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ISSUE 45 | SUMMER 2019

Creativity in Learning
and Teaching

Innovation
Collaboration
Engagement
Contents
3 Interview with
Editorial
Professor Andy Parsons Dear Reader
4 Meet the Learning and Welcome to the 45th edition of Forum Magazine
Teaching Forum
which has the theme of ‘Creativity’. In my
8 The York Crime and role as editor I have the pleasure of recruiting
Criminal Justice Walk and responding to people who want to write
10 A teaching for Forum Magazine. I remain impressed by
collaboration between how many people want to share their ideas
the Department of so we can learn from each other. During the
Environment and
Geography and process of gathering articles for this edition I
University Estates have been genuinely excited by the range of inventiveness and ingenuity
Services demonstrated by staff here at York in how we conduct teaching and
12 Developing a enhance student learning.
diaologic pedagogy in
seminar teaching The lead article for this publication is unusual in that it has been co-
written by the team leaders of the four key roles that comprise the Forum
14 Play, practical,
committee (namely conference, workshops, magazine and blog). Glenn
participation:
Experiments with Hurst (Chemistry), Sally Quinn (Psychology), Anna Bramwell-Dicks (TFTV)
teaching the and myself (Sociology) offer our reflections on not only our roles but also
posthuman humanities the creativity we have discovered within ourselves (often unexpectedly)
17 Social media whilst serving on Forum. I hope that you find the insights interesting and
engagement in the that they inspire more of our readers to get involved with Forum led events
Department and activities in the future.
of Education

18 Creative innovation With all my best wishes for the rest of 2019.
in SEND practice in
Hong Kong Ruth Penfold-Mounce (Sociology)
20 Increasing student Editor
midwives' knowledge
and understanding
of the professional
regulation of midwifery
practice: Learning in
the moot court

22 York archaeology
students get hands-
on experience with
ancient technologies

24 Support, development
and recognition for
Learning and Teaching

For a large print, Forum is published biannually by the Learning and Teaching Forum at the University of York
black and white text Editor Ruth Penfold-Mounce ruth.penfold-mounce@york.ac.uk
version, please contact Sub-editor Phil Robinson-Self phil.robinson-self@york.ac.uk
learning-and-teaching- Editorial Committee Ben Poore, Glenn Hurst, Carmen Álvarez-Mayo.
forum@york.ac.uk Design and print Design and Print Solutions york.ac.uk/design-print-solutions
Front Cover image John Houlihan

2 Forum issue 45 | university of york


interview

Professor Andy Parsons, Department of Chemistry, was recently awarded


a prestigious National Teaching Fellowship in recognition of his
inspirational and innovative approaches to teaching and learning.
Forum magazine caught up with Andy to talk about the award.

Firstly, many congratulations on


the award of your National Teaching
Fellowship. How does it feel to be
recognised in this way?
Absolutely delighted and very proud!
I have had the pleasure of working
with many talented and enthusiastic
colleagues and students, over many years,
and without their help and support this
award would not have been possible.

Could you tell us a little more about


the specific things that led to this
award? To put that a different way,
regular readers of Forum will be
aware of your work on the chemical
communication projects or your
commitment to useful technological
innovations in supporting learning,
but are there particular areas to which
you’re more attached? What does being a National Teaching and, as an Admissions Tutor, I have had a
My approaches to teaching chemistry Fellow mean in terms of ongoing particular eye on attracting prospective
can be somewhat unusual (including practice or engagement in the sector? undergraduates. Running a MOOC has
using music, poetry and drama) and The Fellowship is widely recognised in certainly been a highlight – the impact
I enjoy exploring new strategies for Higher Education within the UK as well and feedback has been beyond my
enhancing learning. This has included as internationally as a mark of quality. expectations. Over the last two years, over
flipped learning and embracing The award has the potential to help 12,000 learners from over 100 countries
initiatives linked to employability – open doors to new academic or career have signed up to the course. It has been a
ranging from students doing placements opportunities. It is still early days for privilege to facilitate the course, alongside
in local schools to working on a mini me, but it enables me to keep up with undergraduate mentors, discussing topics
research project, in collaboration with what’s going on, for example, bringing ranging from how to make the best cup
AstraZeneca. I have been fortunate to to my attention teaching and learning of tea, to how to build a realistic chemical
have the flexibility to innovate and work publications, and it provides a great model using Jelly Babies, to the latest
with students as partners in developing platform for sharing ideas. research on new antibiotics, including
original teaching resources, most work at York. Higher education should
recently, a research-led revision of our Much of your work in teaching and engage the public in the challenges
entire online master’s teaching. learning comes across as being about presented by science, using real-life
impact in outreach, in the most positive, examples to capture their imagination and
How time consuming was the process meaningful sense of that term: making emphasise the benefits for society.
of application for the National learning accessible, authoring wide-
Teaching Fellowship, and do you have reaching textbooks, taking science into Finally, what would you say has been
any recommendations for others who schools, creating opportunities to the most useful piece of advice you’ve
might be thinking about it? reach as many people as possible – received (or given!) in relation to
It was a lengthy process, but it was an for example through your MOOC teaching and/or learning?
opportunity to reflect on my career [Massive Open Online Course]. Is this Two things spring to mind. Firstly, to
and to celebrate the things I am most approach an extension of what you find seek feedback, use it constructively and
proud of. It took a fair bit of rewriting, personally rewarding in teaching or is try not to take criticism too personally.
but I was very grateful for all the help this something more broadly about the Secondly, do not be afraid of trying
and support of colleagues from the purpose of higher education today? something different and letting your
Academic Support Office. My advice is I am incredibly passionate about personality shine through.
to look very carefully at the criteria and chemistry! My aim is to enthuse others
to tell an interesting story, which goes about a subject I find fascinating, which
Keep an eye out for Andy Parsons’ MOOC,
beyond simply describing what you have is so relevant to our everyday lives. With Exploring Everyday Chemistry, which opens
achieved, giving a rationale and clear this in mind I have constantly explored again on 1 July: https://www.futurelearn.com/
evidence for the impact you have made. new ways to engage different audiences courses/everyday-chemistry

university of york | issue 45 Forum 3


feature

Meet the Learning a


Ruth Penfold-Mounce along
with Glenn Hurst, Sally Annual Learning and Teaching C
Quinn and Anna Bramwell-
Dicks discuss their roles and
(and Chair of Learning and Teac
experiences of serving on the GLENN HURST (CHEMISTRY)
Learning and Teaching Forum.

H aving served on the Learning and Forum has responded (often through

I
ncreasing pressure is being exerted Teaching Forum since 2015 together collaborating with our Programme
upon academia in achieving, with being Chair of the group since 2018, Design and Learning Technology Team)
demonstrating and measuring I have had the pleasure of working with by advertising major events (workshops/
excellence in teaching and learning. a very diverse and talented collection conferences) through talking heads
Consequently there is no better time of academic and learning support videos, by recording relevant sections of
for staff and departments at York to staff. With representation across our such events via lecture capture to make
take advantage of the opportunities and institution, the Forum is a marvelous content accessible to all, by incorporating
training offered by the University of York community of colleagues working use of software for technology-enhanced
Learning and Teaching Forum. together on learning and teaching learning such as Padlet or electronic voting
The Learning and Teaching Forum is initiatives. Members of the group are systems into our programme of events and
comprised of an interdisciplinary team always looking to engage staff and by sharing our work through social media.
of staff (who all serve within Forum students from across the institution in I feel very privileged to be part of such a
for 3 years) from the University of York new ways to celebrate and share learning forward-thinking and creative team of staff.
who aim to bring together and support and teaching practice. It is through In my role as Chair, I have the philosophy
colleagues in teaching and learning. We working with such colleagues that I have to be as ‘enabling’ as I can. Upon team
work to celebrate and raise the profile of learned the most and been inspired to members suggesting new ideas, as a group,
learning and teaching, to provide staff- contribute in new ways. we discuss how we can work together to
led spaces for discussion of issues and The four major contributions of turn such visions into a reality that is of
to represent and refer staff views from the Learning and Teaching Forum are benefit to our institutional community.
our activities to the University Teaching to facilitate our Annual Learning and Personally, I get a lot of satisfaction from
Committee. At the heart of Learning Teaching Conference, to coordinate a working with Forum committee members
and Teaching Forum is our purpose to portfolio of workshops, to disseminate and seeing ideas transform into reality
nurture and disseminate creativity and news through our Forum Magazine and through collaborating with and supporting
good practice and contribute toward a to share important updates, perspectives one another.
consistent culture of quality. and digital content through our website Within our committee, I lead the
In this article we want to shed and blog. Since joining in 2015, it is clear organisation of our Annual Learning
some light on the inner workings of to me that members of the team have and Teaching Conference. This is the
the Learning and Teaching Forum by made significant efforts to maintain and flagship event that the Forum facilitates
exploring the key roles and activities advance the work of the Forum. Take and, once again, this has undergone
being conducted on an annual basis. We use of technology as an example: as transformation in recent years to be more
also want to emphasise how this diverse our institutional practice has evolved,
group of academics and learning support
staff are passionately committed to
improving learning and teaching at the
University of York and just how creative
and dynamic serving on the Learning and
Teaching Forum can be.
Through these reflections by Forum
committee leaders we hope to have given
some insight into the roles and challenges
faced by the Learning and Teaching
Forum particularly in terms of creativity.
Please do visit our website, blog and
twitter account @UOYForum. Do consider
signing up for the Annual Learning and
Teaching Conference, taking place on

