Monday 5th and Tuesday 6th June
Edge Hill University, Ormskirk, UK
The SOLSTICE and CLT Conference sessions will run as parallel sessions over the two days.
Please click on dates below to view the SOLSTICE and CLT conference schedules. SOLSTICE and CLT sessions will run as parallel sessions over the two days. Delegates are able to ‘mix’ the strands and choose which sessions to attend.
On the schedules, the sessions shaded blue are ‘SOLSTICE’ and the sessions shaded green are ‘CLT’ focused. You can click on session titles to view the abstracts.
There is also a full list of links to abstracts and papers further down this page.
Monday 5th June:
Prof. Peter Hartley, Independent HE Consultant and Visiting Professor at Edge Hill University
Abstract: Back to the future: 25 years on. Old issues or new challenges?
25 years ago, the Further and Higher Education Act of 1992 “abolished the binary system (or binary divide), allowing polytechnics to assume the title of ‘university’, and introducing the Higher Education Funding Council, with separate councils to fund higher education in Scotland and Wales.” This created 30 new universities alongside sweeping changes to the funding and administration of colleges. (http://oxfordindex.oup.com/view/10.1093/oi/authority.20110803095839655 )
As another major bill wends its tortuous way through the Houses of Parliament, this session will revisit and reflect on some of the major educational issues which exercised us back then, and question whether these issues have been resolved or can now be regarded as historical curiosities.
Of course, we have seen enormous change and significant progress in learning and teaching over these 25 years but aren’t there some basic issues which still deserve our attention? For example, most of us are using a system of grading which dates back at least 100 years – is it still fit for purpose? Our knowledge of human learning and motivation has become much more sophisticated but is this always translated into the ways we teach? New technology now enables us to communicate in ways that were only represented in the science fiction literature in 1992 – but are we exploiting this technology to the full? As well as highlighting some persistent issues, this session will offer suggestions for future agendas and strategies which could resolve them.
Sue Beckingham, Senior Lecturer in Information Systems and Educational Developer (TEL), Sheffield Hallam University
Senior Fellow of the Higher Education Academy, Fellow of the Staff and Educational Development Association and Certified Member of the Association of Learning Technologies
Abstract: The Project Based Learning (PjBL) Toolkit: Integrating digital and social media to enhance meaningful reflective practice in project based learning.
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Abstract: Tricky space
After years of facilitating student-centred learning as a guide on the side, teachers rejoice in discovering that, thanks to the TEF, everyone is paying attention to them. Or are they? The TEF will largely be evaluated and regulated by the Office for Students (OFS) and the relationship is “tricky”.
We make bold claims for higher education as “an engine of social mobility, a driver of economic growth and cornerstone of our cultural landscape…” and yet the government suggest: “students are dissatisfied with the provision they receive, with over 60% of students feeling that all or some elements of their course are worse than expected and a third of these attributing this to concerns with teaching quality” (Business Innovation and Skills (BIS) 2016, paragraph 5)
So is it the teachers? Or the students? The source cited by BIS for their claim is the 2015 HEPI-HEA Academic Experience Survey. The HEPI summary says: “Those who felt their experience had not matched up to their expectations or had been better in some ways and worse in others were asked why. The most common option was that they had not put in enough effort themselves” [my emphasis]. The 2015 HEPI-HEA Academic Experience Survey report showed: “an overwhelming majority of undergraduates are satisfied with their course, but beneath the positive headline statistics are some tricky issues [my emphasis] that need to be addressed.”
Or is it the institution? The report suggests we need to:
- Support self-directed learning
- Develop and recognise good teaching
- Support the relationship between research, teaching and scholarship
- Support the emotional and relational aspects of learning communities
- Provide high quality learning spaces.
Despite a noisy year of “false news” and unreliable “truth”, we actually do know, with reasonable confidence, what good teaching and good learning are. That we sometimes do not like what we know? Well, as they say, deal with it. And that is what we will do here.
Prof. Phil Race, Independent Consultant in Higher Education,
National Teaching Fellow and Principal Fellow of the Higher Education Academy, Visiting Professor at Plymouth University and at University Campus Suffolk
Abstract: Reinventing Assessment and Feedback
Assessment and feedback take up ever more of staff time and energy, and are of course vital for students. Despite our best efforts, overall student satisfaction with assessment and feedback remains relatively low. Part of the problem is that we tend to keep on trying to use the processes which used to work well enough years ago, but don’t satisfy today’s student needs and expectations – and often student numbers are higher too.
In this session, I will outline 15 ideas for making assessment and feedback more manageable for ourselves and for students, and which also make them more effective and efficient, and involve students themselves much more in the design of assessment and feedback.
