CoP Schedule for 2016-17

CoP Date/time Facilitator(s) Venue Agenda

September / October 2016 Online and Mobile Learning Thursday 29

September 2016,

12.00 – 1.00 pm

Dr Asad Ghalib Learning Lab

(EDEN203)

Teaching citation and referencing, especially to the first year students is challenging. Despite continued efforts, many students fail to grasp the proper syntax and continue to cite incorrectly, some even up to the final year. This CoP session will discuss a kit that will aid towards the teaching and learning process by offering students a ‘hands-on’ approach towards learning and practising how to follow correct protocols for in-text citation as well as while drawing up a list of references. The second half of the session will be based around a discussion of furthering the model used in the kit and offering it as a smartphone application that students can continue to practice upon outside the classroom.

Student Experience Monday 10 October 2016, 12.00 – 1.00

pm

Dr Daniela Mangione

EDEN101 Having recently achieved the university's Excellence in Learning and Teaching prize, Laura Waite Lecturer in Disability and Education will describe how assessment can be designed in ways that take account of the diversity of our students. She suggests that rather than thinking about student differences as something to be simply accommodated, assessment and curriculum can be developed in ways that celebrate student differences and use them as a resource.

Teaching for Social Justice Wednesday 12 October 2016, 2.15 – 3.15 pm

Dr Steven Shakespeare and Dr Gary

Anderson

EDEN006 The Teaching for Social Justice CoP reflects on the institutional forces of oppression which structure our experiences of teaching and learning, and explores strategies to rediscover pedagogy as a liberating, dialogical and joyful practice. At this meeting, we will bring to a close our reading of bell hooks' Teaching to Transgress, looking at chapters 13 ('Eros, Eroticism and the Pedagogocial Process') and 14 ('Ecstasy'). We will then seek to come to a consensus about what the community would like to focus on in the coming year. If you do not have a copy of the book from last year, contact Steven Shakespeare or Gary Anderson.

Feedback Wednesday 12 October 2016, 3.00 – 4.00 pm

Dr Stephe Harrop and Dr

Zoe Zontou

COR114 (Creative Campus)

The first meeting of the Community of Practice on Feedback will identify a series of areas to explore over the coming year. These are likely to include the use of multi-modal feedback in response to a range of assessment styles (with a particular focus on practical or performance tasks), and approaches to

training students in the active use of feedback, though further ideas will be warmly welcomed.

Research Informed Teaching Monday 17 October 2016, 2.00 – 3.00 pm

Dr Linda McLoughlin

HCA102 This first session will reflect on the initiatives developed by David Lundie – the Research Methods Portal http://www.hope.ac.uk/researchportal/ and Research Methods Masterclasses. We will also explore new projects, for example, developing ways to disseminate good practice in Research Informed Teaching across the institution. Space will be created for colleagues to discuss other ideas/initiatives they may have.

Blended Learning Tuesday 18 October 2016, 1.00 – 2.00 pm

Dr Frank Su and Dr Namrata Rao

Learning Lab

(EDEN203)

For the next Blended Learning CoP meeting we have invited an external speaker Peter Shukie, Lecturer in Education Studies at University Centre Blackburn College and a PhD researcher at Lancaster University. Peter has designed the technology strand in the Education Studies programme with a focus on new pedagogical and theoretical approaches. The modules have been included in the JISC Exemplar Case Studies for Higher Education. Peter’s PhD research is in Technology Enhanced Learning and his thesis is a Participatory Action Research project in a free learning platform based on Freirean Popular education principles (see www.coocs.co.uk). His interests in online education include Deleuzo-Guattarian rhizomatic learning with particular reference to MOOCs and non-institutional alternatives. In 2016 he was listed amongst the JISC top 50 social media influencers in FE. In this CoP meeting, Peter will discuss the use of interactive essays and the creation of learning objects as assignments on Level 5 modules. These preceded the Level 6 TEL project where students create real-world projects for use in educational, community or social learning networks. The emphasis is on questioning how technology can be utilised as not only the content of discussion but the means of altering how learning takes place. For instance, interactive essays necessitate transforming the concept of audience, the students were asked to create networks to share their work prior to submitting to their lecturer. This will be an honest appraisal of an attempt at academic innovation. Peter will bring his own experiences from the previous four years of running this module, and what led to the decision to include this approach. It will be useful for those interested in technology and those who wonder about the ways in which new processes might emerge.

The Inclusive Classroom Wednesday 26 October 2016, 2.00 – 3.00 pm

Dr David Feeney

EDEN006 Education can often be exclusionary for a range of students, in particular disabled students. In my session I will be focusing on how the classroom can be made more inclusive, for a range of students, through the implementation of Universal Design for Learning (UDL). The session will act as an introduction

to the subject and look at the different ways students with different needs can be accommodated through the use of technology. It will focus on both the theory and practical aspects of UDL.

Internationalisation Friday 28 October 2016, 10.00 – 11.00

am

Dr Manel Herat EDEN007 In the first meeting of this new CoP, Dr Manel Herat will discuss the use of webinars for intercultural dialogue and learning with Christ University in Bangalore, India--a project that was recently commended as an example of excellence in learning and teaching. Manel has identified that the current landscape on the internationalisation of higher education shows that there is a growing body of studies which focus on developing intercultural curricula and embedding a global dimension within the student experience (UKCISA, 2004). Despite the fact that there is a developing interest on internationalisation, there have been few systematic inquiries which provide empirical evidence and insights into the intercultural and global dimension in the delivery of higher education (OECD, 2007). As a result, the efforts of providing genuinely intercultural learning experiences to students in UK in higher education remains largely unrealized (Gu, 2011; Trahar, 2011). This initiative enriches the internationalization process of students in the English Department by providing insights into the bigger picture of ‘student experience’ and the requirements and challenges of students who are learning and living in a highly diverse and an interconnected world. It also incorporates internationalization into the curriculum giving students opportunities for intercultural and interconnected learning.

November / December 2016 Online and Mobile Learning Thursday 3

November 2016, 1.00 –

2.00 pm

Dr Nick Almond Learning Lab

Mobile Phones Distraction or Learning Tools? Mobile phones are increasingly becoming a big part of our student's lives and continue to integrate with our practice. Whether this is a positive development is open for debate and we intend to use this CoP to do that. It was agreed at Learning and Teaching Committee on 19th October that the University should look towards developing a Mobile Phone Policy to ensure the correct use of mobile phones and other electronic devices within a pedagogical context. The aim of this CoP session, therefore, is to open up a University-wide discussion in order to develop rationale and policy relating to learning and teaching in the area of mobile phone use and the efficacy of BYOD in the classroom.

