Teaching & Learning Posters

A visual reasoning approach to learning computer programming languages

Herbert Daly, Olive Hickmott
Department of Computer Science and Technology (University of Bedfordshire), International Association for Health and Learning
Contact: herbert.daly@beds.ac.uk

An approach to programming based on visualisation can stimulate and support struggling learners

Computer programming is an essential skill for undergraduates in the department of Computer Science and Technology but, as is well documented, many students find their early experiences very challenging. Sophisticated mathematical concepts and large technical texts may cause some to struggle, particularly if they suffer recognised learning difficulties. This project investigated the use of different learning techniques to support level 1 students learning the Java programming language. Developed by a successful programmer who suffered from dyslexia, the techniques included practical exercises to stimulate concentration, literacy and reasoning. The key approaches encouraged the project's volunteers to develop their visual memory to improve their learning outcomes. In tests, participants improved their scores on average and gained some new techniques to support their studies in programming.

http://www.beds.ac.uk/news/2011/mar/110316-visual

Developing and testing a methodology for crediting vocational education and training that is workable across Europe

Neville Hunt, Yanqing Duan
BMRI
Contact: neville.hunt@beds.ac.uk

The key to developing/implementing a workable EU-wide scheme to credit non-formal and informal learning is simplicity, ease of assessment and broad applicability.

With the objective of facilitating transnational job mobility, the EU is committed to developing a method of crediting Vocational Education & Training (VET) to be valid across all Member States. UoB as partner in Leonardo da Vinci information transfer project M-ECVET-S is contributing experience in modular education, credit allocation and vocationalism to develop a modular ECVET credit scheme to assign vocational academic credit to learning acquired through non-formal and informal learning. Modular schemes are not widespread across Member States, and support for the venture is variable. The challenge is to devise a scheme that is truly workable, simple to apply to a variety of educational systems and easily assessed. The scheme has been developed and it will be fully tested in the accounting field in Germany, Italy, Sweden, Turkey and the UK in autumn 2011. If successful, the project outcomes will have profound impact on European VET systems and practice.

http://www.ecvet-modular.eu/index.php?lang=en

Making groupwork work

Deena Ingham
Centre for Learning Excellence
Contact: deena.ingham@beds.ac.uk

Creating effective group work to maximise the impact for students and staff of this essential teaching and learning approach.

Group work offers opportunities and experiences which enhance the outcome and impact of the work of individuals be they students or staff, and the skills to work effectively within a group is a key requirement for most employers. Group work though is regularly cited by both academic staff and students as problematic and potentially destructive to outcomes. This research explores best practice in developing effective, productive group working techniques, the use of which can result in successful outcomes and increased impact for course teams, student learning and employability.

http://www.beds.ac.uk/learning

We research together: the University of Bedfordshire's art and design junior research institute

Beverley Bothwell, Garry Layden
Division of Art and Design
Contact: garry.layden@beds.ac.uk

We Research Together, the University of Bedfordshire's new Junior Research Institute, aims to develop Art and Design undergraduates' research skills beyond their syllabuses

Within the University of Bedfordshire's Division of Art and Design, all undergraduates are required to carry out research as part of their studies. This might be in support of an essay for one of the 'Contextual Studies' units, or to enable progress on project work. The Division's newly established Junior Research Institute (JRI) seeks to develop this fundamental skill by encouraging students to carry out research beyond their syllabus. Entitled "We Research Together", this JRI comprises four strands: Spatial Design, Fashion Design, Animation and Graphic Communication. It aims to encourage students to become involved in staff research and/or explore their own research interests. This poster explains the JRI's structure, aims and context and summarises the work being carried out by students from two of the strands: Fashion Design and Spatial Design.

