Current work is looking to expand the inclusiveness of screencasts by using Camtasia studio, which is a more versatile software that allows you to improve the visual impact of the videos by adding subtitles/text boxes and a camera.

What advice would you give to a colleague who wanted to try pre-lecture screencasts?

Keep them short, no more than 10 mins, where possible avoid mentioning dates or even class groups to keep it generic and enhance its reusability. A key aspect in their design is to keep them self-contained and logically structured, where students can use in any context (just before/after lectures, just before exams, etc.). Prepare the visual component in advance of recording the audio and it is worthwhile preparing a script. The time spent doing this will be offset by reducing the number of takes required. For audio, the recording environment has to be as quiet as possible and use a good quality microphone with a USB connector. The microphone input is best positioned below the mouth, rather than in front of the mouth, since this reduces heavy breath noises. The best way to get started is to look at the user guides for producing podcasts with PowerPoint/BB flashback software, which are available in the Staff Resource Area of the e-learning website (Moodle area). If you want any further information do not hesitate to send me an email (p.smith@mmu.ac.uk) and I will do my best to help.

View this resource on the CELT website and find more resources relating to flipped classroom approaches.

Contributed by Dr. Paul Smith, Senior Lecturer in Department of Chemistry & Environmental Science, Faculty of Science and Engineering, MMU.


The Good Practice Exchange is an online resource created by CELT MMU to document good practice in learning, teaching and assessment by our colleagues across the university. If you or your colleagues have a teaching initiative or aspect of good practice you think would be valuable to share, contact Eleanor Livermore on e.livermore@mmu.ac.uk.