Online and Mobile Learning Tuesday 8

November 2016,

Dr Nick Almond Learning Lab

Webinars This CoP will focus on the potential of Webinars to connect your classroom to the outside world. New developments in Webinar technology allow the

1.00 – 2.00 pm creation of virtual classrooms that can extend the reach of your learning environment, creating exciting possibilities for your curriculum. If you are interested in allowing remote speakers to connect to your classroom and interact with your students or if you are interested in connecting with students in other locations, this CoP will provide a space to explore this technology and will aim to give you access to the tools that you need.

Pragmatic Practice Wednesday 9 November

2016, 2.00 – 3.00 pm

Dr John Walliss and Dr Michael

Brennan

HCA102 The aim of this new Classroom Practice sub-CoP is to create a space where staff can reflect on generic classroom experience and share ideas for good practice. Rather than being based on a specific Learning and Teaching issue or technology, this sub-CoP would be driven by the needs of the staff themselves.

Research Informed Teaching Wednesday 16th November

2016, 4.00 – 5.00 pm

Dr Jody Crutchley and

Dr Joseph Maslen

EDEN101 Layers of transferability: pitching our research-informed teaching to students This session is focused on the 'transferable' dimension in teaching based on tutors' personal research interests. The idea comes out of Dr Joseph Maslen and Dr Jody Crutchley's experiences as historians of education - a quite marginal sub-specialism - leading Level I research tutorials in Education Studies, and facing the challenge of bridging their own scholarly research interests to the students' generic needs. In this hour Jody and Joseph will share their own experiences, and invite others to reflect on their personal experiences and ideas on how to find the layers of transferability in their own teaching.

Online and Mobile Learning Tuesday 22nd November

2016, 12.00 – 1.00 pm

Dr Nick Almond Learning Lab

For this session, we have invited Dr Orlagh McCabe and Dr Lisa Oakley from Manchester Metropolitan University to come and share their research on the use of screencasts and podcasts as part of the assessment and feedback process. In 2014 National Student Survey figures stated that only 72% of students said they were satisfied with assessment and feedback practices nationally, thus prompting HE institutions to prioritise this aspect of teaching and learning. Traditional means of providing feedback are often considered dated by students with an abundant digital literacy who have an expectation of engagement with e-learning practices at undergraduate level. In response to this national context and internal feedback from undergraduate students Oakley and McCabe have enhanced the way assessment briefs, lecture materials and feedback are delivered and have integrated the use of screencast technology alongside traditional methods to provide greater depth of explanations to students (Falconer et al.,2009). This seminar provides reflections on research evaluating the impact of using screencasts as part of

an enhanced strategy for the delivery of assessment information and feedback to students.

Academic Literacies Wednesday 23rd November 2016, 12.00 –

1.00 pm

Dr Konstanze Spohrer and Dr Claire Penketh

EDEN108 In this CoP we would like to invite colleagues to explore ways of building Academic Literacy into curriculum design and everyday learning and teaching practice. In this first session, the focus will be on supporting first year students in their transition into HE in relation to their academic writing. Questions we propose for discussion include: What does Academic Literacy mean for different academic disciplines? How can writing development be embedded in everyday learning and teaching activities? What kinds of assessment design support students in developing their writing?

Feedback Thursday 24th November

2016, 1.00 – 2.00 pm

Dr Ria Cheyne EDEN101 For students, the feedback process often produces strong emotions: from anxious anticipation to disappointment or confusion – or perhaps delight. Equally, staff may be frustrated, satisfied, or disappointed as they assess student work. This session explores how staff can engage with the emotional dimensions of the feedback process. Drawing on work with level C students in the English and Disability and Education departments, as well as the student voice, this session will share good practice and suggest strategies for working with student emotions to encourage students to engage more effectively with feedback.

Student Experience Monday 28th November

2016, 12.00 – 1.00 pm

Dr Daniela Mangione and Katherine Lang

EDEN101 HE as a transformative learning experience. Starting from defining 3 models of learning – cooperative, collaborative and transformative - the session will be for all of us an opportunity to share our views and to discuss if higher education is a place to foster transformative learning processes and if this is the case, if universities are ready for transformative learning. Katherine Lang, one of our final year undergraduate students will share with us her experience and report some of the views of other students she encountered in her academic journey of learning and transformation. Suggested reading: Janet Moore (2005) Is Higher Education Ready for Transformative Learning? A Question Explored in the Study of Sustainability. Journal of Transformative Education 3(1), pp76-91.

Internationalisation Wednesday 30th November 2016, 10.00 –

11.00 am

Dr Manel Herat HCA104 In this meeting Dr. Lisa Walters, Lecturer in English Literature, will talk about the experience of being an international student and will reflect on how we can improve our own students' international participation and experience. We will also discuss some strategies on how to equip our students to live in a global world.

Blended Learning Tuesday 6th December

2016, 12.00 – 1.00 pm

Dr Frank Su and Dr Namrata Rao

Learning Lab

Laura Waite – Disability in Education In the next Blended Learning CoP meeting at 12pm to 1pm on 6th Dec 2016 in Learning Lab, we have invited Laura Waite, Lecturer from Department of Disability and Education to share her blended learning practice. Laura has lead the first year undergraduate Disability Studies/SEN programme for over a decade in the Network of Hope Colleges. Her presentation, ‘Applying Universal Design for learning in Blended Learning’, will focus on how the concept of Universal Design for Learning (UDL) can be applied to blended Learning in order to take account of the natural variations that students experience in their learning. The meeting also intends to provide an opportunity to share practice and to evaluate different technologies and techniques for teaching through blended learning. The Blended Learning CoP meetings are chaired and coordinated by Dr. Frank Su (suf@hope.ac.uk) and Dr. Namrata Rao (raon@hope.ac.uk). Please get in touch with them if you need any further information regarding this session or if you want to share your blended learning experience / practice in the forthcoming CoP meetings.

Feedback Tuesday 6th December

2016, 1.00 – 2.00 pm

Dr Stephe Harrop and Dr

Zoe Zontou

CAP207 (Creative Campus)

This session will be a round-table discussion, focusing on participants' experiences of best practice in giving feedback on creative, practical, or performance-based assessments. Our aim is to begin developing a set of resources to support colleagues in providing rigorous, balanced, and constructive feedback on students' artistic or professional practice.