4 Forum issue 45 | university of york


feature

and Teaching Forum


Conference lead Forum workshops lead:
ching Forum): SALLY QUINN (PSYCHOLOGY)

inclusive, interactive and relevant to our


A s a member of the Forum
committee, my main role
is to take the lead with the
community. We have widened the call for organisation of the lunchtime
contributions to include lightning talks workshops. We usually arrange
for smaller pieces of work. Year-on-year, three to four workshops per term
we see more and more undergraduate and the speakers are members
and postgraduate student participation of staff and/or PhD students.
in the event. We celebrate outstanding The main aims of these sessions
poster contributions through prizes. are to share good teaching
Following delegate feedback, we practices with others across the
incorporated more opportunities to University, to facilitate and encourage
network, to discuss contributions and conversations about good teaching understandably slides down the list of
consolidate ideas from the day, reflecting practice in general and to further these priorities! We are mindful that the timing
on how our practice may evolve. discussion to explore how individual of the workshops in the academic year
Our next conference is centred on people can integrate the practices of is important. The workshops are there
‘creating valuable learning partnerships others into their own teaching. to support staff and to encourage a
in the contemporary university’. This We aim to have a diverse range of dialogue of good practice across the
is a relatively open theme and we are speakers and workshops so there is University so selecting times when staff
excited to review a range of abstracts always something for everyone! Many feel less under pressure with other work
detailing work in this area. Our sub- of the speakers are at the forefront of commitments is vital not only to the
theme is specifically focused on ‘learning developing innovative teaching practices, success of the workshops but also to
communities’ and I am delighted to having received funding to support the ongoing improvement to teaching
be hosting Dr Ruth Healey, a National a project and/or a Vice Chancellor’s provision across the University. We are
Teaching Fellow from the University Teaching Award for their contributions currently looking at the timing of these
of Chester, who will present a keynote to teaching provision. The format of workshops to see if we can identify
lecture on ‘Developing learning the workshops is such that it facilitates optimal times when people are more
communities through staff-student discussion between the attendees able to pop along to the workshops that
partnerships’. New for 2019, in response themselves but also between the speaker pique their interest.
to your feedback, we will facilitate a and attendees. As expected, these My parting words are perhaps ones of
panel discussion between Ruth and interactions give attendees the platform self-reflection. When I was asked to write
selected members of our institutional to discuss how the teaching practices this piece on my role as workshop lead, I
community to provide their perspective presented in the workshop can be used must admit that I immediately thought
on learning communities and how, where in their own department and to bounce I engaged in very little creativity! I will
relevant, they have innovated in this area. ideas off other attendees. An additional often describe myself as ‘not the most
Further to being an excellent benefit of these discussions is that the creative person in the world.’ However,
opportunity to learn from and network speaker often comes away from the when I delve a little deeper and really
with colleagues from across the workshop with new ideas. Colleagues think about the different things I do, I
institution through celebrating work from other departments often approach realise I’m probably a little more creative
within learning and teaching, this teaching from a different perspective to than I give myself credit for. Clearly,
is a brilliant event to enhance your that of the speaker and discussions can there are people who find being creative
continuing professional development therefore prompt new ways of thinking. easier than others, and those that
and, in my case, has even enabled me to As workshop lead, I am conscious might be naturally more creative than
meet a colleague in a different faculty of the workload of staff and the others. But let me end by saying this:
with whom I now collaborate! I wish to restrictions this places on attendance we all have the ability to be creative, at
take this opportunity to encourage you at the workshops. I’m aware that least to some extent. So, l encourage
to attend our conference on 21st June people sign up for a workshop, fully everyone to reflect on what they do and
and for you to also encourage others. We intending on coming along, but then give themselves credit for creativity, no
look forward to seeing you there. workload mounts up and the workshop matter how small you think it is!

university of york | issue 45 Forum 5


feature "I'll have the missplet 'Ca esar'
salad a nd the incorrectly
hypenated veal osso-buco."

Forum Magazine Editor:


RUTH PENFOLD-MOUNCE (SOCIOLOGY)

W hen I became Editor of Forum


Magazine my fabulous predecessor
Claire Hughes (Environment) mentioned
help to proofread submissions. As such,
Forum Magazine team members are
acutely aware and appreciative of the
how much she had enjoyed being able authors who contribute to the success
to use her creative side in the role. My of the magazine, many of whom get in
initial reaction was ‘Oh, no, I don’t think touch with great ideas for articles.
I have a creative side. This is going to I have enjoyed being able to put
be a disaster’. However as time has my personal stamp on each edition of
passed I have come to realise she was Forum through the editorial message
right. Being the Editor of Forum has its and to include the voices of Graduate
challenges but the rewards are great, Teaching Assistants. I have also been achievements as well as to spur each
especially to be able to encourage staff pleased with the response to the other on towards further excellence. It
to showcase the exciting, innovative decision to start a trend of including is a chance to reflect upon our teaching
things they are doing to improve interviews with key learning and and get inspired by other individuals
learning and teaching at York. teaching staff whose names we (as and disciplinary approaches to learning
I think many staff at the University employees at University of York) see in and teaching.
are unaware that it is only a very small emails but might not know a lot about. My time serving on the Learning
team who work on Forum Magazine: the One of the trickiest decisions for each and Teaching Forum is almost up as
Editor, who has oversight of content and magazine edition is the use of images. my term ends in July 2019. I would
quality, writes the editorial and comes Approving cartoons and choosing the encourage more people, especially
up with a theme, and the Sub-editor, right front cover from what is available from the social sciences, to get involved
who seems to do everything else (!) can be remarkably difficult and has in the opportunities that the Learning
including: requesting, gathering and been known to end in controversy! and Teaching Forum offers. Make
organising magazine content, liaising For me, Forum Magazine is about sure you pick up your copy of Forum
with authors of articles, reviewing and giving University of York staff a source Magazine and give it a read when it
copy-editing articles, assembling the to read that inspires them and gives is published twice a year or have a
magazine with Design and Print and them insight into what colleagues look at the online copies available
managing distribution, whilst also are doing. It’s about creating a sense on the Learning and Teaching Forum
supporting the Editor in their role. A of community across departments, website. You can also view past copies
sub-committee is formed of 2-3 other disciplines and faculties. Teaching and in the online archive. Forum is a great
Forum committee members who largely learning is at the heart of the University resource from which we can learn from
and so Forum Magazine is a way to get other disciplines and keep our teaching
us to reflect upon and celebrate our vibrant and exciting. So do make the
most of it and do consider contributing
an article in the future.
ER 2017
ISSUE 42 | SUMM

:
The York Pedagogy
ISSUE 43 | SPRING 2018

hing
innovative teac Assessment
and learning & feedback
ISSUE 44 | SUM
MER 2018

Research-led
in pursuit of eteaching:
xcellence
Programme-
level learning
Students
as partners
Authentic
Academic
nt
assessmeSupport
and
Feedback
Adaptive
Comparative
Judgement
Chairing the
University’s Standing Embedding
Committee on research in
Assessment 18/07/2017 13:59
the curriculum
ue 42.indd 1
Student enga
in research prgement
35463_Forum_iss

39356_Forum_issue 43_SA.indd 1
21/03/2018 09:20 actice
Innovations in
research-led te
aching
6 Forum issue 45 | university of york 41670_Forum_
issue 44 a.indd
1

05/09/2018
16:27
feature

Forum website and blog lead: 21st June 2019, which is themed around
‘Creating valuable learning partnerships
in the contemporary university’. There
is also the opportunity to showcase
ANNA BRAMWELL-DICKS (TFTV) your efforts in enhancing teaching and
learning by writing for Forum Magazine:
just contact the editor. You can also
contribute to, or just attend, any of the
Forum workshops. Last but not least,
if you are passionate about pedagogy,
the student experience, research-led
teaching and improving learning and
teaching across the University there are
opportunities to apply for a position on
the Learning and Teaching Forum as
advertised in the Staff Digest. Forum
recruits members from all disciplines and
is a hotbed for academics and professional
services staff who are enthusiastic about
learning and teaching at York.

Ruth Penfold-Mounce
is Senior Lecturer in
Criminology in the
Department of Sociology

M y primary role on the Forum


committee is to lead the website
team, who are responsible for overseeing
worked on implementing those ideas into
the current version of the site. The initial
phase of the redesign work has been
and is the current Editor
of Forum Magazine. Ruth
holds the roles of Director of
Criminology and Undergraduate Dissertation
the yorkforum.org site. The main aspect completed, but there is still some archival, Coordinator where she seeks to consistently
of this work involves regularly updating legacy content to be incorporated within improve the student experience and uphold
the content of the website to ensure the new structure. the student voice.
it appropriately reflects and promotes From an aesthetic perspective, there’s ruth.penfold-mounce@york.ac.uk
Forum activities, including acting as a still some way to go with the redesign
Glenn Hurst is Lecturer
repository for details of the workshops, work on the site; this project is definitely (Assistant Professor) in the
magazine and annual conference. still a work in progress! We are hoping Department of Chemistry
However, when I took over as lead of to make the site more visually appealing and is the Chair of the
the website a little over a year ago, I and the team and I are currently working Learning and Teaching
Forum. Glenn conducts
was keen to use my experience in web to explore colour and branding options, research in using social
design and development to redesign the together with ensuring the redesign can media in higher education and green
site alongside the day-to-day business of accommodate the incorporation of more chemistry education through the Green
maintaining and updating the content. visual and richer media in the site. Chemistry Centre of Excellence.
glenn.hurst@york.ac.uk
So, we have been working together to My time on the Forum committee
restructure the vast amount of content is coming to a close at the end of this Sally Quinn is Lecturer
on the site through using principles of academic year, but I’m proud of the work in the Department of
Information Architecture and with an the team has done so far to improve Psychology and is the Lead
for the Workshops. She
emphasis on usability and accessibility. the site and look forward to seeing it is interested in providing
This redesign project began by fill up with much more content in the students with general
working with Forum committee future. The site is hosted on WordPress, support for their studies
colleagues on conducting a thorough a platform that makes it relatively easy and has recently developed a new module
‘Academic Skills’. More recently, Sally has
analysis of the site’s existing content for many people to edit and contribute
been working on supporting Y1 students
together with discussing our hopes and content without requiring a technical with writing which involves several ‘How to…’
expectations for how the site could be background. I hope that by using my web videos and other VLE materials.
used in the future. Although these tasks development skills I have been able to sally.quinn@york.ac.uk
may sound technical in nature, they really leave the website on a solid structural
Anna Bramwell-Dicks
allowed me to think creatively to improve footing so that colleagues, even those is Lecturer in Web
the site. Many, many post-it notes and without a background in technical web Development and
sketches were used as tools to support development, will be able to contribute Interactive Media based in
the redesign process! It has been great to leading the website team. I have the Department of Theatre,
Film and Television (TFTV)
to be able to use within my Forum role thoroughly enjoyed being involved in and is the lead of the Forum
the techniques that I apply in teaching Forum over the past few years, and the website team. Anna conducts research at
Interactive Media students, as despite opportunity to work with colleagues the intersection of creativity and technology
being a lecturer in Web Development it’s from across the University who have a and tries to encourage students to embrace
the whimsical and whacky in the design
not often that I get to build websites as shared interest in improving the student and creation of innovative, inspirational
part of my day job. Once the analytical experience through developing and technology products.
structural redesign work was finished we adopting innovative teaching practice. anna.bramwell-dicks@york.ac.uk

university of york | issue 45 Forum 7


article

Teaching through

mobile
methods:
The York Crime and Criminal Justice Walk
Maggie O’Neill and Ruth Penfold-Mounce discuss how they have developed
and used a crime walk as a creative (and mobile) teaching method

The York
Crime Walk
Downloadable
Map (with
thanks to
Design and
Print Solutions).

