01

Teaching
and
supporting
learning
Why focus All of our thinking about teaching and learning is
underpinned by the fundamental belief that, as
on students, we are active partners in the learning
teaching process and have a critical responsibility in terms
and of achieving success. However, we believe this
success can only be achieved in partnership with
supporting excellent teaching at the universities and colleges
learning? at which we are studying.
We are aware that in recent years many
universities and colleges have placed an
increased emphasis on raising the standard of
teaching within their institutions. We welcome
this focus, and are delighted to share examples
of such practice in this report. Each year, the
National Student Survey (NSS) reports on various
aspects of teaching and supporting learning,
ranging from academic support to assessment
and feedback. The 2008-09 survey found that
83% of students are satisfied with their
teaching on their course. We acknowledge that
this is a strong overall satisfaction rate and
commend those institutions who are achieving
well in this area.
Nevertheless, the student juries (held in early
2008) revealed that students were facing
a range of issues relating to teaching and
supporting learning and ranked this as a priority
area to be addressed in future. This chimes with
many of our own experiences in this area. The
NSS also shows that satisfaction rates with
assessment and feedback remain comparatively
low at 65% and that the general satisfaction
rate varies considerably from one university to
another. We were therefore keen to create a
vision of what it would look like if all universities
and colleges provided outstanding teaching to
support their students to learn to the best of their
individual abilities.
13 National Student Forum – Annual Report
We were joined in our discussions by Professor
Paul Ramsden (Chief Executive of the Higher
Education Academy, HE Academy), who was
invited by John Denham (then Secretary of State
of the Department for Innovation, Universities
and Skills) to set out key issues for teaching
and the student experience over the next ten
to fifteen years to feed into the debate on the
Future of HE. Professor Ramsden highlighted the
increasing requirement for the academic world to
recognise that curriculum and teaching methods
must continue to evolve to meet the broader
needs of the economy and society and to ensure
currency beyond the university walls.
As Forum members, we welcome the steps
already being undertaken by many individual
institutions and the HE Academy to encourage
and promote professional development in
teaching in higher education. We have learned
that these include such initiatives as:
paid teaching fellowships (e.g. Greenwich
University and Kings College London, as just
two examples)
explicit links between achievement in teaching
and learning* and the criteria for promotion
from lecturer to senior lecturer (for example,
Roehampton University)
Associate, Fellow and Senior Fellow status in
recognition of an individual’s commitment to
enhancing the student experience
(HE Academy)
the HE Academy’s annual high profile fellowship
awards scheme for excellent teaching†
However, the student juries, our own experiences,
and the NSS results indicated to us that
although many institutions are already achieving
excellence in teaching and learning, others
have further to go, and we cannot afford to be
complacent if we are to ensure that all students
achieve as well as they might.
Our work, therefore, covered a broad examination
of issues relating to teaching and supporting
learning, along with a more detailed exploration
of the opportunities and challenges relating to
technology-enhanced learning in particular.
*
Linked to the UK Professional Standards Framework for teaching
†
HE Academy National Teaching Fellowship Scheme, in which fifty
academics receive a £10,000 grant in recognition of individual
excellence in teaching
 I can be an active partner to my
my learning experience is a high
university or college in the design and
priority for the university
management of my own education

my lecturers enjoy teaching, influencing course development

and value their interactions and content where appropriate
with students
there is sufficient contact time engaging with my assessment
for my particular course and I am and ways of being assessed
clear about the degree to which
my lecturer is available to me for working with my peers to
additional support – and how to go collaborate, support and mentor
about getting this each other
essential resources are easy to
As a student, if I am to be successful the university has clearly taken the
time to construct a course that is
access and readily available

in my learning experience, relevant, and varied in its methods

of delivery

I acknowledge that I need to: there are different resources

and areas of buildings to suit
be an active partner in my learning different learners
strive for excellence in all my academic achievements resources are available to me at assessment and feedback are
be pro-active in undertaking any research a time that is convenient to me used to help me learn

view my learning whilst in higher education as broader than just all resources and buildings
my academic achievements are accessible to all students,
take seriously the feedback I am given in order to maximise including those with disabilities assessment methods are
my potential varied, relevant to the content
taught and include feedback
In recognition of learning as a partnership between me as an individual and where possible
my university or college, I expect to find that:
feedback is used to help me,
my learning is, where possible, not judge me
personalised to my needs

I feel comfortable discussing

any learning or support needs I my university/college encourages me
have because tailored support to view my education as more than
and a personalised approach is just subject knowledge
mainstream

I am encouraged to develop an

A Vision for my courses are flexible yet

structured, and transferable
awareness of my strengths and
weaknesses with regard to my
research and study skills and
how these are applicable to
different contexts of my life

Teaching and I can study for a degree in any

mode (e.g. full-time, part-time,
distance) and be successful
I can access lectures in a variety of
I am encouraged to develop
‘soft’ skills in the classroom
that translate into broader
interpersonal skills for life

Learning: formats e.g. podcasts after lectures

my course offers the right balance
between structure and flexibility
of modules, appropriate to the
particular subject I am studying
I have a clear acknowledgement
of my experiences and
achievements, including non-
academic achievements, e.g.

