There will be several events offered each day during the festival, at both the All Saints and Crewe campuses. The call for contributions is now open and we would like to encourage you to contribute to the Festival. We’re looking for short sessions which will enable participants to either:

  1. Give people an idea or discuss a hot topic in a World Cafe style session; you’ll have ten minutes to make a pitch to a small group, and then they will move on, and you will get another group. This could be a taster for a longer workshop or research presentation
  2. Find out how to do something you can do: make formative assessment work well, get groups to work together effectively, use Lego in teaching, or use an innovative form of summative assessment, for instance – we’re looking for practical sessions lasting one or two hours here
  3. Learn about a learning, teaching or assessment idea you’ve implemented successfully and evaluated – we’re looking for short research presentations, preferably around 10-15 minutes, though we’ll have spaces for very short Pecha Kucha style sessions, and some longer ones if appropriate

Please use the following form to propose your session or request something of interest/external speaker using the link below.

Please submit your proposal by 25th February 2019

Feedback will be received as soon as possible after this date.

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VESPA model training opportunity

Steve Oakes will be delivering a session of VESPA training at MMU on 22nd November from . Steve has co-authored a couple of books – one around the GCSE Mindset and one the ‘A’ Level Mindset – and is a guest lecturer at the University. The research looked at students who didn’t perform so well at GCSE but then went on to thrive in their ‘A’ Levels, and vice versa, and the reasons for this. They concluded that students who scored highly on the following qualities were more successful:

Vision – They know what they want to achieve
Effort – They put in many hours of proactive independent study
Systems – They organise their learning resources and their time
Practice – They practice and develop their skills
Attitude – They respond constructively to setbacks

They found that these characteristics beat cognition, and that ‘ceiling’ students had significant gaps in one or more of these characteristics. The findings are equally applicable to university-level students.

In order to develop these skills in students they developed what is called the VESPA model; a series of 40+ activities which help students to develop these 5 qualities. The training being delivered on 22nd will introduce attendees the VESPA model and train them to deliver these activities.

The training session is open to MMU staff who might be interested in delivering some of these activities through their practice. It will be free to attend. If you are interested, please contact Helen Lord (, Transition and Peer Support Manager.

In brief
VESPA training
22nd November
cost: free

Reaching the unreachable: How do we engage work-based or remote students in learning? Wed 31st October, 13.00-14.00 hrs, MMU Business School, Room BS 3.14


Presenter: Jeff Lewis, Principal Lecturer CPD & Distance Learning.

Jeff Lewis is employed as Principal Lecturer CPD and Distance Learning and is Programme Director for the BSc (Hons) and MSc Dental Technology teaching programmes. He is also currently acting Associate Dean of Learning & Teaching for the School of Sport and Health Sciences at Cardiff Metropolitan University.

He pioneered the use of web-based video-conferencing (Adobe Connect Pro) for the delivery of learning material to remote learners in the workplace and has advised the university on its uses and implementation.  He is enthusiastic about flipped classrooms and the use of learning technology to enable this.

Jeff is a National Teaching Fellow (NTF) and Senior Fellow of the Higher Education Academy and has received several awards from his profession including ‘Best Educator of the Year’ (Dental Laboratories Association) and ‘Distinguished Technician Award’ (British Orthodontic Society) as recognition for all the work he had done and his contributions to education and dentistry.  He has published chapters in Higher Education books regarding reaching remote learners and has published and presented internationally regarding the use of he arts for reflection.

If you would like to attend this event.  Please register here:


Festival of Learning & Teaching, Save the date: 12th – 21st June 2019

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Some people will remember our successful Festival of Learning & Teaching in 2016, which featured a very diverse range of activities – who could forget* our own game show, Ready, Steady, Teach?

After a couple of years of more traditional conferences, we’ve decided to return to this extended format for 2019, so please save the dates.  The call for contributions will open on 1st November 2018: we’ll be looking for research papers, workshops, pecha kucha,  discussion panels, games and whatever else you come up with to report on, develop and celebrate learning and teaching at Manchester Metropolitan.