T
he University of York Crime Walk body of research by Maggie O’Neill on students to theories and concepts in
(http://www.yorkcrimewalk.co.uk) is walking as a research method. There is a Criminology as early as possible and in
a self-guided walk through the city, long tradition of walking in ethnographic a mobile, engaged way)
following a route map of criminological and anthropological research, but not nn enhancing formative assessment
landmarks supported by downloadable in criminology; the York Crime Walk
sound files – so one can walk and listen aims to address this gap and use it as a Essentially the York Crime Walk was
to the narrative about that place or teaching tool. The walk emerged from developed as a research led pedagogical
site. It was developed by three students, discussions at the University Crime method to introduce students to
Harriet Crowder (3rd year undergraduate), Network and the BA Criminology Board Criminology and to York in an active,
Matt Coward and David Honeywell of Studies, in relation to: embodied and convivial way. It offers
(doctoral researchers in Sociology and nn supporting the implementation of the a critical pedagogic teaching and
Criminology), and two academics, Ruth York Pedagogy learning tool, especially in relation to the
Penfold-Mounce and Maggie O’Neill, all history, theories and concepts of crime,
nn delivering on innovative, engaged justice and punishment and accessed
based in the Department of Sociology.
teaching methods (to introduce or facilitated via the spaces, places and
The York Crime Walk builds upon a

8 Forum issue 45 | university of york


article

stories of medieval York to the current Acknowledgements


day. The walk is already a favourite topic at With thanks to York Castle Museum and
Open Days and Visit Days, capturing the York Archaeological Trust; M. Faye Prior
imagination of prospective criminology and Louis Carter; the Department of
students and their families. Sociology for Internship funds; and the
We launched the York Crime Walk at University of York for a ‘Rapid Response’
the York Festival of Ideas in June 2018 with Grant. Also thanks to the participants
a public talk with Q&A and an exhibition of the Forum workshop as your feedback
of artefacts from the Walmgate Area by and discussion was important to us.
York Archaeological Trust. Two guided
walks were also delivered to the public and References
supported by undergraduate students. In https://walkingborders.com/walk-14-walking-
October 2018 the walk was introduced in with-criminologist-david-honeywell-in-york/
the first year module Sociology of Crime Mette Louise Berg and Magdalena Nowicka
(forthcoming) (eds) Convivial tools for research
and Deviance which has approximately and practice, London: UCL.
170 undergraduates from different degree
Haaken, J. and O’Neill, M. Searching for Asylum:
programmes. https://www.youtube.com/watch?v=SjT5lENga_M
Matt Coward, David Honeywell, Maggie O’Neill,
Ruth Penfold-Mounce, and Harriet Crowder O’Neill, M. & McHugh, C. (2017) Walking with
Process and Practice of Faye from a direct access hostel to her special
(left to right)
Mobile Methods place in the city: walking, body and image space.
We developed the York Crime Walk in two Journal of Social Work Practice Psychotherapeutic
Why Walking? Pedagogy and Approaches in Health, Welfare and the Community,
distinct phases.
Enhancing Learning and Teaching Vol. 31(2), 207-223.
Phase one included: planning, discussing,
The York Crime Walk will enhance learning O’Neill, M 2017, ‘Walking, well-being and
sharing and operationalising our ideas. Our
and teaching in the following ways: community: racialized mothers building
approach was participatory and inclusive cultural citizenship using participatory arts and
from the very outset. Our intern, Harriet 1. Walking is a helpful method to introduce participatory action research’, Ethnic and Racial
Crowder, conducted archival research people to the history of crime and justice Studies, 1-25. DOI: 10.1080/01419870.2017.1313439
and made links with the Museum Trust and how diversity and inequality play O’Neill, M. and Roberts, B. (forthcoming) Walking
and Castle Museum. We then developed into this narrative, in ways they will Methods: Biographical Research on the Move,
remember, because it is embodied and London: Routledge.
the relationship with the Museums and
conducted a number of pilot walks as engages the mind.
2. Walking is a convivial method for
Endnotes
we mapped and planned the route in Maggie has used walking as research for some
partnership. Finally, Matt Coward developed teaching and learning and promotes years. She developed a previous walk with
the website and recorded (in broadcast the York pedagogy via active learning. Dr Ivan Hill, HMP Durham Prison Library and
quality) the walk narrative (available on: The York Crime Walk adds to the Sheila Mulhern, writer in residence at Durham
Prison, funded by the Arts Council. See: https://
iTunes, Sound Cloud, Pocket Casts, Stitcher). rich pedagogic literature on learning
ghostsofourfuture.com. A recent development
The walk takes between one to two hours through doing. includes a Feminist Walk in Newcastle, for the
depending upon the time taken to stop and 3. Taking a walk through the city, engaging Sociological Review undertaken in partnership
reflect upon each landmark. We had to with the Women Artists of the North East Library.
with buildings, places and spaces See: https://www.thesociologicalreview.com/blog/
dramatically reduce our content after the introduces walkers to the critical the-feminist-walk-at-undisciplining.html.
first pilot walk lasted over three hours and recovery of the histories of crime,
we didn’t even get to the end! It should also justice and punishment supported by
be noted that the walk is accessible to people archival work, historical literature and Maggie O’Neill was Chair
with disabilities and the map and podcasts criminological theories. in Sociology (Criminology),
can be accessed remotely through the Department of Sociology,
4. The walk builds upon extensive University of York and
website if the walk cannot be undertaken.
scholarship around crime and deviance a member of University
Phase two of the process entailed Teaching Committee. She
at York. Students are introduced to
the integration of the walk into the is now based at University
criminology through mobile methods College Cork. She co-founded the University
undergraduate module, Sociology of Crime
and staff research interests which of York Crime Network and the University
and Deviance in September 2018. We evaluate
facilitates space for them to develop their of York Migration Network. Maggie’s
the way students engage with the resources: research interests include sex work, sexual
own criminological understanding.
the digital walk, the actual walk and the exploitation and the sex industry; migration
resources they access along the way, to 5. Walking is an experiential methodology and asylum; creative, visual and performative
highlight the skills they are using and how and a powerful way of communicating methodologies. Maggie.oneill@ucc.ie
about experiences and ways of knowing She tweets as: @maggieoneill9
these will support them in their approach to
learning. The walk will also formally become across cultural divides. It also focuses Ruth Penfold-Mounce
part of the module formative assessment attention on the sensory, kinaesthetic, is Senior Lecturer in
from 2019/2020. Notably this use of mobile mobile dimensions of lived experience Criminology, Department
which unites the visual with other senses. of Sociology, University
methods to teach has led to the development of York, UK. She is
of a second walk: York Death and Culture Through walking we are able to get in Director of Criminology
Walk (launching at a public lecture event touch with the past, present and future of for BA Criminology and
entitled ‘Walking amongst the dead: The crime, justice and punishment in ways that BA Sociology with Criminology and Editor
of Forum Magazine. Ruth is a passionate
York Death and Culture Walk’ on 8th March foster understanding and critical reflection; advocate for research-led teaching and an
2019) connected to the research interests of but more than this the York Crime Walk active twitter user @DeathandCulture
Ruth Penfold-Mounce. stimulates our criminological imagination. Ruth.penfold-mounce@york.ac.uk

university of york | issue 45 Forum 9


article

A teaching collaboration between the


Department of Environment and
Geography and University Estates Services
Claire Hughes, Sarah West and student groups decide on the topic of focus, Quotation from the University of York
define the research question and aim and Ecological Management Plan 2019-
Gordon Eastham objectives, design the data collection and 2025 (pp14)