how will we know if we are I can transfer credit between

universities and colleges for
appropriate degrees
my time spent volunteering is
credited towards my degree

getting it right? 15 National Student Forum – Annual Report

16 National Student Forum – Annual Report
What are the It can sometimes feel as if some of my
underlying lecturers…don’t really take their teaching
problems? commitments seriously. It’s as if it’s not seen as
a priority by the university. (NSF member)
The student juries and our own experiences
surfaced a variety of issues relating to teaching
and supporting learning, ranging from the
pedagogical (e.g. insufficiently differentiated
teaching methods, poor practice in the lecture
room etc) to the logistical (e.g. inflexible modes
of study; lecturer/tutor inaccessibility etc).
We outline these issues in more detail below,
but it is our perception that some arise because
teaching and supporting learning are simply not
as high on the agenda for some universities as
they might be; others because ways of working
are still heavily biased towards meeting the needs
of the ‘traditional’ student; others still because of
the potential cost implications or because there
hasn’t been sufficient emphasis on ensuring that
existing requirements and guidelines are being
met as effectively as they might be.
What are Lack of clarity and advance information
some of the about what learning at university is like
issues faced In some cases – especially for those of us
by students? coming straight from environments or cultures
where study has been more guided – we aren’t
always sufficiently aware of the difference
between studying at school or college, and
studying at university level. This can lead to a
mismatch of expectations amongst students
from different backgrounds about how we will be
expected to learn.
I had no idea that I’d end up having to structure
so much of my time myself! And that I’d have to
take so much more responsibility for my learning.
It’s not that I mind, but it would have been useful
to know beforehand so that I didn’t waste so
much of my time during the first year.”
(NSF member)
We would like to see all higher education
institutions working closely with colleges, schools
and applicants coming via both traditional
and non-traditional routes to make sure that
prospective and new students are clear about the
level of personal responsibility we need to take
for our learning. This is especially important for
those of us who face particular difficulties with
time management (e.g. students with dyspraxia,
or autism), as we need to understand the
implications for how we will need to work.
17 National Student Forum – Annual Report
We understand that the focus of universities as
research institutions has understandably evolved
a culture in which funding structures, reputations
and career paths are forged largely upon
research achievements, rather than teaching
achievements. Historically, there has been little
financial or reputational incentive for institutions
to be viewed as leaders in the field of teaching
and learning; consequently making teaching more
student-centred and developing pedagogical
skills has not necessarily been viewed as
priorities.
However, with increasing numbers of students
entering higher education, and with the pressing
need to ensure that we are all learning not only
subject knowledge, but useful transferable skills,
we are pleased to see that many universities
are now considering how they can operate as
centres of excellence for both research and
teaching and learning. As a Forum, we would like
to see a system that values and promotes both
in equal measure and we outline our suggestions
for helping to achieve this below.
Insufficient emphasis on the
development of pedagogical skills
While most of us are happy with our lecturers,
we have experienced some lecturers who are not
very good teachers – in some cases, this may
simply be because there has not been sufficient
emphasis on learning how to teach effectively.
For example, many of us have experienced the
benefits of personalised learning approaches at
schools and colleges, during which we became
aware that we all learn in different ways. We
acknowledge that, in a lecture hall, it is not
going to be possible to personalise approaches
for every individual student. However, lecturers
can maximise the potential for positive learning
outcomes by varying their teaching methodology
and delivery to take account of a range of
learning styles in any given session.
Most of my lecturers have been great, but one
or two seem really ill-at-ease in front of a class.
(NSF member)
Academic support is rarely geared to individual
requirements or factors, such as learning style,
disability, gender, age, mode of study, religion or
culture. (NSF member)
What are We have learned that most new staff now receive Insufficient course innovation
some of the initial training in teaching skills and are expected
We know that there are standard validation and
issues faced to demonstrate a commitment to continuing
review processes for courses,† nevertheless
professional development.* However, we believe
by students? in our experience the course content on some
there is still a challenge in encouraging and
(Cont...) courses at some universities and colleges
supporting some mid-career staff who, perhaps,
is simply repeated year on year and so risks
weren’t required to undertake training in this
seeming irrelevant to current students, and out
area. We would also like to see individual
of touch from the employer perspective. Whilst
universities and colleges strengthening their
we appreciate that this is more critical for some
existing commitments to improving teaching and
subjects than others, it is obviously important
learning as a core element of their professional
that resources and content are engaging and are
development programmes.1
meaningful for the context of study.
Lecturer inaccessibility If you look at the reader for my module, you
We sometimes find that lecturers can be will find it was the same four years ago, when
difficult to contact and insufficiently available for my friend took exactly the same course.
personalised support. (NSF member)

It is often incredibly difficult to get hold of my
lecturers. Some fail to show up at their own
appointed office hours and can be impossible to
reach by phone or email. (NSF member)
We are aware that lecturer availability will vary,
but each department should work with current
students to establish appropriate levels of
contact time with academic staff, as appropriate
to the nature of the course.
Clear communication of lecturer availability
for course X at institution Y to prospective
students would not only ensure that we make an
informed decision when choosing a course, but
would provide guidance for lecturers and tutors
as to the university’s expectations on student
responsiveness (e.g. standard expectations of
response times and procedures).
In whatever way is most appropriate for the
subject area, we would like to see regular course
content reviews that are influenced by the latest
developments in the field, and universities and
colleges building stronger links with relevant
professional bodies and employers to ensure
course relevance to, and currency with, the
wider world.2
In addition to course content, it is also important
that teachers are innovative in their teaching
delivery. Adopting varied teaching methodology
ensures that students with all learning styles
are catered for and it enables disabled students
to access material more readily. We address
this issue further in our section on technology-
enhanced learning.

e
urse relevanc
2
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*
As outlined in the UK Professional Standards Framework for
teaching and supporting learning in higher education
†
See, for example, section 7 of the QAA’s Code of Practice
(programme design, approval, monitoring and review).