Using Hope’s Resources for Teaching and Learning

Monday 12th December

2016, 12.00 – 1.00 pm

Dr Kathrin Wagner

EDEN045 This community of Practice aims to explore how colleagues use a variety of different resources that are available within the university to enhance their teaching und support student learning. We want to bring together colleagues from different departments (and faculties) and share good practice. Although this practice is often subject specific, we believe that many approaches can be adapted and used for different student cohorts and their needs. The CoP will look at how different book genres in the Special Collections are used for teaching (the printed book, illuminated manuscripts) and how this teaching can become more inter-disciplinary. We will also discuss a variety of further resources such as cheap prints, technology or vinyl. Finally, the example of the Graduate Theatre Company will illustrate how graduates can be involved in teaching.

Global Hope Wednesday 14th December

Dr Bryce Evans EDEN007 In the first session of this new CoP we will discuss: the group’s basic function as a forum for the (many) staff who have been on previous Global Hope visits

2016, 1.00 – 2.00 pm

to discuss experiences because currently there is none; how teaching in a third world context has influenced their individual L&T strategies / approaches; how teaching strategies were adapted in these sometimes challenging contexts; how the L&T legacy for staff volunteering for GH can be improved in the future so as to enhance GH as a whole; how staff who have done GH can better prepare future staff for classroom experiences / challenges in the six GH locations; and create a plan of how to take this CoP forward.

January / February 2017

Student Experience Wednesday 18th January

2017, 2.00 – 3.00 pm

Dr Daniela Mangione

HCA103 The pedagogical potential of peer mentoring in the academia Peer mentoring has proven to be a powerful learning means for both the mentors and the mentees. This CoP will focus on exploring ways to enhance the use of peer mentoring in our university. Two examples of peer mentoring activities will be presented. One of our level I C&Y Student - Michelle Simpson - will share her peer mentoring initiative with her level I Childhood and Youth colleagues. Susan Murray (the Director of our Library and Learning Spaces) and her team will also share the Peer Academic Mentoring Service that they are offering at Hope Park and at Creative Campus.

Lecture Capture Thursday 19th January 2017, 1.00 – 2.00 pm

Dr Nick Almond LTC B The University is currently running a pilot of the Lecture Capture system Panopto and throughout this term we will be exploring its potential as a pedagogical tool. This new Community of Practice will aim to build a community of people who will inform the University's decision around the final implementation of the tool. We will explore Panopto and the workflow for capturing a lecture in LTC B.

Using Hope’s Resources for Teaching and Learning

Monday 23rd January 2017, 12.00 – 1.00

pm

Dr Kathrin Wagner and Dr Louise Wilson

Special Collections

Study Room

Book History: Teaching with the printed material in the library's Special Collections Dr Louise Wilson (English) will discuss her teaching using the books in the library's Special Collections. The session will look at ways in which interdisciplinary teaching and collaboration across departments already take place with the material and think about further opportunities for this. Louise will also demonstrate the database that is being constructed to facilitate further use of the Special Collections in teaching and research at Hope.

Academic Literacies Tuesday 31st January 2017, 12.00 – 1.00

pm

Dr Konstanze Spohrer and Dr Claire Penketh

EDEN108 Working with the LHU writing mentors team (input by Nadia Donaldson, Learning Skills and Spaces Co-ordinator) This session offers an opportunity for participants to engage with the work of the university peer writing mentors. They will share insights and experiences

and we can consider how this might inform our approaches to student writing at undergraduate and postgraduate levels.

Classroom Practice Tuesday 31st January 2017, 2.00 – 3.00 pm

Dr Nick Almond Learning Lab

Using the Learning Lab The Liverpool Hope University Learning Lab has now been in use for 18 months and has hosted a range of practice, from teaching through to professional development and curriculum design. The Learning Lab is now core to our curriculum development workflow and has proven to be an exciting space to develop innovative practice in a range of subjects. This community of practice aims to review some of the work that has happened so far in the Learning Lab and will be an opportunity to develop some potential uses of the lab in the remainder of this academic year and into the next.

Online and Mobile Learning Tuesday 31st January 2017, 3.00 – 4.00 pm

Dr Richard Budd Learning Lab

The session is based around the development of Padlet as a learning resource. While using large paper pads in lessons can facilitate discussion and be used to clarify concepts or reading, the sheets used often become a 'one time pad' (and clog up our offices!). Transferring a summary of taught and discussion material to an online noticeboard has proven popular with students, and seems to offer a number of benefits: - Preserving the threads of sessions and discussions, supplementing students' own notes; - Providing a revision resource to review course material; - Displaying ways of summarising literature with a prior to essay-writing; - Serving as a way to review and integrate elements of the course. This session will explore ways of extending this, particularly to give the students more ownership of it.

Pragmatic Practice Wednesday 1st February 2017, 2.00 – 3.00 pm

Dr John Walliss and Dr Michael

Brennan

EDEN101 Tips, tricks and things that work (and things that don’t). Building upon our first session, in which we invited user engagement on what we wanted to accomplish, and where we wanted to take this CoP, this session will focus further on identifying core themes for practical discussion. Participants will be encouraged to share past experiences, practical advice and strategies for meeting the practical challenges facing us – whether in terms of the delivery of teaching, assessment or general learning support and pastoral care. Areas of interest suggested include, but are not limited to: classroom management, engagement strategies, the use of technology (and resourcefulness when it fails to work), new ideas and risk-taking, and general enhancement strategies.

Blended Learning Thursday 2nd February 2017, 1.00 – 2.00 pm

Dr Frank Su and Dr Namrata Rao

Learning Lab (EDEN

203)

In the next Blended Learning CoP meeting at 12pm to 1pm on 2nd Feb 2017 in Learning Lab we have invited Dr Glenn Godenho (Senior Lecturer in Egyptology and National Teaching Fellow) and Philip Walker (Learning

Technology Developer) from University of Liverpool are invited as the guest speakers to share their blended learning practice. Resourcing the development and delivery of blended learning projects can be a challenge. The strategy adopted by University of Liverpool’s Glenn Godenho and Phil Walker was to develop a Massive Open Online Course (MOOC), for which resource was awarded, and focus on the development of online T&L delivery with a view to redeploying it in Undergraduate teaching. In this CoP meeting they will begin with the concept of MOOC as testing ground, and then broaden out to demonstrate some of the blended modes of support that have come out of the project. Importantly, operational facilitators and barriers to these activities will form a key part of the discussion. The Blended Learning CoP meetings are chaired and coordinated by Dr. Frank Su (suf@hope.ac.uk) and Dr. Namrata Rao (raon@hope.ac.uk). Please get in touch with them if you need any further information regarding this session or if you want to share your blended learning experience / practice in the CoP meetings.