R
esearch methods teaching is a data analysis strategies, work in the field ‘In the longer term a decision will have to be
fundamental part of most higher and lab to collect data and analyse and made as to whether to dig out the reed beds
education programmes which report the findings in the form of a written and replace the underlying layer of blast
require our students to be both consumers report. Module leaders act as supervisors furnace slag, which has a finite life of circa
and producers of research. However, in for the student projects. The option to ten years in terms of absorbing and holding
a review of the relevant literature Earley choose the topic of focus, real-world link phosphates. It may be however that phosphate
(2014) found that students often have and chance to gain a greater understanding levels in the surrounding landscape may have
negative attitudes towards research of their immediate surroundings appeared fallen sufficiently by then to only have to rely
methods training. A combination of active to motivate students to engage with on the bio-filter properties of the Phragmites.
and service learning allows students to the module. Whilst Gordon Eastham This will no doubt be determined by future
gain first-hand experience of designing (University Grounds Maintenance Manager) water sampling as part of environment
and undertaking research for the provided excellent help and support, in the student projects.’
benefit of others and has been suggested first few years of the module findings from
as an effective approach to increase the student projects were not in turn being Open comments in module evaluations
engagement and motivation. Here we communicated back to Estates. confirm that the two main aspects of
describe a teaching collaboration between The links between University Estates Environment Systems Project student value
the Department of Environment and and Environment Systems Project have been most are the chance to choose the topic of
Geography and University Estates Services greatly strengthened over the last three their projects and the real-world application
which allows students to develop skills years to both enhance the feeling of task of the skills they learn and their findings. The
in research project design and execution value amongst students and to ensure words ‘freedom’, ‘independence’ and ‘choice’
whilst generating important information that the important and often very high feature heavily in positive student feedback on
on the status of the campus environment. quality data generated within student the module. Furthermore, the open comments
All undergraduate and integrated projects is put to use. Since 16/17 Gordon often mention ‘the real-world application’,
maters (MEnv) programmes in the Eastham has been attending the module ‘closeness to real-world skills’ and ‘focussing
Department of Environment and launch and presenting students with the module on the Uni campus’ as aspects
Geography have a well-defined information on the key environmental students like most about the module.
progression in research skills training. issues of concern to his team on campus. Embedding work-related learning
Students undertake lecturer-defined Summaries of first class reports are now activities like this into curricula promotes
research at year 1 and student-led, group compiled into a report to Estates and work-readiness (Moreland, 2005). Many
projects at year 2 to prepare them for key datasets are also brought together of our students would like to move on to
undertaking a substantial independent and shared with Estates. Summaries of positions in environmental consultancy at
research project in the final year of student projects from 17/18 were recently the end of their degree programmes. This
study. A key progression point for year included as an appendix to the 2019- module gives them the opportunity to act in
2 BSc/MEnv Environmental Science and 2025 campus Ecological Management Plan a consultancy role for the University as they
Environmental Geography students is (https://www.york.ac.uk/admin/estates/ work in a team to meet a brief provided by a
Environment Systems Project. This module operations/grounds/biodiversity/ecological_ ‘client’. At the end of the module we provide
offers students the first opportunity management_plan.pdf). The plan also lays students with a template for text they can add
within their programmes to design and out goals for future projects done within to their CVs describing what the work they
undertake an authentic research project Environment Systems Project. undertook within their projects.
as part of a group. It is vital that students In 2018/2019, 31 students will have Our experience on Environment Systems
engage fully with this module in order summaries of their reports included in Project suggests in line with Earley (2014) that
to gain the skills and knowledge needed the report to Estates and will hence make experiential and service-learning are indeed
to successfully undertake the capstone important contributions to maintaining an effective way to teach research methods.
independent project. the environment on campus. This year There may be many more ways that the work
Since 2011/2012 Environment Systems our students will be advising on a range students do within modules can be used to
Project has focussed on students designing of topics including the nutrient-removal define and enhance aspects of the campus
projects on the University campus grounds efficiency of the reed beds on Heslington environment and life. Such initiatives will
with a specific focus on key objectives East, the total suspended solids loading not only enhance learning and motivation
laid out in the original Heslington East of the campus lake, and the success of but could also help to create a greater sense
Ecological Site Management Plan (ESMP). grassland development on Heslington East of community amongst students and staff
The module is centred on a series of thereby providing an important service to working across a wide range of sectors within
seminars and practical sessions in which University Estates. the University.

10 Forum issue 45 | university of york


article

References
Earley, M. A. (2014) A synthesis of the literature
on research methods education. Teaching in
Higher Education 19: 242-253
Moreland, N. (2005) Work-related learning in
higher education. Learning and Employability
Series Two. York: ESECT and HEA

Claire Hughes is a Senior


Lecturer and Deputy Head
of Department (Teaching)
in Environment and
Geography.

Sarah West is Senior


Research Associate and
Deputy Director of the
Stockholm Environment

…the two main aspects of Environment Institute.

Systems Project student value most are Gordon Eastham is the


Grounds Maintenance
the chance to choose the topic of their projects Manager at the University
of York.
and the real-world application of the skills they
learn and their findings.”

university of york | issue 45 Forum 11


article

Developing a
dialogic pedagogy
in seminar teaching
Ben Poore from the Department of Theatre, Film and Television,
University of York, reflects on a pilot project to enhance interaction
and to encourage creative thinking in an introductory core module.

Because of this, you know, this whole study and the way
it's been set up, we have a very good framework for
moving on to next year and working with new people."
Comment from first year student on dialogic pedagogy during a reflective discussion

Introduction sought as one of its core principles to with the students each time (2016, p.3).
Seminar teaching is the most common maximise the value of students’ contact Although I didn’t fully realise it at the
form of staff-student contact for a time in order to propel independent time, this approach to learning and
number of essay- and presentation- learning. The introductory module on play teaching founded on dialogue, and on
assessed modules on our BA programme analysis that I had taught for a number a collective and reciprocal relationship
in Theatre: Writing, Directing and of years consisted of lectures, film between academics and students, fits
Performance. Yet it is unusual for new screenings, and seminars, and the final with the longer history of the University
students to receive any explanation assessment had always been an essay. I of York and its reputation for curriculum
of what a seminar is, what staff wondered: could working on students’ and learning innovation as one of the
expectations are for students’ conduct oracy and argumentation skills in the 1960s ‘plateglass universities’. Early
and participation, and how seminars are seminar room lead to better-constructed, experiments with course design aimed
meant to enhance learning. I worried that, better-argued essays? to bridge the gaps between the arts and
in my own teaching practice, seminars sciences, and to offer unconventional
could sometimes become a mixed bag What is Dialogic Pedagogy? study combinations (Perkin, 1969, p.119).
of activities whose value and purpose In his influential book, Towards Dialogic The English department pioneered
was not altogether clear. There would be Teaching: Rethinking Classroom Talk, experiments in examination methods,
‘housekeeping’ announcements (‘Don’t Robin Alexander (2006, p.28) sums and English and History broke down
forget to sign up for the theatre trip’); up dialogic teaching as collective, barriers between subject areas (Beloff,
there would be discussion activities; reciprocal, supportive, cumulative and 1968, p.51, pp.100-101).
there might be miniature, impromptu purposeful. Alexander stresses the notion Drawing on these prior publications
lectures, even though this module, like of a teaching repertoire: our ability to and examples – and in the process
most others on the programme, already respond to situations with a wide range of trying out different techniques – I
has timetabled lectures. As a lecturer of techniques (2006, p.29). Moreover, developed my own principles of dialogic
in a creative arts subject, I imagined Skidmore and Murakami, drawing on pedagogy. For me, dialogic pedagogy asks
that my seminar teaching – and that the seminal work of Paolo Freire, stress seminar leaders to focus on:
of my colleagues – would already that dialogic pedagogy is not simply a
nn The quality of the questions that the
be fairly dialogic, interactive and technique that can be transposed into any
seminar leader and the group ask,
dynamic. However, I wanted to test that setting but an epistemological position,
and their value in moving discussion
assumption, especially in the light of the and is constructed around knowing as a
forward;
York Pedagogy, the University’s recent social activity; the teacher is the leader
programme design initiative, which of the learning activity but re-learns nn Building students’ competence

12 Forum issue 45 | university of york


article

methods to build student confidence exercises, aim to move towards being


and autonomy in responding to and a ‘referee’ – to whom students can
organising talk in the seminar. Reviewing apply for clarification of the task, of
the recordings, I regularly reflected key terms, or of factual points – rather
on the quality of talk in seminars with than leading the discussion by default.
the students, with colleagues, and in a nn Where possible, invite students
journal. As well as being mentored by Dr to define their own output or end
Hardman, I also mentored a Teaching product: ‘what does completing this
Fellow, who led on the teaching of the task look like?’
follow-on module in the Spring and
nn Starting each new seminar with the
Summer terms, Dramaturgy, while I
group’s own conclusions from the
observed and advised on her application
previous week creates a sense of their
of dialogic methods.
competence building week-on-week. It
In addition to making room for talk
can also be used to check whether the
about talk in seminars, I conducted a
dialogic approach led to more complex
survey of student experiences of different
and creative thinking.
types of seminar activity and held two
 