18 National Student Forum – Annual Report

What are Insufficient choice in mode of study3
some of the There are also still relatively few institutions
issues faced that allow the same degree to be completed in
by students? a variety of modes (e.g. full-time, part-time day,
(Cont...) part-time evening, modular), according to the
need of prospective students. This is increasingly
important for a growing number of prospective
students, including mature and part-time
students, who may have competing demands
upon their time and so be unable to complete a
degree course run according to a traditional
full-time schedule.
I was unable to enrol on the course I wanted to
take because I was not able to study full time.
I had two children still at school and I worked
part time, so studying full time would have been
impossible. (NSF member)
Confusion around transferability of
credit between institutions
Particularly amongst the increasing numbers
of mature and part-time students, there is an
increasing requirement for courses that offer
flexibility and transferability – and we outline our
recommendations for these particular student
groups in more detail in Chapter 4. There still
appears to be much confusion (amongst students,
if not the universities and colleges themselves)
about whether and how credit for individual
qualifications is recognised and transferable.
We have learned that although there is now
a system* that describes the typical number
and value of credits required to gain an HE
qualification, not every university has to use
the credit system. In addition, many students
are not sufficiently aware of this system and
further work needs to be undertaken within and
across universities and colleges to develop a
common understanding and recognition of credit
accumulation, and to explain to students how and
whether they are able to carry credit across to
different courses or institutions.
Balancing choice with coherence
We are in favour of students being able to
‘shape’ their learning by choosing from a range of
modules (as appropriate to the subject matter);
however, we are aware that this desire for
flexibility needs to be balanced with ensuring that
the overall course is coherent. Ideally, this would
result in a balance where students feel that they
have some choice in what they study, while at the
same time their courses are structured and build
cumulatively.
Too much assessment of learning
rather than for learning
In our experience, assessment and feedback
is not always implemented as well as it might
be: we are not always given feedback on our
assessments; feedback, where it is given, does
not always enable us to progress because of
how it is delivered; and assessment methods are
not always relevant to the content taught. Our
experience is echoed in the 2009 NSS results,
in which only 65% of respondents expressed
satisfaction in this area.
We are aware that universities and colleges
need to assess our learning summatively, but
we feel that many universities do not leverage
the potential for using assessments as a tool
for learning. Probably the best evidence for
this is that at most universities, markers do not
provide feedback on examinations so, when this
assessment method is used, we are often unable
to learn from our mistakes.
Different students will benefit from different
methods of feeding back – for example, it can
be particularly helpful for some students (e.g.
students with anxiety or mental health issues) to
receive audio rather than written feedback.
Assessment methods need to be reviewed.
Some departments use the same examinations
year on year – meaning there are no sample
scripts for us to practice on. If we are not told
what we did wrong in the examination, how are
we meant to improve? (NSF member)

xibility
3
Increasing fle
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and transfera
dents
me to enable stu
ive rs ity se t up the 2plus2 sche ion s to ga in a
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eir own time. A rial support lesso
ns
the course in th Stud en ts can attend tuto (H on s) in
de nt s. BS c
requisite for stu ents gain a *
The HE Credit Framework for England was developed by the QAA,
e se lf- he lp stu dy groups. Stud er un ive rs ity. UUK and Guild HE
or organis ll-time partn
ysics from the fu
Chemistry or Ph

19 National Student Forum – Annual Report

 What are We wholeheartedly support the findings of
some of the the recent NUS Feedback Amnesty on the
issues faced importance of providing feedback that offers
clear guidance on how to progress.4
by students?
(Cont...) Furthermore, on occasion, some of us have found
that assessment methods do not always feel
relevant to the content being taught. This can
mean that we underachieve, because whilst we
might have excellent knowledge of the subject,
our skills for the assessment method might be
weaker. We would like universities and colleges
to work with current students to implement
a robust review of their current assessment
methods (e.g. oral, practical) to examine whether
they are fully appropriate, and to explore
alternatives that are feasible, and perhaps even
preferable, for the particular subject matter.
Insufficient opportunity to collaborate,
engage with and co-design the
learning experience5
Over the past ten years there has been a growing
trend amongst universities and colleges to seek
students’ views about their university and their
education. We are often asked to fill out course
evaluation forms and to comment on our tutors’
skills, and we support this move towards valuing
the student voice in improving the teaching and
learning experience. However, we still feel that
it would be beneficial if universities and
colleges offered more opportunities to
leverage our potential as active partners in
the development and management of our own
education where appropriate.
We readily acknowledge that we are in higher
education to learn from those who know more
about our subject than we do, and that this
necessarily affects the role that students are
best placed to play in this process. We are aware
that this shift would also require a shift in some
students’ perspectives, to viewing ourselves as
much more than passive recipients of knowledge.
Nevertheless, in our experience, the opportunity
for students to co-design and collaborate in their
own learning can be motivating and powerful, and
probably provides us with one of the most useful
and transferable skills to take out to the wider
world. We hope to return to the specifics of how
students might be best placed to collaborate in
their own learning in future.
“It is now time to move beyond simply
collecting and responding to students’ views.
We should embed the student perspective in all
aspects of teaching, quality enhancement and
quality assurance.” (Paul Ramsden, ‘The Future
of Higher Education: Teaching and the Student
Experience’, 2008)
“Students shouldn’t just be passive. Most of us
are motivated by the opportunity to be active
partners in our learning.” (NSF member)
We would, therefore, like to see universities
and colleges developing and implementing a
cross-institutional strategy for collaborative and
co-designed learning.