Internationalisation Friday 3rd February 2017, 10.00 – 11.00

am

Dr Manel Herat EDEN108 In this session, Dr. Wendy Bignold, Associate Dean (International), will discuss the university's Internationalisation Strategy and will look at the University's goals regarding internationalisation.

Research Informed Teaching Monday 6th February 2017, 2.00 – 3.00 pm

Dr Linda McLoughlin and Joseph Maslen

EDEN007 The session aims to encourage discussion of the relationship between research and teaching and to revisit questions posed on this topic in Professor Roger Brown's presentation (2008): 1. What view should we take of the relationship between research and teaching that is implied in the phrase 'research-informed teaching'? 2. What does, or can, 'research-informed teaching' mean? 3. If we want to create a closer relationship, through research-informed teaching, between academic research and student education, how should we go about it?

Classroom Practice Tuesday 7th February 2017,

12.00 – 1.00 pm

Dr Andrew Cheatle

EDEN101 The Lecture as Theatre. A controversial and hard-hitting session exploring the relationship between the communication of subject expertise and understanding the lecture as theatre. If the lecture is primarily for student learning, is PPT limiting in-depth communication as people are 'relating subjects?' Would the age-old techniques of theatre be appropriate to aid learning? Should all lecturers be trained in rhetoric or modern day speech communication, with emphasis on

movement, posture, pace, volume, even acting? Perhaps the term 'lecture theatre' may provide a clue.

Learning Outside the Classroom

Wednesday 8th February 2017, 2.00 – 3.00 pm

Dr Caroline Wakefield

Learning Lab

(EDEN203)

The opportunities for Learning Outside the Classroom are ever increasing and add value to the degree programmes that we offer. It is crucial to explore the many and varied forms that this can take, including fieldwork and extracurricular activities, and also more broad ideas of how students learn outside the classroom (i.e., self-directed study time) study habits. This meeting aims to pick up ideas from previous meetings and scope out these ideas, with consideration of potential sub-communities forming. If anyone is interested in this, it would be great if they could come along and join the discussion.

Teaching for Social Justice Thursday 9th February 2017,

12.00 – 1.00 pm

Dr Gary Anderson and

Dr Steven Shakespeare

EDEN103 In this session we will be discussing a paper by Rosalind Gill: 'Breaking the Silence: The Hidden Injuries of Neoliberal Academia'. A copy is available here: http://platform-hnu.nl/wp-content/uploads/2015/05/gill-breaking-the-silence-2.pdf.

Feedback Thursday 16th February 2016, 2.30 – 3.30 pm

Dr Ella Houston Guest speaker:

Dr Becca Westrup, UEA.

EDEN012 Dialogue+: Promoting first year undergraduate students’ understanding of, and participation with assessment and feedback processes. The aim of this research was to support first year students’ developing participation with, and understanding of assessment and feedback processes at university through the promotion of dialogue with lecturers. Central to the intervention is the use of an interactive coversheet (ICS) (Bloxham and Campbell, 2010), lecturer and peer mentor- assisted workshops and peer mentoring.

To succeed at university, students are required to enter into new environments with unfamiliar ground rules whilst they negotiate relationships with tutors and understand the meaning of writing assignments and assessment processes. Often, learning about assessment and feedback processes is exacerbated by the tension that students cannot participate in the practice of academic writing to the standard required by undergraduate studies, (Lowe & Cook, 2003) and do not (fully) understand the rules and processes of this practice (Carless, 2006). Bloxham and Campbell (2010: 293) suggest that ICSs are a potential mechanism for encouraging students to take responsibility for their learning within this process as they allow students to ‘prompt dialogue on the issues of importance to them’. However, they reported that although the ICS did encourage students to think about their work, many found the questioning

aspect of the process problematic as they did not have a clear enough understanding of the standards and requirements of the assessment, writing an essay, to engage in meaningful discussion. For the majority of the students this was exacerbated by feeling too embarrassed or intimidated to ask their tutors for help. This may be a result of a perceived power imbalance between students and their tutors (Boud, 1995) and drawing on the work of the WriteNow CETL (O’Neil, 2008), peer mentoring was considered a less embarrassing or intimidating opportunity for students to develop a meaningful understanding of the standards and requirements of the process that will then enable them to ask questions. This session will outline the Dialogue+ process and explore the experiences of students, lecturers and peer- mentors and consider if the intervention developed first year students’ inclusion within assessment practices and their understanding of assessment and feedback processes whilst also promoting dialogue between students and their lecturers.

Classroom Practice Tuesday 21st February 2017,

12.00 – 1.00 pm

Dr Andrew Cheatle

EDEN045 The Lecture as Theatre: Brainstorming and Investigating Possibilities for Enhancing Teaching. This 'open' session is intended as a follow-up session to the 'The Lecture as Theatre' session from last week. A number of staff expressed how much they enjoyed and appreciated the session. Important questions were raised, which we didn't have enough time to fully discuss, so this session is intended as a 'brainstorming session' aimed at utilising our amazing brains and imaginations to explore possibilities of enhancing our teaching through 'theatre'.

Online and Mobile Learning Tuesday 21st February 2017, 1.00 – 2.00 pm

Dr Nick Almond Learning Lab

Creating a University Mobile Phone Policy.

Curriculum Wednesday 22nd February 2017, 2.00 -

3.00 pm

Chris Biggs and Lynsey Martin

EDEN007 Embedding Careers and Employability into the Curriculum. With graduate level employability being a key indicator for the TEF. The Careers and Employability Team are looking to work closer with academics to help embed Careers and Employability work further into all subject areas curriculum. We would like to review the HEA's framework for embedding employability into curriculum, to discuss if this is relevant to Hope and to discuss how we could map out good practice relating to employability and skills currently in the curriculum.

Blended Learning Thursday 23rd February 2017, 1.00 – 2.00 pm

Dr Frank Su and Dr Namrata Rao

Learning Lab

Engaging students in active blended learning: challenges, perceptions and suggestions. In the next Blended Learning CoP meeting at 1pm on 23rd Feb 2017 in the Learning Lab, guest speakers Dr Sylvie Lomer from University of Manchester

and Elizabeth Palmer from University of Northampton will share their blended learning practice and research. In this session, Sylvie and Elizabeth will present the findings of an ongoing large-scale qualitative research project on blended learning provision at University of Northampton. The University is adopting an institution wide pedagogical model based on active blended learning, which staff are putting into practice in various ways in different disciplines. However, student engagement in online components is highly variable. This research project investigates student perceptions of blended learning, in order to offer suggestions for designing in student engagement. The session will be a workshop style with opportunities for participants to discuss their own experiences and challenges. The Blended Learning CoP meetings are chaired and coordinated by Dr Frank Su (suf@hope.ac.uk) and Dr Namrata Rao (raon@hope.ac.uk). Please get in touch with them if you need any further information regarding this session or if you want to share your blended learning experience / practice in the future CoP meetings.