discussion sessions at the end of the
academic year. Students reported that they
Conclusion
It is worth noting that in their reflective
really appreciated having the chance to test
sessions students repeatedly drew
ideas in front of their peers; their reactions
attention to the relationship – sometimes
and questions made their essay arguments
the perceived mismatch – between
stronger. Students also noted that having
activities in seminars and lectures, and
opportunities to reflect on their learning
the requirements of the assessment.
made them realise how much their
This brings me back to module and
thinking, abilities and confidence had
programme design, as discussed at
developed in the space of a year.
the start of this article. Opening up a
Judging by the results for this module,
space for dialogue can be difficult in
it certainly looks like a more dialogic
modules focused on transmitting specific
learning environment encourages
knowledge rather than skills. While a
students to make more original
dialogic pedagogy has the potential to
arguments and to be more resourceful in
transform seminar-room interaction and
gathering and evaluating evidence.
the learning environment, sometimes
in listening, responding to, and the barriers to taking this further are
Some Tips for Creating a More
evaluating a range of views, and in structural. Therefore, a dialogic approach
Dialogic Seminar Environment
collectively organising and reviewing to learning and teaching requires ongoing
nn It is a useful exercise to begin the reflection on module and assessment
their talk; teaching with explicit discussion of design so that the benefit of that
nn Negotiating seminar activities, students’ own hopes and worries about productive talk in seminars feeds more
restructuring them if necessary, so that the module and the dialogic approach, directly into assessment activities.
tasks meet students’ learning needs; and to set some ground rules for
nn Making fewer but more effective productive talk. Ask students to agree References
interventions so that students have or write their own ground rules. Alexander, R. (2006). Towards Dialogic Teaching:
more ‘air time’. Rethinking Classroom Talk. 4th edn. Thirsk:
nn In planning seminars, build in the
Dialogos.
flexibility to extend activities, and
Beloff, M. (1968). The Plateglass Universities.
The Project and the Results where possible, let students decide London: Secker & Warburg.
I received support from the University’s when they have had the time they need Perkin, H.J. (1969). New Universities in the United
Strategic Learning and Teaching Projects on a task. It may be that they have Kingdom. Paris: Organisation for Economic Co-
Fund to explore this theme of staff- discovered that a problem has more operation and Development.
student contact in seminars. My interest dimensions than you had anticipated. Skidmore, D. and Murakami, K. (Eds.). (2016).
Dialogic Pedagogy: The Importance of Dialogue in
in dialogic pedagogy as an approach was nn Aim to build in a new talk technique
Teaching and Learning. Bristol: Multilingual Matters.
originally inspired by a Learning and over the initial weeks for students to
Teaching Forum workshop given by Dr try out, in order to build their talk
Jan Hardman of the University of York’s repertoire. Benjamin Poore is Senior
Department of Education. Dr Hardman nn Build in time for debriefing, either Lecturer in Theatre in the
agreed to be my mentor in this project, about the exercise, how well it went Department of Theatre, Film
as it evolved into something that was as and Television, University
and what they learned, or about the of York. This year, Ben takes
much about developing a new teaching quality of the talk (particularly in over as Programme Leader
repertoire as enhancing students’ terms of the technique(s) they had for the BA Theatre: Writing,
speaking, listening and writing. been practising). Doing both every Directing and Performance, having previously
I recorded seminars across an been Programme Leader for MA Theatre and
time can be very time-consuming,
Chair of the Board of Studies for TFTV. His
introductory first-year module in Autumn however, so be selective. academic interests include adaptation studies
term, Introduction to Play Analysis. During and contemporary playwriting.
nn With whole-group discussion
the term, I applied dialogic pedagogy benjamin.poore@york.ac.uk

university of york | issue 45 Forum 13


article

Play, practical, particip


Experiments with teaching
the posthuman humanities

14 Forum issue 45 | university of york


article

Dr Jenna Ng, Anniversary Research Lecturer in Film and Interactive

pation:
Media, discusses the value of creative and reflective play through the
lens of an undergraduate humanities module.

C
ritical thinking is at the heart of On DCAS and their other humanities
the humanities. Through methods modules, students reflect on the role of
such as Socratic dialogue (Mitchell technology in contemporary society and
2006), seminar discussion (Parker and how interactive media have changed the
Hess 2001) and the essay as assessment way we live, think, work and play.
(Henderson 1980), the humanities teach In the first two years of running
skills of independent thinking, sustained this module, I taught in the traditional
debate, tolerating ambiguity, and arguing lecture-and-seminar format, bound with
with lucidity, rigour and precision. a swathe of independent reading directed
As digital technologies change our through set “essential” and “additional”
daily lives (for better or worse), studying texts. It worked fine, but I always felt
the humanities evolves in tandem. In the something was missing – some kind
2000s, the “digital humanities” signified of practical engagement to make the
an intellectual turn in mainstream theoretical issues palpable, to supply
humanities research, spotlighting concrete examples on which students
the exploitation of computational and could anchor deep reflection. In short:
networked technologies to transform to educate the posthuman humanities
(with varying assessments of success) scholar. I thus devised Interactive Media
scholars’ treatment, reading and Play, usually shortened to “IM Play”, or,
understanding of humanities texts. sometimes, “Play session”.
Humanities teaching likewise branched
into creative practices such as critical Interactive Media Play
making (Ratto 2011), creative exploration I chose the keyword, “Play”, to connote
(Gauntlett 2007) and digital craft (Losey fun and excitement, but also out of
and Meinrath 2016), incorporating hands- inspiration from Johan Huizinga’s
on engagement into the cerebral sphere thesis in his book, Homo Ludens (1949),
of humanities learning. In these respects concerning the primacy of play in the
we also re-think ourselves, edging onto nature of humans (and all mammals) and,
what Sidonie Smith (Smith 2015) calls in turn, the generation of culture. Play
the “posthuman humanities scholar”, is thus something fundamental to our
“prosthetically extendable” to networks, being, and understanding of ourselves
code, creative practice, design and digital and our world. In small echoes, I also had
architecture, where “ultimately, thinking in mind the references to play in Charles
is a collaborative affair of multiple actors, Dickens’s Great Expectations, particularly
human and nonhuman, virtual and where Miss Havisham, pursuing twisted
material, elegantly orderly and unruly.” revenge for her scorned love, initiates
(Smith 2016, np) the mad relationship between Pip and
Keeping in mind this flux in the Estella, only children then, by barking her
discipline, two years ago I started order to them: “Play!” There is thus also
experimenting with a new kind of subversion in playing – one that borders
teaching session for my module, Digital on creative destruction – which I felt was
Culture, Aesthetics and Storytelling not unfitting the nature of humanities
(DCAS), a first-year 30-credit humanities thinking and critique.
module on the Interactive Media (IM) BSc So – what is IM Play? In short, it is a
programme, which I also lead. Within this two-hour long weekly session held in a
interdisciplinary programme, IM students computer lab where students play, read,
learn from their other modules a range of scroll, click or otherwise engage with and
coding, media production and design skills. reflect on various digital media objects.

…two years ago I started experimenting with a


new kind of teaching session for my module,
Digital Culture, Aesthetics and Storytelling (DCAS), a
first-year 30-credit humanities module on the
Interactive Media (IM) BSc programme.”

university of york | issue 45 Forum 15


article

To elaborate: in presenting your own views and in In the larger picture, posthuman
i) MEDIA OBJECTS responding to those of your classmates. humanities environments will
I first curate a series of media objects It is a shared academic space. surely continue to evolve with their
which reflect the issues of the module. throughlines of computational literacy,
These range from games to interactive Feedback multimediated self-presentation,
fiction to websites to mobile apps. Some Student response on Play has been very networked knowledge communities,
may be accessed online; others may need positive. Feedback over cohorts in the last and collaborative thinking involving
special installation. Still others may 2 years reflect that 80%-87% of the class not only human scholarship but also
require additional kit, such as Google definitely or mostly agreed that: mediated spaces, lay people, robots
Cardboards for a session we had with nn “The Play sessions helped [them] better and smart objects. I think sessions,
students engaging in Virtual Reality apps understand the topic” such as Play, that involve technology,
using their mobile phones (see main image practice and participatory inquiry
nn “Writing at the end of each Play session
opposite). I post information about the will become increasingly important to
helped [them] reflect more deeply on
objects on the VLE each week, including complement the top-down lecture and
the interactive media work”
their background and reviews, as well as the discursive seminar of traditional
instructions on the method of access. nn “Writing at the end of each Play session humanities teaching. Such sessions
helped them practise their critical not only represent teaching innovation
ii) STRUCTURE, ENGAGEMENT AND thinking and writing skills”; and for students learning in a changing
REFLECTION nn “The Play sessions were fun” discipline, but are also harbingers of
I begin with a 10-15 minute introduction the working habits and subjectivities of
of the week’s topic, the objects and, most Narrative comments include positive their futures.
importantly, pose questions for students’ references such as:
reflection as they engage with the media. nn Enjoyment and reflection (“I really References
The students then start playing. While enjoy these sessions, and find the
Gauntlett, David (2007) Creative Explorations: New
I plan for approximately an hour’s worth Approaches to Identities and Audiences, 1st edn.
writing in the Google doc really useful London: Routledge.
of activity (taking into account an average for practising thinking deeper about a Henderson, Euan S. (1980) “The essay in
amount of time needed to finish each topic”); continuous assessment”, Studies in Higher
object), students play at variable rates and Education, 5(2), pp. 197-203.
inevitably finish at different times. I set nn Exposure to new work (“very good way
of showing students more niche pieces Huizinga, J. (1949) Homo Ludens: A Study of the
a maximum time for engagement to give Play-Element in Culture, London: Routledge &
a structure, but if students feel they are of media that they wouldn’t necessarily Kegan Paul.
done or bored before that time, they can see otherwise”); Losey, James and Sascha D. Meinrath (2016) "In
switch to the next object or move to their nn Excitement and innovation (“The Defense of the Digital Craftsperson", Journal
reflections. new and fresh concept [of Play] was of Peer Production, 9, at http://peerproduction.
net/issues/issue-9-alternative-internets/
The last stage, then, is a reflective exciting, as was meeting people via peerreviewed-papers/in-defense-of-the-
exercise. Once students have engaged google doc”); and digitalcraftsperson/
sufficiently or reached the objects’ natural nn Inspiration for students’ own work, key Mitchell, S. (2006) “Socratic Dialogue, the
ends, they open a shared Google doc, to the emphasis on project work in the Humanities and the Art of the Question”, Arts and
again prepared beforehand and accessed Humanities in Higher Education, 5(2), pp. 181–197.
IM programme (“I was able to think
through a link on the VLE, on which they Parker, Walter C. and Diana Hess (2001)
more critically about how structures
type their thoughts and responses to “Teaching with and for discussion”, Teaching and
can translate into interactive media Teacher Education, 17, pp. 273-289.
the questions posed. This gives students and it gave me some inspired ideas Ratto, Matt (2011) Critical Making: Conceptual
a space to reflect more deeply on the that I would love to work on myself.”) and Material Studies in Technology and Social
issues inherent in the objects, as well as Life, The Information Society, 27:4, pp. 252-260.
to practise critical thinking and writing Conclusion Smith, S. (2015) Manifesto for the Humanities:
skills. Being a shared document, they IM Play has transformed my teaching in Transforming Doctoral Education in Good Enough
can also read each other’s responses and opening up for me a new environment of Times, Ann Arbor: University of Michigan Press.
learn from one another’s views and ideas. pedagogical inquiry and communication Smith S. (2016) Interview by Scott Jaschik with
Finally, I reflect broad feedback on their Sidonie Smith: “Manifesto for the Humanities”,
where I am able to more deeply examine
Inside HigherEd, January 7, 2016, at https://www.
responses to the class in a VLE post or my theoretical issues with students insidehighered.com/news/2016/01/07/author-
lecture the next day. as anchored not only by examples discusses-her-new-book-manifesto-humanities
but also practice. The process of, for
iii) RULES example, moving through an interactive
A few rules, reiterated each week to the environment with deep reflection is just Dr Jenna Ng is Anniversary
class, are necessary to support the session as educational as reading Henri Lefebvre Research Lecturer in Film
and maximise its learning value: on the production of space. Working and Interactive Media in the
nn Engage sincerely with the objects; do together on the same document also Department of Theatre, Film
and Television, University of
not simply burn through the work opens up collaborative inquiry where
York. Jenna was a member of
just to get to the end. The goal here is students spark ideas off each other. It also the team which founded the
contemplation and reflection. helps to texture the module’s teaching, Interactive Media BSc programme, and currently
otherwise very much centred on words, acts as Programme Leader. Her research
nn Sign off all responses on the Google interests span the philosophy of technology,
Doc with your name. Take ownership and shows off the diversity of texts,
the posthuman, computational culture and the
of your thoughts and ideas. particularly relevant to IM students who digital humanities. She was awarded a Vice-
will be producing innovative and creative Chancellor’s Teaching Award in 2018.
nn Be respectful on the Google Doc, both interactive media in future. jenna.ng@york.ac.uk

