Flexible Learning Spaces Evaluation Report

City University, London is tackling the challenge of ensuring the learning spaces provided are able to meet the anticipated increase in technology usage and prevalent pedagogies. There is no longer a standard classroom design that will achieve this goal and therefore it is imperative to pilot and explore a variety of flexible learning spaces. This report feeds back on an evaluation of two flexible learning space approaches piloted in the autumn term of 2012 as alternatives to traditional computer rooms laid out in rows with the lecturer positioned at the front. These approaches are: pop-up computers on circular tables in AG24A; and laptop lockers enabling staff to borrow laptops to use with students on node chairs in AG24B. Each of these approaches also supported the use of students’ own devices in learning spaces. These methods were evaluated using surveys, interviews and an open house forum. The report shares the findings and recommendations from this evaluation and future plans for learning spaces

Practice and theory:mixing labs and small group tutorials

While appropriate for practical topics like SQL, our traditional format of lecture and lab fails to facilitate the discussion of more theoretical database topics with students. This paper describes and analyses the method and effects of adopting a more flexible approach with third year and postgraduate students. Some weeks use supervised labs while in others tutorials are held in seminar rooms, in smaller groups, without the distraction of computers. Requiring tutorials to be prepared in advance allows time to be used effectively, concentrating on more difficult aspects.Initial results, presented in this paper, are encouraging. Many students enjoy tutorials and exam performance has improved dramatically for some. However, as many as 25% of undergraduate students failed to attend a single tutorial, and many of those who did attend came unprepared. Could, and should, this be changed by explicitly assessing tutorials? The paper concludes by investigating approaches reported elsewhere in order to ascertain how the management of tutorials could be improved

Content delivery and challenges in education hybrid students

Traditionally, taught postgraduate programmes placed students in well-defined categories such as 'distance learning' and 'on-campus' or 'part-time' and 'full-time'. The practical reality is that postgraduate students rarely fall into such simple, diametric roles and can be more suitably generalised under the concept of the 'hybrid student'. Hybrid students are dynamic, with changing requirements in relation to their education. They expect flexibility and the ability to make changes relating to module participation level, study mechanism and lecture attendance, in order to suit personal preference and circumstance. This paper briefly introduces the concept of the hybrid student and how the concept has been handled within the School of Electronic Engineering at DCU. Following this, some discussion is provided in relation to a number of the content delivery technologies used in programmes facilitating these students: HTML, PowerPoint, Moodle, DocBook and Wiki. Finally, some of the general challenges, which have been encountered in supporting such diverse students, are briefly discussed

Contextualising, Embedding and Mapping (CEM): A model and framework for rethinking the design and delivery of an in-sessional academic literacy programme support

The paper documents the background, research and preliminary findings relating to a key area emerging in Higher Education institutions in the UK: providing academic language and study skills to support international students running concurrently with their degree programmes. The paper presents research carried out by an academic literacy specialist and a Programme Director in the postgraduate area of Newcastle Business School at Northumbria University. The paper documents a critique of past practice and research leading to identification of key issues influencing the attendance and participation of overseas students on an in-sessional academic literacy programme. To address these issues, a model was developed model which identified Contextualisation, Embedding and Mapping (CEM) as the foundation for improving academic literacy programme provision. The findings show that application of the CEM model is already demonstrating added value in the key areas of student attendance, understanding of the relevance of the academic literacy programme and integration within degree programme learning objectives and outcomes. To address the issue of sustaining the benefits of the CEM model the work concludes with the development of a framework which establishes the integration of an academic literacy programme within postgraduate programmes both at the strategic level through teaching and learning policies and at operational level through programme and module development

DOING OTHER PEOPLE’S TRAINING PRESENTATIONS - a guide for teachers in implementing a scheme

Often, experienced teachers in schools and colleges are asked to present training packs written by others. The assumption is that since they are experienced teachers, making training presentations to their colleagues will be easy. They often find that it is not. Usually, the material has been designed to be delivered using a model where one person within a school or college will make themselves responsible for familiarising themselves with Trainer's Notes, the Teachers' Guide and the rest of the support material provided. They will then be able to use the pack to make a presentation to the rest of their colleagues

Best practice, best teaching

Keynote address discussing examples from my own, colleagues, and attendees practice. Conference participants worked in groups to share and build upon their existing teaching and learning strategies