Student Experience Monday 27th February 2017, 2.00 – 3.00 pm

Dr Daniela Mangione

EDEN007 Enhancing ‘Mental Health Awareness’ and promoting ‘well-being’ One in four people will, at some point in their life, experience some kind of mental health problems. Josie Davies, our Student Mental Health and Well-being Adviser, will lead the session. This event is an opportunity to discuss and share issues surrounding mental health, with the view of exploring further how to support students and colleagues with their mental health, and of being more aware of the help and the support that is available in our institution.

Academic Literacies Tuesday 28th February 2017,

12.00 – 1.00 pm

Dr Konstanze Spohrer and Dr Claire Penketh

EDEN108 Supporting students in developing literature search and review skills (input by Rob Cunningham, Education Faculty librarian). This session offers an exploration of embedded approaches to literature review and search with collaborative approaches between academic teams and faculty librarians. Taking the literature review as a starting point, the session seeks to explore ways of promoting academic literacies via active and bespoke workshop sessions.

Lecture and Small Group Teaching CoP

Tuesday 28th February 2017, 1.00 – 2.00 pm

Dr Nick Almond Learning Lab

Student Engagement in Tutorials This CoP meeting will form the beginning of a longitudinal conversation on fostering student engagement in the tutorial context. We will unpick the challenges of maintaining student engagement in tutorials throughout at course of study and we will discuss some key literature on the subject. We will aim to establish the opportunities and barriers to leading effective

tutorials with a diverse range of students as they study within their discipline and we will share narratives of practice where tutorials have been a success and a failure.

March / April 2017

Assessment Design Wednesday 1st March 2017, 12.00 – 1.00

pm

Dr Nick Almond EDEN108 Assessing the Tutorial This CoP meeting will discuss potential methodologies for assessing the learning carried out in our tutorials. We will begin the process of sharing innovative practice from across the University and we will discuss how we can design assessment strategies that promote both engagement within the tutorial and effectively support student learning.

Curriculum Wednesday 1st March 2017,

2.00 – 3.00 pm

Chris Biggs and Lynsey Martin

HCA102 Embedding Careers and Employability into the Curriculum. With graduate level employability being a key indicator for the TEF. The Careers and Employability Team are looking to work closer with academics to help embed Careers and Employability work further into all subject areas curriculum. We would like to review the HEA's framework for embedding employability into curriculum, to discuss if this is relevant to Hope and to discuss how we could map out good practice relating to employability and skills currently in the curriculum.

Learning Outside the Classroom

Wednesday 8th March 2017, 12.00 – 1.00

pm

Dr Caroline Wakefield

Learning Lab

(EDEN203)

This community will split into the sub communities as part of this session. These are: residentials, study visits and tours; student placements and partnerships; off timetable engagement; teaching excellence; enrichment. Following discussion in each of these sub-communities, the group will then feed back to the wider group. If you have interest in any of the sub-communities, it would also be a good idea to come along.

Feedback Tuesday 14th March 2017,

2.00 – 3.00 pm

Dr Ria Cheyne and Dr Clay Gransden

EDEN103 This community of practice will be exploring a new approach which will hopefully ensure students engage more with their feedback. The session will cover a strategy which has been implemented this year with Level I students. The idea being that more students improve on their subsequent assessments. The results and experiences of the strategy will be shared and discussed during the session.

Early Career Teachers Wednesday 15th March

2017, 11.00 am – 12.00 pm

Dr Jody Crutchley and

Dr Zaki Nahaboo

EDEN045 This new CoP will seek to involve members of staff who are new, or relatively new, to HE teaching, such as PDTFs and first-time lecturers. It will provide a forum to discuss issues relevant to those new to learning & teaching. In particular, we hope to invite experts on common teaching issues to attend and offer some prospective solutions. We also aim to provide a network of support in a peer-led environment and to foster

interdepartmental relations between new members of staff across the university. It will aim to meet once a month to build up momentum. Specific aims for the CoP include: * Identifying issues and challenges more common to those early in their career or new to HE * Developing more effective mentor relationships in terms of teaching (and also research development, if applicable) * Creating links with other CoPs, but applying their findings within a specific early-career context * Sharing best practice and tips/advice among a peer group * Recognising the "early career" stage of HE teaching in a way that is already done in research development models, but which is currently less addressed in teaching & learning * Providing advice about accreditation and support for the PGCert process In this exploratory session, we will be collaboratively diagnosing the issues facing early career researchers in their teaching practice. This will form the basis for addressing future needs (e.g. CPD training).

Research Informed Teaching Wednesday 15th March

2017, 2.00 – 3.00 pm

Dr Linda McLoughlin and Joseph Maslen

Special Collections

Study Room

Using the Special Collections in Teaching Theology and Biblical Studies In this session Dr Gergely Juhász (Theology) will discuss some of the ways he uses the rich resources of SW Library's Special Collections for teaching Theology and Biblical Studies. He will reflect on how the material and book-historical aspects of various written sources have a bearing on their meaning and interpretation, and how the students' direct encounter of these aspects contribute to the their learning experience and success.

Teachers as Learners Thursday 16th March 2017,

2.00 – 3.00 pm

Dr Babs Anderson and Dr Alex Owen

EDEN103 This new CoP will act as a forum to share questions and ideas with regard to our own learning activities. It will operate to give collective insights into troubling ideas, so that rather than plotting an individual solitary course of study, the CoP will provide a space to collectively examine conceptual and theoretical frameworks underpinning research, that of our own and others. The aim is to reach an enhanced understanding of these, socially constructed. Potential avenues fruitful for cross-disciplinary study include Deleuze and Guattari’s work on rhizomatic analysis, Bakhtin’s Dialogue, Threshold concepts, Post humanism. This first meeting will involve a collective sharing of ideas, interests and avenues for exploration which will form the basis of future meetings. The aim of these meetings will be to enhance our

articulation of theoretical underpinnings, firstly for our practice and secondly for that of our students as autonomous researchers and thinkers, at both undergraduate and post graduate level.

Academic Literacies Tuesday 21st March 2017, 12.00 – 1.00

pm

Dr Konstanze Spohrer and Dr Claire Penketh

EDEN101 Reading Strategies. In this CoP session, we would like to invite colleagues to share reading strategies they might adopt themselves and/or share with their students. Questions we propose for discussion include: How do we talk about reading with students? How can we model reading strategies for our students? In what way could reading be made part of classroom activities?