16 Forum issue 45 | university of york


article

Social media engagement


IN THE DEPARTMENT OF EDUCATION
Sarah Olive (@drsaraholive) participated in the York Professional and
Academic Development (YPAD) scheme in 2017-18, leading to the award
of Senior Fellowship of the Higher Education Academy. YPAD involves
the preparation of a portfolio, with one section dedicated to investigating
and tangibly influencing an area of teaching or student support with the
help of a YPAD supervisor and peer group. She chose the Department of
Education’s departmental social media accounts, which she has headed
up for two years. In this article, she answers some questions about the
project, with illustrations from deptedyork Instagram.

What area of teaching/student Twitter works well for outreach to and


support was chosen and why? networking with academics, departments,
What? Social media engagement of the research centres within and beyond
Education department’s students: present, the university, non-governmental
potential, and past through two social organisations – sometimes also PG
media accounts @deptedyork (Twitter) & students, particularly PhDs. However,
deptedyork (Instagram). Twitter is not extensively used by UG later in the year. They gained substantial
Why? Because of the potential to students, prospective or current. views: 57-66, alerting us to the power of
improve our students’ sense of belonging With this in mind, I collaborated with the moving image to solicit a reaction!
to and participation in the department Clémentine Beauvais (Senior Lecturer
regardless of which programme they are in English in Education) to fully launch What next for deptedyork and
on. I wanted to raise awareness of relevant the departmental Instagram account @deptedyork?
academic & extra- curricular activities & piloted by a departmental student intern, Clémentine is a skilled user of the ‘Stories’
events, students’ and staff achievements Katie Smith. We went from having only function on Instagram (posts that only last
without overloading people’s inboxes. I also 3 posts in week 1, Autumn 2017, to 150 for a day, then disappear). In the first week
wanted to address the remoteness – in Spring vacation, 2018. This resulted of this academic year, she really caught the
physical and emotional – which our in an increase in our followers from 5 to atmosphere of the first-year induction in
students on the new distance PhD may 256. They are alumni, current students real time and made sure students using
experience. and staff, and prospective students the account will remember which staff
Our departmental social media who follow us after hearing about the they’ve met and what their undergraduate
accounts also seek to make the account at open and visit days, where it or departmental role is.
department feel more immediate is now routinely featured in talks. Also Watch out for our experiments with
to prospective students for all our other departments, student societies, Boomerang (mini videos that loop from
programmes. Our Instagram is quite graduate employers or agencies, and a burst of photos) and Phonto (a photo
literally a lens on activities in our local businesses follow us. Our IT guru, editing app with an emphasis on gorgeous
classrooms and on campus more broadly. Hayley Houghton, embedded the account fonts) to help mix up our posts with
Some of the examples (college food, alongside Twitter on the departmental movement, text and image.
campus flora and fauna) might seem website to increase its visibility. We welcome material for the accounts or
trivial but they are part of the everyday We succeeded in encouraging a range feedback on them from staff and students in
experience of university life that is of staff and student interactions with the department via email (sarah.olive@york.
hardest to access: it is the stuff not usually the Instagram account. For example, we ac.uk), but moreover mentions, retweets,
covered in prospectuses, brochures or by shared one student’s requests for help comments, replies and – of course – likes!
official university websites. with and thanks for contributions to
a charity drive to make up Christmas
Sarah Olive is a Senior
What did you do – how did you boxes for a Doncaster women’s shelter.
Lecturer in English in
investigate and explore the issue? Charities like Macmillan posted thanks Education. Her ongoing
I reviewed the use of social media in the for our support and encouragement research focuses on
2017-18 academic year with the help of for our fundraising activities. Students Shakespeare in popular
members of the departmental teaching and staff responded to light-hearted culture, particularly
television and social media,
committees and Board of Studies, quizzes, commented on posts, and sent as well as Shakespeare in education in East
including student representatives. From congratulations. Likes ranged from 3-26 and South East Asia.
this, I concluded that the departmental per post. We piloted the use of videos sarah.olive@york.ac.uk

university of york | issue 45 Forum 17


article

Creative innovation in
SEND practice
in Hong Kong

Dr Sophie Brigstocke,
H
ong Kong benefits from a long practices for pupils with SEND and
history of responding to global training their teachers to facilitate this.
Educational Psychologist and influences on education reform The Education University of Hong
Lecturer in the Department and of involving the global community Kong (EdUHK) has been responsible
in its education policy planning and for delivering teacher training courses
of Psychology, with Ho Yeung teacher training. This is particularly since 2007 and in 2017 commissioned
Hastings Chim, Peter Quinn, and evident in the field of inclusive Dr Sophie Brigstocke, Educational
education for children with Special Psychologist and Lecturer in the
Mike Wray, discuss a creative Educational Needs and Differences Department of Psychology, Pete Quinn,
intervention in teaching training (SEND). Ever since the Salamanca formerly Director of Student Support
Agreement (Unesco,1994), the Hong Kong at the University of York and Dr Mike
and inclusive education. Education Bureau has been strongly Wray, an Independent Higher Education
committed to implementing inclusive Consultant, to develop and deliver a
(as opposed to segregated) education course on SEND. This 120-hour course
for Hong Kong teachers of English in
primary and secondary schools focused
on best practice in accommodating
children with SEND in the mainstream
classroom.
In 2018 we visited Hong Kong, twice
delivering the programme to more than
80 teachers. Whilst the course was
mainly delivered in classrooms on the
university campus, we were also able to
visit multiple schools across Hong Kong
(and into mainland China). This gave us
the opportunity to get to know teachers
and mutually reflect on the differences
between teaching practices in UK and
HK schools, often over food. This teacher

18 Forum issue 45 | university of york


article

awareness should be beneficial for all


pupils, not solely SEND students.
I am looking forward to working with Dr Sophie
In practical terms, the courses we Brigstocke again to ignite the sparks on inclusive
developed and delivered aimed to enhance
teachers’ competencies in teaching teacher training both pedagogically and academically.”
students with ‘cognition and learning
needs’, with a specific focus on support for Dr Hastings Chim, EdUHK Course Director
students with specific learning difficulties
and with intellectual disabilities. Pete, Mike and I also had a valuable from the course evaluation forms was
For the 120 hours delivery of each chance to reflect on different models of highly appreciative:
course, the breakdown was as follows: training adult learners (the teachers) in
‘Teachers could work together to promote
1. 18 days (108 hours) of lectures; and Hong Kong, comparing and contrasting
differentiated instruction. Good
with our experience of teaching adults
collaboration can be seen especially in the
2. 4 x half-day (12 hours) sessions of (students and professional) in the UK. One
Booth Setup and the group presentation.’
supervised in-school group practicums. immediate advantage of the programme
that was remarkable compared with ‘I appreciated the introduction of different
The ‘practicum’ structure is an teacher training in the UK, was that the teaching strategies which encourage
innovative teaching method that EdUHK course was funded by the Government’s reflection on self-teaching during the course
have implemented widely across their Education Bureau and involved all teachers in terms of observation (peer-learning).’
professional training programmes. being released from their teaching
‘I could learn from my groupmates and
Practicums are observed teaching sessions commitments to attend the course
attempt different teaching strategies in the
which avoid reliance on full time ‘passive’ delivered over a 4-week consecutive period.
try out lessons.’
lectures for the course duration. On
enrolling, the teachers were asked to select Conclusions ‘I enjoyed learning teaching approaches for
a special interest group to join: Phonics; In developing the course, we were SEN students through practicum.’
Writing; Reading; E-learning; Vocabulary. committed to incorporating both ‘I have learned more about theories and
The teachers would then specialize theoretical and practical aspects: practice which would undoubtedly benefit
in this area for the practicum sessions, including the development and my SEN students.’
thereby gaining experience in devising implementation of intervention plans,
materials, planning and delivering development of corresponding learning ‘I appreciated practical components and tips
interventions to pupils in their area materials and sharing evidence-based given by different lecturers.’
of interest. They were mentored by an practice and resources. Teachers were ‘I was inspired with the E-learning platforms
EdUHK faculty member, Education Board also taught the importance of continually which could facilitate my English learning.’
officials or the UK guest lecturers. evaluating whether their interventions or
Within dedicated practicum changes to their teaching practices were That said, collaboration between local
preparation sessions, the teachers devised successful or whether their approach and UK experts presented some challenges,
a lesson plan which incorporated the needed modification. The WhatsApp especially in terms of the understanding
theory and practical tips taught in the group we created (commonplace for and conception of inclusive practices, due
classroom-based lectures. Two teachers interaction between teachers in Hong to the fundamental diversities between
per group would then deliver the planned Kong) enabled us to share resources local and UK approaches. However, this
lesson to a group of children who they across both cohorts and gave the teachers, challenge gave both sides an opportunity
had not met before, whilst the remaining who were based across HK, a forum in to comprehend the benefits, strength,
teachers within their group would observe which to share should they wish. weakness and risks of their own inclusive
their fellow group members. The practicum The benefits of overseas lecturers practices. Understanding how diversity in
would be followed by a group reflection working in HK as ‘supervisors’ of the education systems and philosophy could
exercise during which the lesson plan practicum were noted in comments by the enlighten frontline teacher educators to
would be refined in response both to the EdUHK Course Director, Dr Chim, who review and transform their own teaching
observers’ feedback and to the teacher’s noted that the practice “is likely of benefit training programs is a major benefit of a
own reflections on delivering the lesson to both the educators and teachers in the programme which has brought together HK
plan. At the end of the course, participants course: the overseas lecturers experience local experts and UK overseas experts. This
are required to work on an exhibition the inclusive practices in HK classrooms opportunity aligns with an old Chinese
and a presentation which evaluated the which the teachers can also, [and] in saying that ‘a risk always breeds a chance’.
utilization of peer assessment. return assimilate the sharing from the
The practicum arrangement in inclusive overseas expert perspectives into their
Sophie Brigstocke
teacher training is still an untapped daily teaching [...] the course focuses a teaches on the MSc in
research area to be explored. Teacher lot on the teachers’ reflection process Developmental Disorders
educators in both HK and the UK might rather than their practicum teaching and Clinical Practice
consider our overseas collaboration as a performance, becoming a driver for both and is leader for the
Assessment and Treatment
prism in reviewing and transforming their overseas tutors and local English teachers of Developmental Disorders
own teacher education programs. The to further consider how SpLD students module. Sophie is an HCPC registered
EdUHK Course Director, Dr Hastings Chim, could be better supported in an inclusive Educational Psychologist and an Associate
remarked: “I am looking forward to working English classroom.” Fellow of the BPS; her research interests
with Dr Sophie Brigstocke again to ignite include number skills in children with Down
Most teachers were also affirmative syndrome and 22q11 deletion syndrome
the sparks on inclusive teacher training towards the structuring and quality of the compared to typical development.
both pedagogically and academically.” practicum arrangement. Their feedback sophie.brigstocke@york.ac.uk

