Funded with the support of the European Commission – Timecase Project http://timecase.org/
The CASS 24th October 2014
Dr Debbie Holley
Methodological ‘Monsters’: a creative strategy to support student engagement
Dr Debbie Holley is a Reader in the Department of Education at Anglia Ruskin University; a Fellow of the Chartered Institute of Logistics and Transport; a Principal Fellow of the Higher Education Academy and a National Teaching Fellow. She uses creativity and technology to engage students with their studies, inside and outside the classroom.
In this hands-on session, Debbie will describe the challenges encountered by students on a final year theory module: ‘Preparation for Educational Research’ and will discuss creative solutions (drawing) to encourage participation and engagement. Students can struggle with the research terms, the concepts and also with planning their whole project. Deciding to include creative approaches to large group teaching can pose challenges for our practice, especially when students come to ‘standalone’ research methods modules with a set of pre-determined expectations. The students identified three areas of concern: Identifying and overcoming potential barriers to completion, ‘I can’t write’ the ‘blank page scenario’ and Understanding methodological terms.
This guided session offers a ‘hands-on’ taster of some of the methods and principles used to engage the students with terminology they found alien and what Meyer and Land call ‘troublesome knowledge’.
Dr Rosemary Stott
Co-Created Design Tools to Transform Student Induction
Dr Rosemary Stott is Associate Dean, Learning Innovation, at Ravensbourne supporting staff and students to develop new and engaging models and methods of learning, enabled through technology. She is alsoAcademic Development Manager for the Content cluster of courses at Ravensbourne, which comprises Animation, Digital Photography, Music Production for Media, Sound Design and Web Media. Dr Stott is an experienced academic in the fields of film, television and communication studies.
In this session, Rosemary will present the project ‘Co-Created Design Tools to Transform Student Induction’ which she initiated at Ravensbourne. This action research project, funded by Jisc, aims to develop an innovative adaption and rollout of BYOD technology and student-produced content to promote participation in learning. It signals the importance of digital literacy to new students on the first day of their induction. It aims to improve the student experience of a generic academic induction, conventionally delivered through lecture-based learning, which places the student in a passive learning experience. It is a user-centred, co-created design project, researched and created by existing HE students in a variety of creative disciplines (Product Design, Digital Film Production, Web Media Production). It was embedded in the curriculum as a live, assessed project in spring 2014. Subsequently, student co-creators were employed to develop the project over the summer, mentored by Ravensbourne lecturers. The same students worked as student ambassadors to run the induction session they had designed for new students arriving in September 2014. Therefore the project contributed to the learning of both existing and new students at Ravensbourne and has created a learning resource that can be re-used and re-purposed in-house and externally.
Sandra Denicke and colleagues
Live Projects as part of the Architectural Education at the CASS
Sandra Denicke is the Deputy Head of the School of Architecture at the CASS.
Sandra and her Architecture colleagues will describe how they use live projects in studio teaching to deliver the curriculum. They will look into why students find this approach attractive, what skills are acquired by the learners and what discuss the value of this approach for future employability.
Sandra Sinfield and CELT colleagues
MOOC Madness: Making MOOCs work for you!
Sandra Sinfield is a Coordinator for Learning Development in the Centre for Excellence in Learning and Teaching at London Metropolitan University. She is the co- author of Essential study skills: the complete guide to success at university – for students and Teaching, learning and study skills: a guide for tutors – for Sage publications. She is also the co-editor of Learning Development in Higher Education, from Palgrave.
We are in the era of free Massive Open Online courses. Diving into a range of these short, dynamic and immersive programmes can help reinvigorate practice and re-conceptualise teaching, learning and assessment. This workshop will discuss and recommend MOOCs from Edinburgh's 'E-Learning and Digital Cultures' to MoMA's 'Art and Inquiry' - asking - what can we learn from, and 'do with', MOOCs?
Take Five: pick up and go teaching tips for time-poor lecturers
Sandra and colleagues will also present ‘Take5’, a fortnightly blogs and website designed to share engaging and invigorating practice that works to engage and enthuse students across the disciplines and at all levels. The workshop will share ideas from Inquiry Based Learning to Role Plays and Simulations - join the conversation!
Participatory teaching as an extension of a participatory Art and Architecture Practice
In 2004 Torange co-founded the art and architecture practice public works, a multidisciplinary practice working on the threshold of art, architecture and related cultural fields. Her practice and research pedagogy lies in relational art and architecture theories and informal context. The focus of the practice is the production and extension of public space through participation and collaboration. She has been an Architecture Lecturer at the CASS since 2000 when she teaches a Design studio in Participatory Architecture.
Torange will explore the relationship between a participatory architectural practice and university level education. She will describe how the two inform, relate and support each other. Torange will also identify the methods which can develop within the practice and which can get tested through teaching, with students.
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