Educational Technology Wednesday 22nd March

2017, 12.00 – 1.00 pm

Dr Nick Almond EDEN104 (IT Lab)

The New Software 'Unity' as a Collaborative Teaching and Research Tool. This community of practice explores the potential of the newly launched 'Unity' tool across the University. The tool is a collaborative document creation tool similar to Google docs that has been developed for the HE sector and allows documents to be created and collaboratively developed outside of the Google ecosystem. This will bypass some of the intellectual property issues that are becoming an increasing concern in public cloud based software and promises to be both a useful research and teaching tool. We will explore the potential of this software and discuss how best to utilise this tool in our practice.

Curriculum Wednesday 22nd March

2017, 2.00 – 3.00 pm

Chris Biggs and Lynsey Martin

CAP207 (Creative Campus)

Embedding Careers and Employability into the Curriculum. With graduate level employability being a key indicator for the TEF. The Careers and Employability Team are looking to work closer with academics to help embed Careers and Employability work further into all subject areas curriculum. We would like to review the HEA's framework for embedding employability into curriculum, to discuss if this is relevant to Hope and to discuss how we could map out good practice relating to employability and skills currently in the curriculum.

Blended Learning Thursday 23rd March 2017, 12.00 – 1.00

pm

Dr Frank Su and Dr Namrata Rao

HCA104 Manifesto for Teaching Online. In the next Blended Learning CoP meeting we have invited Dr Jen Ross (Senior Lecturer) from University of Edinburgh as the guest speaker to share their blended learning practice. Dr Jen Ross is co-director of the Centre for Research in Digital Education, part of the MSc in Digital Education and E-learning and Digital Cultures MOOC teaching teams, and co-author of the manifesto for teaching online. Her research interests include online distance education, digital cultural heritage learning, Massive Open Online Courses (MOOCs), digital cultures and futures, and online reflective practices.

In this talk, Jen Ross will share the thinking behind the Centre for Research in Digital Education’s “Manifesto for Teaching Online”. The manifesto is a series of statements about topics ranging from automation to assessment to openness to aesthetics, and it is designed to provoke discussion and debate about the current situation and future possibilities for teaching in online environments. Jen will discuss changes in the manifesto between its first version in 2011 and its current (2016) version, and how these reflect shifts in the field that matter for teachers and students. She will aim to persuade you that, as the manifesto says, “distance is a positive principle”, and open up opportunities to examine that claim.

Using Hope’s Resources for Teaching and Learning

Monday 27th March 2017, 12.00 – 1.00

pm

Dr Kathrin Wagner and Dr

Lisa Walters

Special Collections

Study Room

Print Resources. After the previous session that focused on manuscripts in the Special Collection, we will now investigate printed materials. We will discuss how printed materials, in the Special Collection as well as those available through the online library, can be used for pedagogical purposes. The session will also consider how those sources can be used for different subjects and/or inter-disciplinary teaching.

Feedback Tuesday 28th March 2017,

1.00 – 2.00 pm

Dr Stephe Harrop and Dr

Zoe Zontou

CAP207 (Creative Campus)

In this community of practice we will review the Higher Education Academy's (2012) '10 Strategies to engage students with feedback' report and discuss ways in which we can implement or adapt these strategies to improve students' engagement with feedback in the creative subjects. https://www.heacademy.ac.uk/resource/feedback-toolkit-10-strategies-engage-students-feedback.

Global Hope Wednesday 29th March

2017, 2.00 – 3.00 pm

Dr Bryce Evans EDEN103 Following a successful inaugural meeting of the Global Hope Community of Practice, this second session invites participants to offer practical learning and teaching tips for those leading Global Hope trips this coming summer. We will discuss: the group’s basic function as a forum for the (many) staff who have been on previous Global Hope visits to discuss experiences because currently there is none; how teaching in a third world context has influenced their individual L&T strategies / approaches; how teaching strategies were adapted in these sometimes challenging contexts; how the L&T legacy for staff volunteering for GH can be improved in the future so as to enhance GH as a whole; how staff who have done GH can better prepare future staff for classroom experiences / challenges in the six GH locations; and create a plan of how to take this CoP forward.

The Inclusive Classroom Tuesday 11th April 2017,

Dr David Feeney

EDEN007 Irene Rose will lead this session on the practical application of Universal Design for Learning.

12.00 – 1.00 pm

The previous session led by Dr Erin Pritchard introduced Universal Design for Learning and this session responds to questions set by colleagues about how to apply this theory in practice. This session will focus on how it is possible to prepare students for divergent modes of presentation and assessment within a UDL model and will share examples of different modes of student assessment/assignment which have been structured with the principles of Universal Design in mind. This session is the first of a series of sessions to be structured around the challenges faced by colleagues in applying UDL principles in their practice and questions relating to this are most welcome.

Learning Outside the Clasroom

Wednesday 26th April 2017,

12.15 – 1.00 pm

Dr Caroline Wakefield

Learning Lab

This session will reconvene the sub community groups and discuss key points that may be used to inform future practice. Initial data will be presented from the student engagement questionnaires.

Postgraduate Student Experience

Thursday 27th April 2017,

3.00 – 4.00 pm

Dr Emma Katz and Dr Delyth

Edwards

EDEN108 New CoP. The key question for our first session is: what are current experiences like for postgraduates at Hope, and how do they compare with the experiences of postgraduate study at other Higher Education institutions? The focus will be on the support that students receive from the University, beyond teaching and supervision sessions, in order to make them feel part of the University community, to make them aware of wider opportunities and events, to help them with career progression, and finally to help them with their particular needs as students who are mostly international and/or mature. Finally we will discuss the transition from undergraduate to masters, and master to doctoral stages, and what Hope is doing to enable students to make that next step in their studies.

Lecture and Small Group Teaching

Friday 28th April 2017,

10.00 – 11.00 am

Dr Asad Ghalib and Dr Curt

Ziniel

EDEN007 Student-led tutorials were introduced at the Business School after carefully considering a range of factors and the reaction of students in the previous ‘teacher-led’ model that was being followed. It was felt that tutorials were indistinguishable from seminars. Both focused on student participation, but the only real difference was that tutorials had smaller groups. Also, too often the tutor would end up lecturing to the students if they had not prepared. The new model was designed to more fully engage students by awarding them marks for attendance, submitting a one-page summary for the reading, presenting the material, and actively engaging in discussion. The communities of practice session will disseminate detailed qualitative and quantitative findings from a student survey that was carried out to assess student responses to the new tutorial format. The discussion will lead to how such

pedagogical models can be enhanced by conducting student surveys and using the feedback thus obtained to understand, improve and enhance students’ learning experience at the higher education level.