university of york | issue 45 Forum 19


article

Increasing student midwives’ knowledge


and understanding of the professional
regulation of midwifery practice:

Helen Recchia, Programme or negatively impact public confidence in Implementing creative learning
the professions (NMC, 2018a). environments
Lead and Lead Midwife There may be a number of reasons During Stage Two of the BA (Hons)
for Education, explores why a midwife’s fitness to practice needs Midwifery Practice Programme, in the
investigating. For example, it may be a second year of the summer term, students
innovative ways to encourage personal reason that is having a profound undertake a 10 credit module titled
student understanding of and impact on their physical or mental health, The Professional and Legal Frameworks
or it may be an education and training Regulating Midwifery Practice. The
engagement with Nursing need of the midwife. The NMC register main focus of the module is for the
and Midwifery Council (NMC) has over 646,000 (94%) nurses and nearly student to examine the professional,
36,000 (5%) midwives on the register. To employer, civil and criminal aspects of
processes and the ways in put the referrals of nurses and midwives accountability (known as the four spheres
into perspective, the fitness to practise of accountability). To encompass one of the
which professional regulation committee states that there were 5509 module learning outcomes, which ‘examines
of midwifery practice can new cases of concern reported to the the role and function of the Nursing and
NMC in 2017/18. This equates to around 8 Midwifery Council in relation to the regulation
effectively support students’ referrals for every 1000 registrants (NMC, of the midwifery profession’ (University of
learning and the application of 2018). However, over 3000 of these cases York, 2018), one of the module teaching
were closed after an initial assessment sessions focuses on being ‘fit to practise’ as
theory to practice. was undertaken and a need for further a midwife.
investigation was not required. The routine use of simulated practice
What is fitness to practise in All student midwives require a for education and training have been
midwifery? sound understanding of the governance recurrently reported as an aid to students’
The Nursing and Midwifery Council (NMC) and processes that take place when a learning, particularly for connecting the
are the professional regulators for all midwife’s ability to work safely and theoretical components of a programme
midwives, nurses and nursing associates competently comes into question. All with practice (Alanazi, Nicholson and
in the United Kingdom (UK). Their role is qualified midwives must adhere to Thomas, 2017). Simulating an actual fitness
to guarantee public protection by making the professional standards which are to practise midwifery case promotes a good
sure that all practising registrants have published in The Code (NMC, 2015). balance of realistic expectations for student
the appropriate skills, knowledge and Therefore, it is imperative that a midwives about a fitness to practise
best evidence to practice safely (NMC, programme for midwifery practice hearing at the NMC, but without increasing
2018a). One way that the NMC regulate a includes an opportunity for student students’ anxiety levels unnecessarily. As
registrant’s ability to practise is by their midwives to fundamentally practice with many professional programmes, it is
fitness to practise committee. Part of the within The Code (NMC, 2015) and to essential that a safe learning environment
role of the fitness to practise committee explore the professional regulation and is encouraged so that student midwives can
is to investigate allegations of serious the main principles of The Code (NMC, feel comfortable sharing the observations
concerns about a registrant's fitness to 2015) for preparing for practice, in a safe and experiences they may have gained from
practise which could place patients at risk, and supportive environment. the clinical setting.

20 Forum issue 45 | university of york


article

The benefits
The main aim of the session is for it to be an
informative, interactive and creative way for
students to consider the process a midwife
may be involved with when they are
qualified. Due to the nature of the content of
the session, the facilitator should approach
the session with sensitivity. The session
is undertaken in the ‘moot’ court room
in the Law School on the Heslington East
campus (see photos). ‘Mooting’ is the oral
and written presentation of an argument
on a legal issue or problem against an
opposing counsel and before a judge (York
Law School, 2019). It is one of the closest
experiences that a student can have whilst
at university to appearing in court, and can
be characterised as a legal debate.
All of the students (approx. 25) in the
cohort contribute to the session, and are
allocated a variety of roles to consider. One
student may for example role-play the
midwife who is being investigated; another ‘Court session, fun and informative’ (Student A Systematic Review Internet Journal of Allied Health
2, 2017/18). Sciences and Practice. Vol 15, 3: 1-24.
may represent their employer. Students
The Nursing and Midwifery Council (2018a)
can work in pairs or small groups and are ‘The court room session was also great for What is fitness to practise? [online] Last updated
asked to examine an ‘actual’ midwifery learning’ (Student 3, 2017/18). 27/09/2018 Available at: https://www.nmc.org.uk/
case and consider the possible sanctions concerns-nurses-midwives/dealing-concerns/what-
which the NMC could give to the midwife ‘Really enjoyed the court room simulation’ is-fitness-to-practise/ [Accessed on 21/01/2019].
who is being investigated. Latest hearings (Student 4, 2017/18). The Nursing and Midwifery Council (2018b) The
and sanction decisions are regularly Nursing and Midwifery Council Annual Fitness to
‘The court room exercise sounds innovative Practise Report 2017-18. [online] Available at: https://
published and available to the public on a
and exciting. I would be interested to hear www.nmc.org.uk/globalassets/sitedocuments/
month by month basis on the NMC website; annual_reports_and_accounts/ftpannualreports/
more about this and to attend if possible’
identifying current cases enables the annual-fitness-to-practise-report-2017-2018-web.pdf
(External Examiner, 2017/18). [Accessed on 21/01/2019].
students to consider the circumstances in
context. This exercise is an opportunity The Nursing and Midwifery Council (NMC) (2015)
Summary The Code: Professional standards of practice
for creative thinking but also a chance
Referral of a midwife to the NMC fitness and behaviour for nurses, midwives and nursing
for students to build on their existing associates [online] Available at: https://www.
to practise committee is not a common
knowledge in relation to the four spheres nmc.org.uk/globalassets/sitedocuments/nmc-
occurrence. Although the referral of a
of accountability and how this knowledge publications/nmc-code.pdf [Accessed on 21/01/2019].
midwife for investigation does not happen
can inform the decision they make during University of York (2018) Module Catalogue-The
on a regular basis, student midwives Professional and Legal Frameworks Regulating
the simulation. The session is also an
still require an understanding of the Midwifery Practice. [online] Available at: https://
opportunity for students to develop skills
processes and functions of the professional www.york.ac.uk/students/studying/manage/
and knowledge for life-long learning which programmes/module-catalogue/module/
regulation of the profession they are going
they can draw on in the clinical setting. HEA00026I/2019-20 [Accessed on 21/01/2019].
to embark on.
The decision they make for the case can be York Law School (2019) Mooting. [online] Available
The NMC are currently looking at a
compared and contrasted with the outcome at: https://www.york.ac.uk/law/current-students/
new approach for Fitness to Practise. One student-led/mooting/ [Accessed on 21/01/2019].
for the ‘actual’ case.
element of this will include new processes
designed to resolve cases for midwives
What do the students think? promptly. It will also consider more closely
The module has been consistently well- the importance of the context of a case for Helen Recchia is the
evaluated for over a decade by student registrants (NMC, 2018a). It is anticipated Programme Lead for the BA
(Hons) Midwifery Practice
midwives at the University of York. that this innovative learning opportunity Programme in the Health
Positive comments made by students for student midwives will continue and any Sciences Department.
regarding the value of this particular changes the NMC are planning to make Helen’s previous experience
session are also frequently made when will be reflected in the session accordingly. as a practising midwife, and
the module is evaluated. Students have specifically the support of women during
For further information in relation labour gave her a particular interest in the
reported that this session aids in their to the NMC fitness to practise processes, professional regulation of midwives. Helen
personal and professional development please visit: https://www.nmc.org.uk/ has been the module leader for a number
and encourages an understanding of the concerns-nurses-midwives/dealing-concerns/ of years for ‘The Professional and Legal
function of the Nursing and Midwifery Frameworks Regulating Midwifery Practice’
what-is-fitness-to-practise/ module, which is taught in the second year
Council. It is often reported as their most of the midwifery programme. Helen also
enjoyable session in the module. References has experience of supporting midwives
Alanazi, A.A. Nicholson, N. Thomas, S. (2017) The and facilitating women to make informed
‘Very engaging, especially the court room’ Use of Simulation Training to Improve Knowledge, choices in her previous role as a Supervisor of
(Student 1, 2017/18). Skills, and Confidence Among Healthcare Students: Midwives. helen.recchia@york.ac.uk

university of york | issue 45 Forum 21


article

York Archaeology
students get hands-on
experience with ancient
technologies Figure 1 Replica flint projectile
Aimée Little, Lecturer in Archaeology hafted with birch bark adhesive