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20 National Student Forum – Annual Report

What are Inadequate study resources
some of the
Although we recognise that many universities and
issues faced
colleges have made major capital investments
by students? in order to improve their resources, some of us
(Cont...) still find it difficult to access the resources we
require. In particular we have found that:
the physical environment of many libraries is
still not sufficiently accessible for students
with some physical disabilities (e.g. working
elevators, Braille copies)
libraries/resource centres are not open
sufficiently long hours, especially for those
of us who work full time/shifts and can
only access the library at night or during
university holidays such as mature students or
postgraduate students
there can be insufficient recognition of
different studying styles and student
requirements in the provision of resources
(e.g. a balance between sufficient quiet spaces
and less formal, ‘mobiles-allowed’ spaces)
journal access can be limited at some
universities, negatively impacting upon
postgraduate students in particular
access to e-books is still relatively limited
despite their wide-ranging benefits, particularly
for disabled students, distance learners etc
21 National Student Forum – Annual Report
We recognise that there are financial
considerations in relation to all of these areas,
but we urge universities to review whether their
current practice or level of resourcing in these
areas is enabling them sufficiently to meet the
needs (and, in some instances, entitlements) of
their students and, if not, to factor this into priority
development planning.
A narrow view of learning
While many of our universities are improving
pedagogically and have intensified their focus
on improving students’ research and study skills,
reading and writing abilities, and critical thinking,
we feel that it would be useful if all universities
demonstrated a more explicit focus on helping us
to recognise and develop the non-academic skills
that will be important to us in the wider world.
Communication skills are important for life
beyond the protective walls of universities. We
need to know what we are good at so that we
can make more informed choices about careers.
(NSF member)
We were delighted to hear that some universities
and colleges are piloting the Higher Education
Achievement Record (HEAR) because this has
the potential to reflect a more holistic view of
our learning and experience during our time in
higher education (e.g. acknowledge any time
spent volunteering and key transferable skills we
have developed). We strongly support the future
rollout of this initiative across the sector, which
we believe is scheduled for 2010-2011.
How can universities and colleges support
Increase range of modes of study Offer a broad range of feedback methods (e.g.