May / June 2017

Academic Literacies Tuesday 2nd May 2017,

12.00 – 1.00 pm

Dr Konstanze Spohrer and Dr Claire Penketh

EDEN101 In this session, Dr Curtis Ziniel and Dr Asad Ghalib will give an input on the Business School's approach to supporting academic literacy development among first year students. This involves regular written and verbal contributions in the small group tutorial sessions with a view to encouraging engagement and developing writing and presentation skills.

Feedback Tuesday 2nd May 2017,

12.00 – 1.00 pm

Dr Stephe Harrop and Dr

Zoe Zontou

CAP207 (Creative Campus)

This session will focus on practices of giving feedback without numerical marks, exploring the pros and cons of US-style 'letter grades', as well as more experimental 'narrative' feedback models.

Research Informed Teaching Wednesday 3rd May 2017,

2.15 – 3.15 pm

Dr Linda McLoughlin and

Dr Joseph Maslen

EDEN101 Dr Asad Ghalib and Dr Curtis Ziniel will disseminate the results of a survey they carried out on Research informed teaching. We carried out a survey across the University to capture academics’ feedback and assess the effectiveness and value of Research Informed Teaching for both students and teachers. Study findings revealed how lecturers implemented research-informed teaching into their own teaching provision and how it was highly idiosyncratic—determined by their individual teaching subjects, their own teaching styles, and their own independent definitions of research-informed teaching. Moreover, the study found a statistically significant positive correlation between tutors’ research outputs and their tendency to use their own work toward research-informed teaching. Another observation was that science tutors’ teaching content contained a significantly greater amount of their own research compared with non-science tutors.

Pragmatic Practice Wednesday 3rd May 2017,

2.15 – 3.15 pm

Dr John Walliss and Dr Michael

Brennan

EDEN043 Retaining our students in the classroom and in the University. Research suggests a firm link between levels of student engagement in their studies and the retention of students by universities (e.g. Keenan, 2014). The recently circulated university report 'Understanding student engagement at LHU' and others like it (e.g. Guild HE, 2015) acknowledge that the locus of student engagement is diffuse: situated, inter alia, in the demographic background of the students we teach; in the availability of appropriate learning spaces for students to connect with their peers; in the social relationships fostered between students, student unions/societies, and staff; in opportunities for

work-based learning; in student involvement in curricula design and in the opportunities for greater choice and flexibility within their courses; as well as in the extent to which students are stimulated and engaged both within and by classroom practice. This community of practice intends to continue the conversations begun by the said university report and the staff focus groups established to explore student engagement. In it we will take up the challenge presented in the report to debate the meaning of engagement, sharing and scoping ideas that might usefully be part of the 'small interventions' we can make in classroom practice to encourage and ensure greater student engagement.

Using Hope’s Resources for Teaching and Learning

Friday 5th May 2017,

12.00 – 1.00 pm

Dr Kathrin Wagner and Dr

Kris Darby

COR106 (Creative Campus)

Flipped Learning: Use of technology within creative arts classroom teaching. This session will discuss the creative pedagogic uses of everyday technologies in Higher Education, focussing specifically upon their integration within creative arts classroom teaching. It is underpinned by the recent report from the Higher Education Policy Institute entitled Rebooting learning for the digital age: What next for technology enhanced higher education? The session will be split into two parts:

Dissemination of good practice with regards to the use of technologies (particularly those that are not solely designed for education) within teaching.

Discussion as to how the Teaching Excellence Framework (TEF) will effect our capacity to be innovative with technology in the classroom.

Blended Learning Monday 8th May 2017,

1.00 – 2.00 pm

Dr Frank Su and Dr Namrata Rao

Learning Lab (EDEN

203)

In the next Blended Learning CoP meeting we have invited Dr James Pickering, Associate Professor in Anatomy from University of Leeds to share his blended Learning practice. In his talk ‘Using technology to enhance student outcomes in Blended learning environments’, he will offer some examples of evaluating technology enhanced learning (TEL) to improve and support student education. As a critical advocate, he believes it is imperative that all the TEL resources developed and integrated into curricula our robustly evaluated to ensure students receive efficient and effective enhancements. His approach to TEL evaluation is based on the simple premise that with the expanding availability of technology, and the increasing desire to embed it into blended learning environments, unlike the public, students do not necessarily have the option to opt out of engaging with technology. With this effective lack of choice, and due to the paucity of meaningful TEL research in higher education, he developed a novel evaluation framework that draws upon

reflection, identification of need, holistic evaluation, and assessment of impact, to effectively measure the impact TEL resources have on learning gain. Dr James Pickering, a Senior Fellow of the HEA, is a multi-award winning anatomy lecturer with over 10 years experience of teaching undergraduate students. Alongside this core teaching he has considerable experience in designing and evaluating innovative approaches to blended learning. This track record of innovative practice has enhanced the learning experience of students at both the University of Leeds and higher education institutions around the world. He has shown this excellence as lead educator on the hugely popular MOOC on human anatomy delivered on the FutureLearn platform. This MOOC course attracted a high number of learners and received outstanding feedback. In recognition of his sustained record, Dr Pickering has received numerous national honours including the Association of Learning Technologists’ Learning Technologist of the Year Individual award and the Times Higher Education Most Innovative Teacher of the Year Award.

Classroom Practice Tuesday 9th May 2017,

12.00 – 1.00 pm

Dr Andrew Cheatle

EDEN101 The Lecture as Theatre: The Continuing Story. This session will focus on the issue of student learned helplessness in HE. Do lectures contribute to student helpless by being the most passive form of learning? Could developing the lecture as theatre, not just a performance, aid students in becoming proactive in learning. Please read the following in preparation: https://www.insidehighered.com/advice/2017/03/14/professor-examines-why-her-students-seem-act-so-helpless-essay.

Internationalisation Friday 12th May 2017,

12.00 – 1.00 pm

Dr Manel Herat and Dr Lisa

Walters

EDEN103 Internationalisation and the Curriculum. The HEA states that the "curriculum content and the pedagogical approaches used by teachers are key vehicles for improving teaching and learning for all students. Internationalising the curriculum involves providing students with global perspectives of their discipline and giving them a broader knowledge base for their future careers. Students can also be helped to develop a set of values and skills to operate in diverse cultural environments." With many departments in the university going through co-design processes, in this meeting, we are interested in exploring how we can embed internationalisation within the curriculum to give students the global perspective that they need for their future.