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For more information, contact your CELT Faculty link or any of the CELT Team

*If you would like a trip down memory lane, there is still a photostream available




Crossing boundaries & navigating borders: Exploring how first in family students move through university landscape. Tue 11th September, 13.00-14.00 hrs, BS 3.28 (Business School)


Associate Professor: Sarah O’Shea

Drawing on research conducted across the Australian higher education sector, this presentation explores the invisible boundaries that first-in-family learners considered they had to overcome in order to get to and succeed at university. These ranged from institutional or organisational boundaries through to boundaries imposed by self and others. Applying the sensitizing lens of boundary crossing, an analysis of how learners both navigated their transition into university and the types of persistence behaviours adopted is provided. The focus is on those who have traversed these boundaries and considers the nature of these incursions and the impacts such movements had, as narrated by the students themselves. While this cohort all self-identified as being the first in their family to attend university they also acknowledged a variety of additional social, cultural and economic factors that impacted upon this educational journey. Referring to in-depth biographical interviews conducted with 72 intersected learners, this deeply qualitative study contributes to our understanding about the university persistence behaviours of diverse student cohorts and provides an alternative framing from which to consider these educational trajectories. Brief Bio: Associate Professor Sarah O’Shea leads the Adult, Vocational and Higher Education discipline in the School of Education, University of Wollongong, Australia. Sarah’s institutional and nationally funded research studies advance understanding of how under-represented student cohorts enact success within university, navigate transition into this environment, manage competing identities and negotiate aspirations for self and others. Sarah has published extensively in the field and has been awarded over $(AUD)1.5 million in grant funding since 2009. Sarah is also an Australian Learning and Teaching Fellow (ALTF), a Principal Fellow of the Higher Education Academy (HEA) and a Visiting Research Fellow at the Australian National Centre for Student Equity in Higher Education

Register here:

Failing better in order to fare better – Tuesday 4th September – 13.00-14.00 hrs – BS 3.15 – Business School (North Atrium)

Emerging research suggests that for students to fare better, they need to fail better (cf. Carol Dweck, 2006). How students respond to failure is a strong predictor of future success, and the notion of resilience is increasingly prevalent in conversations about higher education. Resilience has a number of characteristics, including levels of persistence, effort, positive mindset, motivation, and self-regulation. So how do we build resilience into our classrooms? Are there ways to embed resilience into the content we deliver? This talk will explore the ideas of resilience, buoyancy and grit in the landscape of higher education and make a case for modelling failure as a means of building the reserves of both teachers and learners so we can move forward together wi th courage and hope Dr. Jessica Riddell is the inaugural Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence at Bishop’s University. In this capacity, she explores innovative teaching and learning practices, creates mentorship opportunities for students and faculty, mobilizes knowledge around learning in higher education (with a particular focus on the humanities), enhances professional development initiatives for her colleagues, and participates in a wide range of consultations at the national and international levels. She is the VP Canada on the Board of ISSoTL (International Society for the Scholarship of Teaching and Learning) as well as a Board member for the 3M National Executive Council. Dr. Riddell is the faculty columnist of University Affairs and her articles appear in a series called “Adventures in Academe.” She is also an Associate Professor and the Chair of the Teaching and Learning Centre. Her research into higher education is broad, and she has published on exp eriential learning in the humanities, using legal trials as models of undergraduate inquiry, how we change institutional cultures to support scholarly teaching. She is currently writing a book with two colleagues on critical empathy and Shakespeare in the 21st century classroom. Dr. Riddell was awarded the 3M National Teaching Fellowship in 2015, the first recipient of the award at Bishop’s University and the youngest ever recipient in the national award’s 33 year history.


Dr. Jessica Riddell


Pedagogies for Sustainability, Responsible Enterprise and Innovation: 11th July 2018

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On the 11th July research group SEEG in partnership with Centre of Excellent in Learning and Teaching (CELT) are hosting a joint workshop: Pedagogies for Sustainability, Responsible Enterprise and Innovation.

The workshop draws together in-house MMU expertise, recent CELT-funded research , and good practice from external and international case studies to look at how new and innovative pedagogical approaches, including Problem and Enquiry Based Learning (PEBL) short training courses (Carbon Literacy) and online-technology facilitated learning can help us stay at the forefront of enhanced student experience and pedagogical innovation. We will hear about case examples from Nottingham Trent University, and internationally from colleagues from Arizona State (USA) and Aalborg (DK) Universities.

The whole schedule for the workshop is now fully confirmed, please click the Eventbrite link to book your place:

If you have any questions about the event, please direct them to Valeria Vargas ( or Sally Randles (