teaching and learning? Enable any given degree to be completed in

a variety of modes e.g. full time, part-time day,
part-time evening, modular, etc
written, by phone, virtual learning environments,
podcasts) to suit, for example, students with
visual impairments, students with mental health
issues, anxiety, autistic spectrum conditions and
Ensure internal continuing professional students with non-traditional studying patterns
development programmes for staff are Develop a cross-institutional strategy
The NSF was set up to help to define ‘a to enable students to co-design and Consider a broader range of assessment
reasonable student experience’ and to make mapped against the UK Professional methods as appropriate to the subject matter
Standards Framework manage their learning
recommendations to Government to help to (e.g. oral, practical, portfolio creation etc)
Formally link promotion criteria for lecturers Inspire student engagement in learning and
achieve this. However, many of our suggestions Implement the feedback strategies outlined in
to achievement against the UK Professional broader decision-making
for improvement fall within the gift of individual the Great NUS Feedback Amnesty Report
Standards Framework Consider how the student perspective can be
universities and colleges, rather than government Monitor the quality and consistency of the
further embedded into quality enhancement
policy. Therefore, we have outlined recommended implementation of these strategies across
Personalise and differentiate and assurance processes (compare with recent
practice for universities and colleges in each of the university
QAA initiatives)
our key discussion areas, against which we invite approaches to take account of
Raise students’ awareness of their individual
individual institutions to measure their current disabilities, learning difficulties and Review adequacy and accessibility of
learning styles and the implications for their
practice. learning styles study resources for number and range
modes of study/chosen subject etc
Ensure all staff are implementing existing Strengthen the involvement of current and of students
We readily acknowledge that many universities guidance* to ensure inclusive approaches for
and colleges may already be implementing some former students in course content review Provide prospective students with brief
students with learning difficulties Maximise the use of individual learning plans as overview of availability of standard resources
of these practices, but urge all institutions to and disabilities
consider whether adopting new ways of working an opportunity to set learning targets between (e.g. access to online archiving systems such
Provide and promote existing tools and teachers and students as JSTOR, the US-based online system for
and/or reviewing the extent to which guidance training† that enables lecturers to tailor their
is being implemented in practice, could lead to archiving back issues of well-known
learning for different students’ needs academic journals)
further improvement in this area. Implement a personalisation policy outlining
Undertake regular reviews of course
content and material to ensure Stage and widely promote ‘Using Study
expectations that teaching staff will adapt Resources’ session(s) for all students on arrival
To improve teaching and learning at an currency and relevance (where
methodologies to take account of different at university
institutional level, we would like to see all appropriate to subject matter)
learning styles and abilities (including students Consider the potential for collaboration with
universities and colleges: Involve industry or non-institutional subject
with learning disabilities) other universities to maximise resources at
specialists in the review – and alumni now
minimum cost
Increase flexibility in course structures working in the field
Review current levels of accessibility of libraries
Increase transparency and raise awareness and other study resources for a wide range of
Professionalise teaching and learning about the process for transferring credit Ensure a university-wide focus on students, including:
within the institution between universities and colleges – and assessment for, not just of, learning – part-time students (who in particular may
Strongly encourage all teaching staff to provide students with help in navigating this Clarify students’ expectations of feedback need 24 hour access)
undertake formal training that is aligned with process when they start university – disabled students (access to Braille or other
the UK Professional Standards Framework Allow students to build to a full degree by differentiated resources)
e.g. the Postgraduate Certificate in Learning taking modules over time – students with different learning styles
and Teaching in Higher Education and the Extend time limits for completion of (different areas of libraries for different types
MA Education professional training courses (where the of learning e.g. individual, group,
nature of the course permits this, without 7 ecognis ing and capturing semi-formal etc)
compromising subject knowledge
R
ing
currency) broader learn nts to develop
a
supports stude Monitor and formally record students’
of Huddersfield a record of
Provide support on module choice The University t. They suggest
rd of Achievemen broader learning
ule choice pe rs onal Re co
d through module guides, both from academic
6 upporting mo achievement ca
n:
velopment
Identify the transferable skills (hard and
S results of staff, alumni and current peers (at later stage ng, and the de
ly uses the common guides ou t th e pr ocess of learni ills , an d subject soft) that each course can help to develop in
n University s in module of study) to ensure overall balance • raise awaren
ess ab
neral academic
sk
Anglia Ruski ’ module evaluation form to take. The nsfera bl e sk ills , ge programme specifications, in addition to subject
former stud
ents de which m
od ul e and coherence6 of personal tra ental
ts to de ci e gu ides’ e the developm knowledge – and detail these in the course
to help futu
re studen
the contents
of modul specific skills rning, and evaluat
e on e de tails of the flect up on yo ur lea
outline that is shared with prospective students
university’s
‘G uida nc
good practic
e to in clud of • help you to re for you
considered ious delivery changes that ar
e taking place ntly to identify sk
ills
states, “It is om stud en ts on the prev ample, the re for yo u to work independe Provide a similar outline for each module,
ceived fr rm. For ex • provide a str
uctu
comments re evaluation fo module guides' ts gained t, and in to enable current students to make an
a the module ire and achievemen onal developmen
the m od ul e vi
chno logy re qu
module nn ing , in study, in pers informed choice
cience and Te results of the previous tion • assist in forw
ard pla
Faculty of S th e ription of ac
summary of g with a desc sponse to any career terms Implement review sessions at the end of
to include a nn aire alon with the followi
ng titles:
estio the re part structure a course to acknowledge the transferable
evaluation qu se to comments where gg es ts an 8- ed its ; Ac ademic
taken in re sp on
‘strongly di sa gree’.”
lic/ The university
su
ur se s, Qu ali fications and Cr tiv itie s and skills gained
es tion w as ‘disagree’ or n et/a ca demic/pub ent; Co
Personal Statem History; Specific Projects; Un
paid Ac
qu lia .ac. u k /a m en t Identify opportunities to recognise and capture
.ang *
E.g. as outlined in the HE Academy/ECU Disability Legislation:
Work; Employ
http://web elines.pdf lvement; Outcom
es.
uide_guid Practical Guidance for Academics (2006)
Community Invo the development of such transferable skills
module_g
†
For example, JISC TechDis’ ‘Teaching Inclusively’ staff development and also non-academic achievements etc in a
modules www.techdis.ac.uk/getTeachingInclusively); the Higher
Education Academy’s Inclusive Practice Bulletins http://www.
broader achievement record7
psychology.heacademy.ac.uk/networks/sig/index.asp), and the OU’s
Inclusive Teaching resource www.open.ac.uk/inclusiveteaching