Curriculum Wednesday 17th May 2017, 2.00 – 3.00 pm

Lynsey Martin and Chris Biggs

EDEN101 Embedding Careers and Employability into the Curriculum (follow-up session). We will present findings from the initial CoP discussions; we will discuss recommendations moving forward including the creation of a university wide ‘Embedding Employability Toolkit’ and the potential roll out of a 2 week work placement programme. We have invited an academic colleague who has experience of embedding Employability in a post 92 institution and invited Hope Academics to share examples of good practice already existing within Hope. Attendees are welcome to bring along their own examples.

Teachers as Learners Thursday 18th May 2017,

2.00 – 3.00 pm

Dr Babs Anderson and Dr Alex Owen

EDEN103 Posthumanism. This CoP seeks to act as a forum to share questions and ideas with regard to our own learning activities. It operates to give collective insights into troubling ideas, so that rather than plotting an individual solitary course of study, the CoP provides a space to collectively examine conceptual and theoretical frameworks underpinning research. During this meeting we shall explore Posthumanism. In advance of the session please read: Braidotti, R. (2013) The Posthuman. Cambridge: Polity Press. [Chapter 4 Posthuman Humanities: Life beyond theory]. Please contact June Wilson (wilsonj@hope.ac.uk) if you'd like a paper copy.

Researching Practice Thursday 18th May 2017,

3.00 – 4.00 pm

Dr Anna Kirpichnikova

and Dr Stewart Blakeway

EDEN007 New CoP. This session discusses the different ways of analysing data (both for teaching and research) which is becoming even more important in quality assurance in view of the next stages of TEF. Formulating teaching strategy is required to be based on statistical analysis, so the session will discuss ways to process currently available data (course evaluation forms, data from MyHope, spreadsheets with marks, attendance data, submission data, etc). Some other Universities are already operating with this data, using software to help with the analysis, for example LJMU with the Web Hub. The aim of this community is to:

- look at the main statistical analysis techniques, current statistical software available (R, Matlab) in light of improving the staff awareness of the quantitative and qualitative methods.

discuss better ways of data processing in light of teaching strategy planning and keeping/making curriculum healthy. We will look at the ways of obtaining available data (NSS, evaluation forms) and making better sense of it.

Feedback Tuesday 23rd May 2017,

12.00 – 1.00 pm

Dr Stephe Harrop and Dr

Zoe Zontou

CAP207 (Creative Campus)

Using Turnitin to facilitate anonymous marking. In this session, Dr. Tim Keenan will report back to the CoP on anonymous marking and Turnitin. We'll also reflect on the major insights arising from this year's CoP discussions, and identify priorities for academic year 2017-18.

eAssessment Thursday 25th May 2017,

12.00 – 1.00 pm

Dr Stewart Blakeway and

Dr Anna Kirpichnikova

EDEN007 Dr Blakeway and Dr Kirpichnikova demonstrate an application that enables the creation of e-marking criteria to feedback for assessments which is easy to use, efficient, accurate, consistent, detailed and personal.

Early Career Teachers Tuesday 30th May 2017,

12.00 – 1.00 pm

Dr Jody Crutchley and

Dr Zaki Nahaboo

EDEN007 This session will follow-on from our previous discussion on induction, peer observation and the HEA Fellow application process at Liverpool Hope University. We will be discussing our different experiences of peer observation (both formal and informal). In addition, we are hoping to invite a more experienced colleague talk to us about some of the expectations and challenges for early career teachers at LHU and how additional support can be sought.

Postgraduate Student Experience

Wednesday 31st May 2017,

12.00 – 1.00 pm

Dr Juneho Um and Dr Asad

Ghalib

EDEN103 This CoP session explores the various expectations that international postgraduate students have before coming to Hope as well the actual experiences that they have. Discussions will be held to discuss any gaps, along with ways and means to close gaps that exist. The session will be led by Dr Juneho Um.

Pragmatic Practice & Feedback (Joint)

Wednesday 31st May 2017, 2.15 – 3.15 pm

Dr Ria Cheyne, Dr John Walliss and Dr Michael

Brennan

EDEN101 A Pragmatic Approach to Exam Feedback. As we come to the end of the exam period, this joint session of the Feedback and Pragmatic Practice CoPs will take a pragmatic approach to exam feedback, sharing good practice and offering tips on keeping exam marking manageable. Experienced colleagues from different departments will offer an overview of practice in their departments and discuss how we can offer our students constructive feedback while (often) marking a large number of scripts in a short space of time. We'll consider the pros and cons of different approaches to exam marking, including the use of rubrics, electronic marking, and feedback proformas.

Blended Learning Tuesday 13th June 2017,

1.00 – 2.00 pm

Dr Frank Su and Dr Namrata Rao

Learning Lab

In the next meeting we have invited Charlie Davis and Sue Pears, Digital Practice Advisers, Nottingham Trent University (NTU), to discuss their experiences of promoting professional development opportunities aimed at helping academic staff to design and facilitate blended learning approaches. During the session, they will be discussing their practice of designing and facilitating professional learning initiatives aimed at promoting blended approaches to learning, teaching and assessment. Focusing specifically on their work on a Post Graduate Certificate in Academic Practice (PGCAP)

course, they will discuss how they have mobilised a double-loop learning approach to develop staff as facilitators of blended learning experiences. As part of this discussion, they will reflect on the benefits and challenges of working in collaboration with participants to design future iterations of the course. Through their session, they aim to create a space where participants can share ‘blended learning experiences’ with a view to informing each other’s professional development practices.

Teachers as Learners Thursday 29th June 2017,

10.00 – 11.00 am

Dr Alex Owen and Dr Babs

Anderson

EDEN101 This CoP seeks to act as a forum to share questions and ideas with regard to our own learning activities. It operates to give collective insights into troubling ideas, so that rather than plotting an individual solitary course of study, the CoP provides a space to collectively examine conceptual and theoretical frameworks underpinning research. During this meeting we shall explore Funds of Knowledge. In advance of the session please read: Gonzalez, N., Moll, L. & Amanti, C. (2005) 'Chapter 1: Introduction: Theorizing Practice.' In: Gonzalez, N., Moll, L. & Amanti, C. Funds of Knowledge: Theorizing Practices in Households, Communities and Classrooms. New Jersey: Lawrence Erlbaum Assoc. Publishers. Please contact June Wilson (wilsonj@hope.ac.uk) if you'd like a paper copy.