Channel - Show, Tell and Talk workshop Series
1/11/2023 3:25:35 PM

Channel Videos

Assessment Literacy
*Please note that the captions have not been reviewed yet. In this online workshop Dr Rebecca Pike and Dr Rose Murray from the School of Biological Sciences explore how improvements in assessment literacy (for both staff and students) were realised through a series of co-creation initiatives involving student partners.
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8/11/2022 3:39:30 PM
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Dialogic feedback
*Please note that the captions have not been checked yet. This online workshop showcased examples of approaches to dialogic feedback, Dr Lloyd Fletcher (School of Management) - 'Encouraging Conversations: screencasts at the heart of dialogic feedback' and Dr Christophe Fricker (School of Modern Languages) – 'Too close for comfort, or too distant for learning?'
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7/28/2022 11:44:27 AM
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Flipped Classroom
*Please note that the captions have not been reviewed yet. This online workshop will showcase examples of how the flipped classroom has been successfully embedded at the University, it will also include practical guidance from the Digital Education Office for those looking to embed flipping in their own teaching. Contributors include Dr Andy Wakefield – School of Biological Sciences, The Bristol Vet School Clinical Skills Team and Suzanne Collins – Digital Education Office.
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8/12/2022 9:26:51 AM
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Peer Feedback
*Please note that the captions have not been reviewed yet. This workshop will explore research and showcase examples of how effective peer-feedback has been successfully embedded across different areas of the University. Rabeya Khatoon (Senior Lecturer in Economics) : How simple incentives can improve participation in peer assessment. Becky Selwyn (Senior Lecturer in Mechanical Engineering): Tips for designing and implementing peer feedback. Stefania Simion (Lecturer in Economics): Gender differences in peer feedback behaviour
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8/12/2022 9:22:37 AM
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Show, Talk and Tell - Community building and student belonging online
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11/24/2022 5:17:56 PM
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Show, Tell and Talk – Developing a sense of belonging with 1st year students
This in-person workshop, open to all staff and students, took place in Wills Memorial Building’s, Old Council Chamber and demonstrated two very different examples of how a sense of belonging can be developed with incoming 1st year students. The session was chaired by Professor Alvin Birdi (Associate Pro-Vice Chancellor for Education Innovation and Enhancement) and included contributions from Dr Steve Bullock (Associate Professor in Aerospace Engineering) and Angela Parry-Lowther (Senior Lecturer in the School of Management). There was also an informal discussion which has not been captured here. Further details: Steve Bullock – Opening doors: understanding our intake in order to support transition to university Understanding our diverse entry routes is critical to supporting students in their transition to university, and in ensuring equitable access and opportunity. This session gave a STEM perspective that aims to be transferrable to the wider institution. Constraints and motivators in the secondary sector have evolved significantly over the last decade – we took a look at these to understand a little more about current and future intake from all backgrounds. We have introduced and evolved routes into Engineering for students from BTEC and Access routes, which were not previously supported. Diverse intake requires diverse support – this session detailed the interventions, from recruitment and selection to in-year academic support, that we have employed to open up our programmes to wider entry, outlined the rationale for the approaches taken and included successes and missteps. Steve re-joined Bristol twelve years ago after teaching in inner-London schools, leading the Faculty of Engineering’s widening participation work for six years, and has been Programme Director for Aerospace. Angela Parry Lowther Provided an insight into the benefit of integrating reflection into a core 1st year unit as part of an assessed piece of work, to provide students with tools to help them gain perspective and feel empowered to implement change and gain support if needed. In this core unit students are introduced to: The theory of reflection Highlight how and why we use it Consider the benefits and challenges Why use reflection as an assessed piece of work Review the different models available Reflect on previous student’s experience and feedback.
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10/26/2022 11:27:19 AM
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STT - belonging in-person_1/11/2023
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1/11/2023 12:48:44 PM
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Student centred framework for assessing programme’s Employability and Academic Skills (EAS)
*Please note that the captions have not been reviewed yet. In this workshop an interactive tool for Employability and Academic Skills (EAS) will be demonstrated by Senior Lecturer Dr Hadi Abulrub (Mechanical Engineering). The EAS tool was developed for Engineering with Management postgraduate programme at the Faculty of Engineering which aims to translate the University’s skills framework (along with programme attributes outcomes) into a programme-specific skills matrix. We will also consider ways to integrate the tool into the students learning journey and engage them in self-assessment and reflection on their own development to better prepare them for their future career.