Tuesday 6th June:
Abstract: Situating digital space and place within the Porous University
Framed within the concept of the ‘Porous University’ as one which values open engagement in the sharing and development of knowledge, and where formal boundaries are fragmented and intersect, this session will explore how digital space and place can contribute to the porosity of our universities in established and emerging areas of educational practice. These include:
• Bridging informal and formal learning opportunities
• Learning across cohorts and communities
• The curriculum as a co-operative space
• Students as public scholars
Within the above context and areas of practice, an important question concerns the extent to which we can apply ‘third space’ thinking to: re-conceptualise the university as a place of education; extend the ways in which digital spaces and places can supported distribute collaborative learning; and explore where physical and digital spaces for learning can intersect to support greater engagement within, through, and beyond higher education and higher education institutions.
While this session is unlikely to fully answer the ‘third space’ question above, the examples to be drawn upon point towards what is possible when we mindfully situate digital space and place within contexts of open, co-located and co-operative approaches to education.
Prof. Sally Brown, Independent Consultant in Higher Education, National Teaching Fellow, Emerita Professor, at Leeds Beckett University, Adjunct Professor, at the University of Sunshine Coast, and James Cook University, (both in Queensland, Australia) and Visiting Professor, at the University of Plymouth
Abstract: Developing and using small pedagogic research projects as a basis for writing for journals and in books about learning and teaching
Many interested in meaningful development of student-centred learning are keen to research the pedagogic aspects of our innovations, and to disseminate findings and good practice. Doing this alongside a full teaching-load is challenging, so for at least three decades, individuals and teams have sought funding both to support the research and to share outcomes with colleagues. Nowadays funding is much more difficult to attain that previously, but there are still opportunities within institutions, nationally and internationally to achieve funding for such activities. In this very pragmatic session led by a very experienced projectolsti bidder and evaluator, we will explore such questions as
- What makes a bid successful (and what will set off alarm bells for the reviewers)?
- What are the features of successful teaching and learning project bids?
- How can you evaluate a pedagogic project?
- Where do you want to disseminate your findings and how can you make dissemination meaningful?
Participants in the workshop will be encouraged to find like-minded colleagues at the session, with the potential to foster productive inter-institutional future bids.
Abstract: Can learning from commercial providers of Technology-Enhanced Learning enhance our practice as educators?
Commercial providers of technology-enhanced learning have always had a mixed relationship with the higher education sector. Often focusing on content rather than social learning, and frequently equated with computer-based training, commercial provision has rarely been included within HE provision. This presentation explores the content of three courses run by commercial providers and analyses them for their learning design. The presentation examines whether the commercial sector can offer elements to support learning which complements the learning that takes place on undergraduate and staff development programmes. Delegates are invited to contribute to present their own experiences of commercial provision, and share examples of practice that incorporate these into their own teaching.
Abstract: Disrupting the ownership model of educational technology
“What should the next generation of digital learning environments do?” – This was a question posed by Jisc earlier this year as part of their #codesign initiative.
What emerged, was a proposed shift from institutionally owned technology to a more personalised approach, similar perhaps to the “If This Then That”(IFTTT) model of technology integration.
Dabbagh & Kitsantas (2012) identified that these environments provide a “potentially promising pedagogical approach for both integrating formal and informal learning” (p. 1) and yet most institutions have not been able to make effective use of these formal and informal spaces together.
At Leeds Beckett University we are exploring this through a HEFCE funded research project into Personalised User Learning & Social Environments (PULSE). This project explores the development of a hub for connecting students’ existing spaces with institutional spaces. This session will provide an overview of the project, experiences so far and invite participants to discuss the implications of a shift from #edtech to #mytech.
Join the conversation before the session using the hashtag #vle2ple & #SOLSTICE2017
Links to Abstracts and Papers:
Monday 5th June:
Breakout 1 (10.35 – 11.20):
Taking the Ass out of Assessment: Getting rid of the ‘Donkeywork’- Prof. Mark Schofield, Edge Hill University
Learning without Institutions – Peter Shukie, University Centre Blackburn College
Critical Realism for Evaluating the Impact of Postgraduate University Learning on Professional Practice – Alison Wells, Edge Hill University and University of Cambridge
StudyCircle project: international peer education experiences to promote active e-learning of students and the student community. New perspectives at Edge Hill University – Dr Anna Bussu and Julianne Harlow, Edge Hill University
Breakout 2 (11.40 – 12.10):
Lecture capture and other stores – Dr. Andrea Wright and Dr. Charles Knight, Edge Hill University