22 National Student Forum – Annual Report 23 National Student Forum – Annual Report
 “The more technology advances in our day-to-
day lives, the more we naturally expect this to be
reflected in the way we learn.” (NSF member)
As with the discussion above on improving
teaching and learning in general, our discussions
on technology-enhanced learning are based on
the assumption that students are active partners
in the learning process. Clearly, both individuals
and institutions have a role to play in ensuring
that the possibilities of technology-enhanced
learning are leveraged as fully as possible.
As forum members studying a wide range of
subjects in a wide range of study environments,
we all agreed that the use of technology-
enhanced learning is on the increase. This was,
therefore, an aspect of teaching and learning
that we were particularly keen to explore in
more detail. As technology continues to develop
in all spheres of life, this not only increases its
potential for use within the lecture room and
beyond – but also our expectation that this will
happen. The increasing numbers of us who are
studying at unconventional hours and/or from
home or work need the flexibility offered by
technology-enhanced learning methods because
we are unable to study on campus in the
‘traditional’ way.
During our discussions, it emerged that many
of us are increasingly interested in how
‘technologically rich’ a university or department
is when considering which university to apply
for. Currently, most universities do not tend to
advertise this information to prospective students
– but we now recognise the clear advantages to
technology-enhanced learning and expect that, in
future, students will want to know what they will
have at their disposal.
Teaching and
Learning focus:
technology-
enhanced learning
Our discussions were informed by
representatives from the Joint Information
Systems Committee (JISC) and inspired by
examples of innovative practice shared by Russell
Stannard, lecturer at Westminster University and
winner of the JISC award for Outstanding ICT
Lecturer of the Year 2008.
What is technology-enhanced
learning?
Technology-enhanced learning, as the name
implies, includes teaching, learning, assessment
and feedback methods that are enhanced by
technology – whether this be distance learning,
flexible learning or blended learning (where
technology is used in conjunction with face-to-
face teaching).
Technology-enhanced learning: the
benefits
The Joint Information Systems Committee (JISC)
defines the potential benefits of technology-
enhanced learning as:
flexibility in learning
increased accessibility
personalised support
rapid feedback
social participation
opportunities for more collaboration and
interdisciplinary approaches
enhancement of the quality of teaching
and learning
improved access to learning for students off
campus and for part-time students.
Technology We identified some of the current barriers to the unequal digital literacy
-enhanced growth of technology-enhanced learning:
We are aware of ‘skills gaps’ – for example where
learning: unequal digital access8 certain groups of students (e.g. mature students
the pitfalls who may be returning to study after a long time,
Access to IT resources can vary enormously
or students from poorer backgrounds, who may
between universities. This includes, but is not
not have had the same access to technologies
limited to, unequal access to:
as other students) do not have the same levels
laptops and desktop computers of familiarity with technology. Mature students
high speed internet can be bewildered by the growth of a new
‘technological language’ that has developed in
large inboxes their absence from study and can feel intimidated
software and lack confidence when faced with the double
challenge of renewing their skills and having to
online journals (due to a university’s learn a new language.
subscriptions policy – this is particularly
significant to postgraduate and I don’t know how to write a wiki or use twitter – I
research students) don’t even really know what these things are!
(NSF Member)
assistive technologies
In addition, the financial constraints and For all of us it is becoming more and more
circumstances of individual students can standard that some element of our learning takes
sometimes mean that access to technological place online, so we all need to learn how to learn
resources is not as readily available as necessary. online or in a technological environment.
The NUS has successfully negotiated discounts
for all students to purchase certain software I’m trying to re-skill and I don’t want the
and technological apparatus but, particularly for technology to get in the way of my learning
some courses where there is a heavy reliance on (NSF Member)
technology, some students from disadvantaged
socio-economic backgrounds still struggle to gain
the access they need.

ICT
ual access to
8
Promoting eq
rticularly
udents, and pa
ity aim s to en sure that all st ss to In fo rmation
rs nds, have acce
The Open Unive ge d ba ck gr ou op po rtunity
those from disa
dvanta ware and the
tio n Te ch no logy (ICT) hard m m en ce th ei r study. It
and Communica de ve lo pm en t before they co th ey be gin their
skills as
for appropriate ag e of su pp ort to students
sive pack
provides a cohe
ie s, in clu di ng :
stud to purchase
able students
on of fin an cia l support to en st ar t da te
• early provisi le to the course ovide
near as possib e centres to pr
computers as lo ca l lib ra rie s and U K onlin
ects with
• 10 pilot proj ICT hardware OU, how to
sed access to is used in the
community ba ba sic ad vic e about how ICT
oviding ing
• a booklet pr to access train the
ware and how e gap between
purchase hard ills m od ul e to br id ge th
hi ch ar e not ICT
T sk (w
• an accredite
d IC
or y le ve l “O pe nings” courses
duct curriculum
University’s intro of the Level 1
d other areas
dependent) an bedding Inclusiv
e
K. (2 00 8) De veloping and Em : Higher
d Bridger, mmary York
From May, H. an r Education: Su
y an d Pr ac tic e within Highe
Polic
emy
Education Acad