S
tone tools are one of the most flint tools are manufactured, including now being used for practical teaching
ubiquitous artefact types found on the different technologies and typologies. and research; most of which centres on
archaeological sites. Such artefacts All of which came in very handy for the reconstructing ancient techniques and
mostly date to prehistory although it exam when students were tested on their processes involving different forms of
is not unknown for them to be found ability to recognise and record replica flint prehistoric material culture.
on historic sites too. Thus, for anyone artefacts from our new reference collection! Having outdoor classes at the YEAR
wanting to pursue an archaeological Knowing how stone tools were made Centre is providing students a unique
career, having a basic ability to recognise in the prehistoric past is one thing; opportunity to get hands-on experience
a natural piece of flint from one that has knowing how they functioned, or might as to how tools functioned. Knowledge
been worked and therefore an artefact is have functioned, is another. Using tools about tool technology is put into “real life”
fundamental. to butcher and scrape hides is not easy application, with students using replica
It was this critical gap in our current (or recommended!) in a classroom so stone tools to work a diverse range of
curriculum that I wanted to fill when classes need to happen outside. The recent contact materials that would have been
I applied for Strategic Learning and development of an on-campus facility, the used in the prehistoric past, including:
Teaching Funds. The application was YEAR (York Experimental Archaeological butchery, scraping hides, extracting plant
successful, and as a result, Archaeology Research) Centre, located in a grove of fibres, scaling fish, scraping wood, grooving
has now developed an extensive reference trees behind Wentworth College, is antler, grinding pigments and many other
collection of replica tools that are being activities that would have been undertaken
used for practical teaching sessions (Fig. 1). daily by prehistoric people. By using the
These replica artefacts have been replica tools themselves, students are able
instrumental in giving hands on practical to gain a much deeper understanding of the
experience for undergraduate students potential and limitations of how different
who are studying Material Culture and tool types functioned.
Experimental Archaeology (Fig. 2 and
3). By combining short documentaries, Creative assessment
set readings and handling/analysing the This outdoor/experiential learning,
replica artefacts, students were able to moving archaeological seminars from
develop a deeper understanding of how lecture theatres to an environment
which could be mistaken as a prehistoric
campsite (!), is proving extremely popular
Dr Aimée Little is a amongst students. Enrolment for this
specialist in Northwest year’s Experimental Archaeology module
European hunter-gatherer has reached capacity. Rather than write
material culture and
funerary archaeology. She is
a more conventional essay or critique,
also the Director of the York students are asked to write up their
Experimental Archaeological experimental archaeology research in
Research (YEAR) Centre, which she founded in the format of a journal article, with
2015. She is currently PI for HARP (Hermitage Figure 2. My colleague, Dr Don Henson,
teaching basic flint technology to second year the best team-written article being
Archaeological Research Project) which is
investigating Ireland's earliest known burials. undergraduate students using our new replica submitted for publication. This form of
aimee.little@york.ac.uk flint artefact reference collection assessment has also proved popular with

22 Forum issue 45 | university of york


article

students in that it allows them to develop job, whilst opening up a diverse range of
key skills in collaborative academic career options beyond the classroom.
writing - in an article style, whilst also
providing an opportunity to have their Conclusions
research published. With postgraduate The development of these flint artefact
degrees, in particular funding for PhDs, teaching collections came at just the right
ever-competitive, graduating from an time. Archaeology has opened a new facility,
undergraduate degree with a publication bringing together HYMS and Archaeology
is one way that Archaeology is helping staff under one roof. The PalaeoHub
students get a head start in their careers. facility, located in front of Wentworth
College, contains several new laboratories
Essential skills including one for Material Culture, and
Learning through hands on flint analysis, a store for teaching/research collections,
thanks to our new replica collections, where our stone tool replicas are now
is another way that Archaeology is housed. In conjunction with the YEAR
enhancing career prospects. With Centre and neighbouring BioArCh facilities,
an increase in major infrastructural Archaeology at York is fast-becoming
development and commercially-led recognised as a world-leading institute for
archaeological projects, a greater the scientific study of artefacts.
number of our graduate students are We have many exciting future plans for
taking up contracts in the commercial our replica stone tool collection: including
archaeological sector. Having these use in widening participation activities,
essential skills, which enable students visiting/teaching archaeology in primary
to recognise flint artefacts during schools, university open day events and so
excavations and/or assist in their forth, as well as continuing to provide both
recording post-excavation, is an Figure 3. Second year student, Hannah Benton, undergraduate and postgraduate students
important way of ensuring that university coming to grips with stone tool technology and the opportunity to literally get to grips with
leavers are equipped with a CV that gives recording methods during one of our practical ancient technologies through hands-on
them the best opportunity to secure a seminar sessions. practical experience.

Learning and Teaching Conference organised by


The Learning and Teaching Forum

Creating valuable learning partnerships in


the contemporary university
Tuesday 21 June 2019
KEYNOTE:
Developing learning communities through
staff-student partnerships
Dr Ruth Healey, NTF, University of Chester

nn Presentations
nn Workshops
nn Poster sessions
nn Lightening talks

All staff and students are encouraged


and welcome to attend

REGISTRATION NOW OPEN bit.ly/YorkLT2019

university of york | issue 45 Forum 23


the back page

Support, development and recognition for


LEARNING AND TEACHING
FORUM WORKSHOPS THE YORK PROFESSIONAL SUPPORT FOR
The Learning and Teaching Forum AND ACADEMIC TECHNOLOGY ENHANCED
organises an exciting series of one- DEVELOPMENT (YPAD) LEARNING (TEL)
off workshops and events, delivered SCHEME Technology enhanced learning
and facilitated by experienced The YPAD scheme is based upon refers to the use of online systems
academic and support staff. the University’s Peer Support and tools in support of learning and
Workshops are open to all staff and for Teaching policy, and involves teaching activities. TEL support at
postgraduate students. If you are participants working to develop the University of York is provided
unable to attend an event but would their practice in groups supported by the Programme Design and
like a copy of the materials, please and facilitated by an experienced Learning Technology team in the
let us know. For further information, colleague. The scheme is designed Academic Support Office. The team
see: york.ac.uk/staff/teaching/ to be inclusive of all staff groups offers individuals and Departments
community/peer-support/forum who teach or support student support in the design, delivery and
learning (including graduate evaluation of learning technology
teaching assistants, research staff interventions at the activity,
with teaching responsibilities, module and programme level. This
THE SCHOLARSHIP OF associate staff and learning and includes guidance on the use of the
TEACHING AND LEARNING teaching support staff) and caters University’s centrally-supported
NETWORK (SOTLN) for all levels of experience. YPAD is virtual learning environment
The SoTL Network brings together accredited by Advance HE (formerly Yorkshare, and advice on a wide range
a suite of resources, professional the Higher Education Academy); this of learning technologies, including
development, discussion and means individuals who successfully use of Google Sites for portfolios,
dissemination opportunities engage with the scheme will secure multimedia and video, lecture
focused upon looking at teaching professional recognition through the recording, technology-supported
and student learning in a scholarly award of an HEA Fellowship category assessment, in-class technologies
and research-orientated way. appropriate to their role and their and collaboration out
The current range of activities level of responsibility for teaching of class. For more information,
organised as part of the network and supporting learning. For more see: york.ac.uk/staff/teaching/
includes an annual SoTL journal, information, see: york.ac.uk/staff/ support/technology
invited speakers, and a strand teaching/develop/ypad
of seminars designed to engage
colleagues with key and emerging
pedagogical literature. For more
information, see: york.ac.uk/staff/ THE NATIONAL TEACHING
teaching/develop/network FELLOWSHIP SCHEME
(NTFS)
The NTFS Individual Awards form
part of a nationwide, government-
FUNDING OPPORTUNITIES funded initiative to promote
The Rapid Response Fund supports excellence in learning and teaching.
small-scale short-term projects, Operated by Advance HE (formerly
initiatives or purchases to enhance the Higher Education Academy),
the quality of learning and teaching the Individual Awards competition
by addressing a clearly-identified recognises individuals who have If you are interested in
need or issue. Funding is limited, and made an outstanding impact on contributing an article for the
grants will be awarded on a first- the student learning experience. 55 next or a subsequent issue of Forum
come, first-served basis; please also awards are available each year, to magazine, please contact the
note that departments in a stronger be used for personal, pedagogic and sub-editor, Phil Robinson-Self.
financial position may be asked professional development in learning Our next issue will follow the
to fund initiatives from their own and teaching (there is no longer a theme of this year's learning and
resources. For more information, formal project requirement). For teaching conference: creating
44647 – york.ac.uk/design-print-solutions

see: york.ac.uk/staff/teaching/ more information, see: york.ac.uk/ valuable learning partnerships in


support/funding staff/teaching/reward/ntfs the contemporary university.

24 Forum issue 45 | university of york