Learning and Teaching Seminars Learning and Teaching Seminars

Learning and Teaching Seminar Series 2015-2016

The seminars are 60-minute or 90-minute sessions that delve into specific aspects of pedagogy. Some are of a practical nature, others are more reflective. Some will involve minimal reading as preparation. The seminar leaders will introduce the topic, but the bulk of the seminar will be discussion-based.
No booking is necessary: just turn up!


Curriculum and module design (Geoff Hinchliffe)

27 Oct, ARTS 01.03
CSED’s first Teaching and Learning Seminar in 2015-6 will cover some basic principles of design, pitfalls to avoid, the role of learning outcomes, and the alignment of pedagogy and content. It will consider one particular approach to curriculum design, that of Lee S. Shulman, and the nature of transformational pedagogy.
Anticipated learning outcomes
  • Some practical tactics on curriculum design
  • Avoidance of common mistakes
  • Awareness of wider issues that affect this process
  • Leading to: greater confidence in designing a new module or revising an existing one.

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Pedagogical ideas in Higher Education (Geoff Hinchliffe)

24 Nov, 1.00 - 2.00, ARTS 0.31 
Pedagogical Ideas in Higher Education – we will discuss a number of approaches to pedagogy in an HE context and consider their advantages and disadvantages, including:
  • Experiential learning (especially the influence of Kolb)
  • The merits of educational taxonomies (especially the influence of Bloom)
  • Research-driven learning and its philosophical roots
  • The merits of instructional models of learning.
Anticipated learning outcomes
This seminar aims to give participants a more general awareness of some of the pedagogical ideas that they can draw on. After the seminar leader has introduced some of the basic ideas there will here will be plenty of room for discussion.

Seminar mini-series: Developing Your Academic Writing 

Do you want to enhance the quality of your academic writing? In a mini-series of four seminars, Dr Vic Morgan will lead you in exploring the nature of academic writing, its constraints and the expectations set by each discipline. The seminar series will help you establish your individual ‘writer’s profile’ and identify practices and software tools that will support you. If you wish to, you will be able to work on a specific piece of writing in which currently you are engaged or which you are contemplating. 
The intended audience for the mini-series is academic staff who are starting their academic careers and are not research active. MAHEP participants on Modules 5 and 6 and on the Dissertation module will be particularly welcome, but anyone wishing to develop their academic writing is welcome.
The learning objectives for the mini-series are:
  1. To encourage self-awareness and reflection on what is involved in high-quality academic writing.
  2. To develop in participants an enhanced awareness of what might be involved, for them individually, in high-quality academic writing and to offer pointers to how they can enhance the quality of their written communication skills.
  3. To offer for adoption a set of procedures designed to optimise the process of academic writing.
  4. To introduce participants to a range of types of specialist writing software including individual programs designed for use in the full range of disciplines pursued at UEA.
  5. To introduce participants to a variety of software designed to enhance their writing styles so that they can judge the relevance of the offerings to their personal needs, especially for those operating with English as their second language.
  6. To demonstrate how this software can be used in practice so that participants can evaluate its utility for their purposes.
The first two seminars will take place on:
2nd December, 13.00-15.00, ARTS 01.14
20th January, 13.00-15.00, ARTS 01.14

“What is a tree?” Threshold concepts re-considered (Phil Long)

8 Dec, 1.00 - 2.00, Enterprise Centre iLab  
What is a Tree? A silly question, we all know what a tree is although you may find your certainty is challenged by this presentation.  Threshold Concepts are a way of thinking about our disciplines in terms of the areas which, when a student really understands them, completely and irreversibly changes the way they think about the subject under discussion.  Threshold Concepts have been presented in terms of a metaphor of a gateway through which we want our students to pass  but which they find difficult to negotiate and unless they can pass through their learning becomes stuck and their progress is inhibited.  This presentation, and the discussion which follows, will help you to think about the Threshold Concepts in your own discipline area and how you might be able to help your students negotiate through the door way into a new world of learning.

Poster design and evaluation (Florence Dujardin)

20 Jan, 14.00 - 16.00, Arts 01.01
Posters are a form of academic communication popular not only in conferences but also in teaching and learning. The better the poster design, the more effective the poster will be. In this workshop you will explore principles for poster design and evaluation. These include understanding your audience, organising information, using graphic design making a favourable impression. There will opportunities to critique examples of academic posters.

Critique of learning outcomes (Geoff Hinchliffe)

26 Jan, 13.00 - 14.00, Enterprise Centre iLab
Every academic who writes a new module or revises an existing one knows about learning outcomes. According to one distinguished professor (Frank Furedi, University of Kent) they are a waste of time: complex academic study cannot be summarised in outcomes without gross oversimplification. Learning outcomes satisfy a bureaucratic mind that lives by objectives, whereas academic learning is all about process where outcomes are not always predictable. We shall be discussing some of these issues and what the implications are for our own teaching and module/curriculum design.
Anticipated learning outcomes
An understanding of the role of learning outcomes in teaching and learning – their benefits and their limits.

Creative Play Session (Stephanie Aspin)

4 March, 10.00 - 12.00, Lawrence Stenhouse Building (date and venue to be confirmed)
This is an interactive session which will explore the benefits of creative play for adults. This session is open to all UEA staff is applicable to all job roles, although it starts from the premise that play is essential to successful functioning in an academic context – that is, play is fundamental to effective teaching and research. The approach taken in the session is experiential and participants will be offered the opportunity to engage in creative play, followed by small-group discussion. As we will be using water-based paints and other art supplies participants are advised to wear suitable clothes. Aprons and all art materials will be provided.  Please note that this session may be fun!

Using the graphic novel as a format for assessment
(Dr Jake Huntley (LDC) and Florence Dujardin)

27 April, 13.30–15.00, Arts 01.03
In this workshop you will explore how comics are constructed and what can be communicated in a medium that mixes textual and visual media. As well as considering narrative and the anatomy of such sequential art, there will opportunities to create simple visual narratives. The session will look at utilising the medium for learning and assessment, in particular as alternative to text-based reflective essays.


What is Person-Centred Teaching? (Stephanie Aspin)

4 May, 13.00 - 14.30, Arts 1.05
This seminar introduces the concept of ‘person-centred’ teaching starting from first principles, with the model put forward by psychologist Carl Rogers. Rogers’ proposition is a radical one: ‘It seems to me that anything that can be taught to another is relatively inconsequential’ (Rogers, 1952). In this seminar we will discuss Rogers’ proposal, in the context of the person-centred approach more broadly, and explore what implications it may have for our own teaching practices.


Using audio to enhance student engagement with feedback

Dr Anne Nortcliffe and Michelle Blackburn (Sheffield Hallam University)
Alicia McConnel (CTEL), and Florence Dujardin (CSED)

Monday 9 May, 09.30-12.30 and 14.00-16.00

Have you considered giving audio feedback to students? This workshop will help you get started with this alternative and efficient way of creating feedback and enhancing student learning. Giving oral feedback can be more pleasant and efficient than writing feedback, and students generally respond positively to the greater nuance of spoken comments.

The workshop will start with an active session from leading researchers in this area, Dr Anne Nortcliffe and Michelle Blackburn. They will outline student views and give practical guidelines for producing audio feedback. There will also be opportunities to create audio using your laptop, phone, or tablet and a demonstration of how you can use Blackboard to send the feedback to students.

Participants will need to bring:

  • a short sample of student work, to give audio feedback on a ‘real’ example
  • a digital device with a headset, with an audio recording app or application 

To book a place, contact T.York@uea.ac.uk