25 National Student Forum – Annual Report

26 National Student Forum – Annual Report
Technology Critically, in addition to the ability to access
-enhanced information online or via technology, is the issue
of how effectively students are able to filter or
learning:
analyse information that is so freely
the pitfalls available online.*
(Cont...)
the lack of time and lack of support for
tutors to develop the necessary skills
No less crucial than the skills gap of students
is the potential skills gap of lecturers – many of
whom might not be comfortable with the use of
technology, and for whom the necessary training
and support is not always provided
by universities
restrictive university policies and
practices
Investment in ICT is not always seen as a priority,
and where investment is made, issues around
institutional culture and practice still need to
be considered further. For example, in some
institutions there is:
– a continuing policy to refuse online
submission of assignments even though
online receipt systems are available and
increasingly credible
– inadequate storage for students’ needs in
university email inboxes
– an underdeveloped infrastructure for online
course registration
– a lack of readily available technical support
(particularly acute for students living off
campus or undertaking field research in
remote areas)
It is boring and uncomfortable to spend hours
in front of a computer screen reading large
amounts of text! We love ICT – but it’s not a
replacement for the traditional. (NSF Member)
27 National Student Forum – Annual Report
Whilst many of us keen to embrace the flexibility
and innovation that technology-enhanced
learning brings, those of us who are still studying
in the ‘traditional’ way (i.e. in the classroom) are
not advocating technology-enhanced learning as
a replacement for effective traditional teaching
methods, with all the benefits of personal
interaction, but as an enhancement to them.
We are keen that new learning technologies are
not used as an excuse to reduce contact time
between students and lecturers or to replace
traditional teaching methods – except where
specifically implemented to support distance/
out-of-hours students.
For a few of us, this has already begun to
happen, as lecturers choose the ‘easy’ option
e.g. email contact with students over face to
face conversations or phone calls. Whilst we
acknowledge that email can be a very efficient
means of contact (particularly for those of us
with different working patterns), it is important
that this does not become the default means of
communicating for those of us who would prefer
a more personalised approach.
We also believe that increased technology-
enhanced learning should not mean the use of
technology for technology’s sake. We want to
see more emphasis on blended learning, where
technology is used to produce an inspiring
learning experience, not as a replacement for
intellectual challenge and good pedagogy. For
example, an over-reliance on PowerPoint during
sessions is not an inspired approach to teaching,
but can nevertheless be a useful summary tool.
Nobody should worry about putting up teaching
resources online after a class, it’s just that we
shouldn’t only be reading from PowerPoint
during class – it’s important for revision that we
have access to this information. (NSF Member)
We would like universities and lecturers to review
their teaching methods and use of available
systems to assess whether they are sufficiently
taking advantage of new technologies to ensure
that the approach is as accessible, engaging
and as relevant as possible to the future world in
which we are going to be working
*
As identified in the CIBER report on the Information Behaviour of
the Researcher of the Future, commissioned by JISC and the British
Library in 2008.
How can universities and colleges best support
technology-enhanced lea rning?
The NSF was set up to help to define ‘a reasonable
student experience’ and to make recommendations 1: Adopt and implement a systematic 3: Implement a dedicated support 4: Support whole campus access to ICT
to Government to help to achieve this. However, policy to enhance traditional teaching programme for students and lecturers resources for all students
many of our suggestions for improvement fall within methods with new technologies to develop skills and confidence in provide free broadband access for all students13
the gift of individual universities and colleges, rather avoid over-reliance on PowerPoint using technology develop a resource pool for students to borrow
than government policy. Therefore, we have outlined presentations as a replacement for interactive provide induction courses to teach students technological items that are fundamental to the
recommended practice for universities and colleges teaching and lecturing. However, do ensure how to use technology-based resources course (e.g. laptops, cameras)
in each of our key discussion areas, against which that they are available to students online after encourage student-led laptop trouble-shooting ensure all students have access to computer
we invite individual institutions to measure their lectures for revision purposes and training sessions, set up in collaboration facilities on campus and/or to laptop
current practice. use ‘blended’ formats for distance learning – between student unions and university ICT loan facilities
don’t just re-create a book on a screen support departments11 ensure all students, including disabled students,
We readily acknowledge that many universities encourage the increased use of podcasts as ensure lecturers are adequately trained and can access university websites and course
and colleges may already be implementing some a learning or revision mechanism feel confident in using technology-enhanced material by following accessibility guidelines
of these practices, but urge all institutions to learning technologies12 through a CPD and by providing free access to accessibility
consider whether adopting new ways of working 2: Leverage technology to provide framework that encourages and rewards staff software such as JAWS
and/or reviewing the extent to which guidance is innovative methods of assessment for up-skilling in this area
being implemented in practice, could lead to further 5: Promote the university or college’s
and feedback
improvement in this area. technology-enhanced learning
leverage technology to assess students in a
variety of ways (e.g. allow students to respond taff in approaches and resources
Having explored both the potential for and
to questions orally using audio-recording
12 Supporting s to prospective students
ent of
some of the challenges relating to
software in supervised rooms)9 the developm Provide prospective students with such
technology-enhanced learning we would like to nhanced
see all universities and colleges:
use screen capture software to provide visual technology-e information as:
ls
teaching skil
and audio feedback on assessment10 which the degree to which innovative approaches to
would particularly benefit some technology-enhanced learning are used within
disabled students ia and Netskills various departments
SC Digital Med
JISC TechDis, JI ur ce s for staff. For
use technology to track group work assessment training reso university technology partners – and how open
all provide free ly deliver training
g TechDis regular these partnerships work
anced learnin
so the assessor can see what individual example, JISC ills to begin using
nology-enh sessions to giv
e staff the sk
d audio feedba
ck, the degree to which particular technology
9 everaging tech
students have contributed as podcastin an g
L techniques such applications are in use e.g. Microsoft,
nt software, use
for assessme screen capture ts.
d learning objec
d crea tion of self-pace Blackboard etc
ment of video an
ort e-assess services these
nologies to supp d As JISC-funded access to online resources, including
velop ed a wi de range of tech n be us ed to support peer an avail able to all univers
ities.
JISC has de tech no log ies ca e- ba sed are freely journal subscriptions
s. For example, iving, evidenc
in diverse form and feedback-g oject:
sessm en t, on screen marking details, see the WebPA pr
group as ion . Fo r fu rther ey ha ve also
and reflect webpa.aspx). Th
learning, planning news /s to ries/2008/02/ bid fo r sm all items
c.ac.u k/ staff ca n f
(http://www.jis
established the
HEAT scheme
where teaching
w approach to their
teaching and
ploying innovative use o
ve lop a ne 10 Em 13
re software to
th wh ich to de ch em e Supp
of technology wi s.ac.uk/gethea
ts
assessment. Se
e www.techdi screen captu ing o
acce rting wh
ing and learn surgery
improve teach laptop ssibi o
lity to le-camp
er of 2008 JISC 11 Running
a free er The U IT us
r University, winn ery to off n
es tm ins te screen top Surg ms a Lap ble learn iversity of
Russell Stanna
rd (W
the year) uses ics runs ff with pro ing p
olicy Northum
tst an din g ICT lecturer of ol of Econom d e nts and sta ptops and prom b
award fo r Ou
ways to enha nc e
don Sc h o nce to s tu
wned la otes ria IT and
e in innovative The Lon hands-on assista om personally-o • pro acces t
sibility echnolog
capture softwar vi c e and o u rce s fr viding
the e y-e
. a d E re s wirele to all
students’ learning ng to LS ss b ntirec stude nhanced
the lecturer to connecti ces. • en
abling roadband ampus wit nts b
used to enable d e vi
vironmen
t h acc y:
Sc reen ca pt ure software is ho w to pe rform certain mobile
E’s IT en
Citrix all s
(remo tudents to ess to
•
t vid eo s demonstrating ul for learning he lp w ith :
lapto p s to L S
oval
over a te ac
cess access th
mak e shor
r. This is especia
lly us ef ery offers -owned n or rem • run net
th e co m pu te are The surg on of personally isinfectio ning work and software e learning
tasks on tools and softw e cti c tio n, d ano the for
ovative Web 2.0 dents to view • Conn are’ prote ardware learn
ing p nline foru Internet) delivering rtal using
po
how to use inn
ded onto a webs
ite fo r stu and ‘malw nosing h
ca n be up loa m at er ial. • Virus ic data retrieval b lem s and diag ortal m to
su
applic
ations
• Videos revision m m pro For fu pport
ting as effective • Acade n operating syste r learn
after lectures, ac eo sues ac.uk ther inform ing o
rainingvideos.com back • A dvic devices is /s a n the
www.multimediat y can be used to give “live” feed b le m s p an d mobile ac.uk d/central/ tion, go to
ch no log ck both visual p ro on la p to ervices/ /infok lib ht
• The sam e te
oach makes fe
ed ba ral advice .ac.uk/its case- it rary
studie s/learning /nora/; ht www.nort
tp://
nt s. Th is ap pr • Gene w w w.lse
videos to stude ging for student
s. t http:// s/nor -spac tp:/ hu
n be very enga ack/ n, contac thum e -desig /www.jisc mbria.
and oral and ca ning vide os .com/luFeedb rth e r in formatio bria n/mo infon
w .te ac he rtr ai For fu rgery/ re/ et.
http://ww laptopsu
remote/
index.html