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8/12/2022 1:59:40 PM
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Students experiences of online assessments
*Please note that the captions have not yet been reviewed. This workshop explores students experiences of online assessment and includes contributions from both staff and students from across different areas of the University including: Dr Alicia Gonzalez-Buelga (Mechanical Engineering) - Alicia is the Exams Officer for Mechanical Engineering. The Department had to move all exams to be online due to covid and we decided to use blackboard test to run the assessments. In this presentation/workshop I will talk through some challenges and advantages of these assessments, the structure and type of question we chose to minimise collusion and collaboration, I will share the feedback received from students and academics and proposed some improvements for the future. Ellen Graves (BILT Student Fellow on the topic of Blended Learning and Online Community) - Ellen’s BILT Student Fellow project has focused on the areas of accessibility and wellbeing, and students experiences of blended learning and online community. Through this Ellen has explored ways of building more inclusive assessment into the curriculum through alternatives forms of assessment, authentic assessment, and tailored wellbeing support. Ellen will provide insights into students’ experiences of assessment and make recommendations for the future based on student feedback. Student Digital Champions representative – Olivia Muggleton - working to channel the student voice, Student Digital Champions work with the Digital Education Office and student populations to find examples of excellent student engagement and ways to foster feelings of community and motivation with learning online. In this presentation they will explore the best ways in which students can prepare for online assessments and provide feedback on their own experiences.
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8/12/2022 2:47:33 PM
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Teaching and assessing large groups
*Please note that the captions have not yet been reviewed. This online workshop showcases examples of successful teaching and assessing of large groups and will include contributions from a range of staff at the University. Dr Joel Ross (Mechanical Engineering) - Large group teaching: Tools of the trade? In this show and tell Joel will be presenting some of the strategies that have been implemented in their team taught engineering lab unit with over 600 students. The implementation of home laboratory kits, formative peer assessment and audience participation have been key to the delivery of unit with a focus on what students are doing in the synchronous sessions. Joel will discuss how these tools have helped enable a meaningful learning experience on this team taught unit. Professor Alan Champneys (Engineering Mathematics) Engineering Maths 1 is the service course currently taught to almost 900 1st year engineering students. To engineers, maths is marmite; some see it is the fundamental building block of engineering science, others as a necessary evil, a rite of passage that must be overcome before they can do the 'real' creative stuff. There are also mixed backgrounds from BTECs to double A* in maths/further maths. Yet over the years, through genuine team teaching and acting on feedback, the unit has proved one of the most popular in the Engineering Faculty. As with all teaching, the pandemic has provided fresh challenges, but has also brought fresh opportunities, particularly in the use of digital technology for both instant polling and automatically marked formative assessments through which we can constantly 'take the temperature' of how the material is being assimilated. Dr Annika Johnson (Economics) When a cohort doubles in size, simply doubling the planned teaching delivery is rarely possible and it is often undesirable. To maintain both the quality of the students’ experience and educational outcomes, the organisation outside the classroom is every bit as important as the delivery of teaching within. Co-lecturing, live Q&As and polling are exciting during the live session, but equally important are developing cohort identity, consistency of student experience and quality of feedback offered by the inevitably large teaching team. Reflecting on optimal unit design across a range of unit sizes from 200 to 600 students, Annika considers the key threshold numbers which necessitate redesign. She recommends some practical templates for implementing units on different scales, while making the most of the university’s existing physical and digital resources.
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8/12/2022 3:29:21 PM
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Uncovering beliefs and emotions to feedback
*Please note that the captions have not been reviewed yet. In this conversational online session facilitated by BILT Associate (Jo Kukuczka), Dr Maxine Gillway from Centre for Academic Language and Development (CALD) will share findings from her doctoral research by answering your questions on teachers' beliefs in action in feedback.
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8/12/2022 10:51:11 AM
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