What the flip? Inverting the foundation maths classroom – Rachel Staddon, University of Sheffield
Breakout 3 (14.00 – 14.45):
Interactive Essays; using multimedia and digital networks in summative assignments – Joanna Neil and Peter Shukie (plus 3 students), University Centre Blackburn College
The impact of Quality Concerns on Institutional Culture(s): Navigating the impossible? – Manyane Makua, Mangosuthu University of Technology, Republic of South Africa
Breakout 4 (14.50 – 15.20):
Blended Learning as a Disruptive Innovation in Higher Education: Student Perceptions Towards the Diffusion of Innovation – Dr. Ntabeni Jere, University of KwaZulu-Natal, South Africa
An Introduction to Critical Realism for Evidence Based Practice – Alison Wells, Edge Hill University and University of Cambridge
The impact evaluation of a course related holocaust visit (and teaching) on University Students’ social relational skills, Dr. Peter Leadbetter, Dr. Anna Bussu and Dr. Michael Richards, Edge Hill University
The Evolving Document: using Google Docs as both formative and summative assessment – Dr. Lawrence Eagle, University of Sunderland
Breakout 5 (15.40 – 16.10):
Using Kahoot for better formative assessment – Pete Atherton, Edge Hill University
Monday 5th June – Poster Presentations (Displayed in foyer and opportunity for informal discussions during refreshment breaks):
Using online simulation packages_John Mercer and Fiona Syson, Edge Hill University
Tuesday 6th June:
Breakout 1 (10.35 – 11.120):
Hartpury Personal Tutoring – Emma Davies,_Gillian Reindl and Richard Whincup, University Centre Hartpury
Breakout 2 (11.40 – 12.10):
Lecture capture – enhancing the International student experience. Can recording of a lecture really enhance the quality of life for an International student? Richard Dockery and Dr. James McDowell, Huddersfield University
Using innovative technology in Blackboard – Mark Sutcliffe, Edge Hill University
Student Led Practice Learning – Catherine Coates, Leeds Beckett University
Breakout 3 (14.00 – 14.45):
How forums and webinars can engage and support distance students in a dissertation module – Sandhla Summan, Lincoln University
Educators for the Future: Insights from European ESD Professional Development Initiatives – Dr Alexandra Ryan, University of Gloucestershire
Breakout 4 (14.50 – 15.20):
How forums and webinars can engage and support distance students in a dissertation module – Toni Bewley, Edge Hill University and David Callaghan, The Liverpool School of Tropical Medicine (LSTM)
Assessing and Fostering Teamwork: The Behaviour in Teams (BiT) system – Prof. Rod Nicolson, Edge Hill University, Samuel Farley, Daria Hernandez Ibar and Jeremy Dawson, University of Sheffield, Rose Evison, Change Weaving and Neil Rackham, Rackham Associates, Virginia, USA
The (re)design of teaching rooms to enable teaching excellence: choices and opportunities – Federica Oradini and Prof. Gunter Saunders, University of Westminster and Prof. Peter Hartley, Visiting Professor at Edge Hill University and HE Consultant
Breakout 5 (15.30 – 16.00):
The use of augmented verbal feedback in lesson observations – Dr Gillian Griffiths and Jessica Leigh, Edge Hill University and Helen Zoldan, Harper Green High School
E-Safety or E-Healthy? – Graham Stow, Edge Hill University
An exploration of the links between confidence, resilience and the uptake of academic literacy support sessions on an undergraduate degree programme – Christina Donovan and Marianne Erskine-Shaw, Edge Hill University
A snapshot of the student experience: Exploring student satisfaction through the use of photographic elicitation – Dr. Linda Kaye, Edge Hill University and Joseph McCann, University of Cumbria and Edge Hill University
Tuesday 6th June – Poster Presentations (Displayed in foyer and opportunity for informal discussions during refreshment breaks):
Final conference sessions:
(16.05 – 16.30) Student Led Staff Awards: What students value – Rachel Arland, Edge Hill Students’ Union
(16.30 – 16.45) Closing note and presentation to University Learning and Teaching and SOLSTICE Fellows, Prof. Mark Schofield, Edge Hill University
The SOLSTICE and CLT Conference is taking place in the Business School at Edge Hill University, Ormskirk, UK.
In previous years, some delegates, particularly international delegates have attended the SOLSTICE and CLT Conference and also taken the opportunity to explore some of North West England. The following link might be helpful for anyone considering doing this:
If you require accommodation, there are local hotels a short travelling distance from Edge Hill University. If you would like the contact details of nearby hotels, please email: email@example.com.
Conference Fees and Registration:
The SOLSTICE and CLT Conference remains excellent value for money for a conference that offers keynotes, presentations and workshops from so many high-calibre colleagues year after year. Fees include entry to keynotes and conference sessions, delegate pack, lunch and refreshments. We hope you can join us in June for professional development, networking and a bit of fun too!
Delegates are welcome to book for the full conference or one day only. The SOLSTICE strand and the CLT strand will run as parallel sessions over the two days. Delegates are able to ‘mix’ the strands and choose which sessions to attend.
The SOLSTICE and CLT conference is open to everyone working in further and higher education, both nationally and internationally. In previous years, we have welcomed delegates from UK, USA, Australia, Singapore, China, Saudi Arabia, South Africa and India.
£370* Full conference (Monday 5th and Tuesday 6th June 2017)
£190* One day only (Either Monday 5th June 2017 or Tuesday 6th June 2017)
(*Prices include VAT @ 20%)
SOLSTICE and CLT conference enquiries:
Please contact Lizy Reed, SOLSTICE and CLT Conference Organiser, on 01695 650750 or firstname.lastname@example.org.