28 National Student Forum – Annual Report 29

9NNational
ationall S
Student
tu
udent F
Forum
orum – A
Annual
nnual R
Reportt
30 National Student Forum – Annual Report
NSF We have drawn upon our expertise in what it
recommendations is like to study in higher education to develop
for Teaching and recommendations that we believe require
attention at a national strategic level. Some
Learning
recommendations may involve a shift in current
policy or practice, or new collaborations at
a national level. However, others may more
appropriately require careful consideration of how
effectively or how widely existing programmes of
work or specific initiatives are being implemented.
We have indicated what it would mean for
students in our day to day lives if these
recommendations were successfully
implemented, along with some potential
indicators of success. As students we are not
experts in the workings of the sector, and we
both value and respect the sector’s autonomy.
We therefore urge Government and/or national
sector organisations as appropriate to consider
how these recommendations might be taken
forward most effectively – either individually or
collaboratively. We invite stakeholders to view our
work as an invitation to engage in an ongoing
dialogue to bring about improvement for all
students in future.

What would this mean for students? How might we measure success?

1. Incentivise universities to achieve
excellence in teaching and
learning, as well as research
2. Encourage greater transferability
(of credits) between institutions
3. Increase flexibility and innovation
in course structures and modes
of delivery
4. Develop a national strategy
to increase students’ access
to academic texts through
electronic means
See vision for Teaching and
Learning on pages 14-15
I am aware that I can transfer
from one university or college to
another easily
I am able to complete my degree
in a variety of modes to suit my
needs, e.g. full-time, part-time,
modular or distance
In most cases I am able take a
break from my studies and return
to it at a later stage, even if that
is much later
It is easy for me to access the
academic texts I need, regardless
of what type of student I am, or
where I am studying from
More lecturers are achieving a
formal teaching qualification
All universities and colleges have
increased emphasis on teaching
within their CPD requirements,
and offer progression routes that
are clearly linked to achievement
in teaching and learning
There are fewer variations
between institutions in the NSS
survey for satisfaction in teaching
NSS results for satisfaction with
assessment and feedback have
risen significantly
There are high levels of awareness
amongst students that transferring
between courses and between
institutions is both possible and
relatively simple
More universities and colleges
accept applicable credit transfer
from another university
Most universities offer choice of
mode of study on most courses
Time limits for completing
degrees are only imposed where
absolutely necessary (e.g. where
course currency is critical e.g.
medicine, law etc)
E-books are in widespread use,
particularly by distance learners
and disabled students
Disabled students routinely have
access to software that ensures
academic texts are accessible
In the longer term, all texts
are simultaneously published
electronically at the time of initial
hard copy publication

31 National Student Forum – Annual Report