Spatial design, storyboards and narrative: developing specialist skills through movie- making

Garry Layden
Division of Art and Design
Contact: garry.layden@beds.ac.uk

A pioneering teaching initiative, in which spatial design students must make short experimental movies to enhance their design and drawing skills, is evaluated

Spatial designers produce sketch perspectives to help initiate, develop and finalise their design proposals. These drawings show buildings and spaces in a static, uni-sensory way, and limit the extent to which the designer can explore the narrative aspects and physical characteristics of their scheme. Storyboards have been used as an adjunct to sketch perspectives because they foster the multi-sensory and dynamic exploration of space and form. However, students can struggle to understand how to use them effectively. The pioneering "Brands and Movie-Making" project responds to this by requiring spatial design undergraduates to work in a cross-disciplinary manner by creating and screening short experimental movies. This poster evaluates the drawings produced by students over a four-year period and concludes that the project provides a powerful vehicle for developing storyboard-drawing skills, and a strong foundation for the discipline-specific work-to-come, but that its effectiveness is reduced by the students' reluctance to draw by hand, and that this is a matter for further development.

"A careers day" - a forum for empowering 3rd year pre-registration students to launch their careers in mental health nursing

Melsina Makaza, Claire Ireson
Department of Community Services, Faculty of Health and Social Science, University of Bedfordshire; Oxford Health NHS Foundation NHS Trust
Contact: melsina.makaza@beds.ac.uk

We improved how we prepare our students for employability and the launch of their careers in Nursing by hosting "Careers Days" in partnership with a Mental Health NHS Trust.

In the current economic climate, there is an need for 3rd Year students to be empowered to launch their careers in nursing with confidence. With National Health Service (NHS) budget cuts, there is a risk that students may have a sense of foreboding about finding a job as a nurse after graduating from University. This poster presentation will report on the significance of a "Careers Day" as a forum that empowered students to explore their fears regarding launching their careers during harsh economic times. It will discuss the improved partnership working and the developmental dialogue that took place between 3rd Year students, Senior Management Group members from a NHS Trust, including a Director of Nursing, and University staff. This improved the effectiveness of communication by promoting transparency between student nurses with their potential employers. The Careers Day improved the efficiency of the process of preparing students for employment.

http://www.whatcanidowithmydegree.nhs.uk/

Creating effective online Distance Learning courses

David Pike, David Mathew
Centre for Learning Excellence
Contact: david.pike@beds.ac.uk

What are the key factors that make up a successful online Distance Learning course? How can staff prepare a move towards an online learning strategy?

Our poster aims to give staff some ideas and strategies about how to prepare a successful online Distance Learning course. As we move further into the twenty-first century, the expectations of learners are developing and changing rapidly, and we must be in a position to meet learner demand. To this end, many courses in the future will be delivered entirely via the Internet. This poster presentation aims to share a strategic vision, and to move the University's place in the market to the next strategic phase.

Peer Assisted Learning (PAL) pilot study at the University of Bedfordshire

Eve Rapley
Centre for Learning Excellence
Contact: eve.rapley@beds.ac.uk

Experienced students supporting 1st year students to encourage co-operative learning and greater learner engagement and understanding.

Peer Assisted Learning (PAL) involves experienced 2nd year students supporting 1st year students through a series of facilitated weekly study sessions. This pilot (September 2011- May 2012) will run in Interior Design, Interior Architecture, Sports Coaching, Computing, Education, Social Work and English/Performing Arts/Theatre Studies and will involve 22 PAL Leaders who will be trained and supported by the Centre for Learning Excellence (CLE). The pilot will explore perceptions and benefits of PAL from the perspective of 1st year students, PAL Leaders and the course team.

http://www.beds.ac.uk/learning

Using the VLE to deliver information skills support to Midwifery students

Averil Robertson
Learning Resources
Contact: averil.robertson@beds.ac.uk

Development of the BREO Organization 'Library and Information Resources for Midwifery students'

This poster describes the use of BREO to develop a 'one-stop-shop' for Midwifery students, to provide access to information resources and help in developing their information skills. The resource was developed because at the time (2007), information skills sessions were not routinely organized for midwifery students at every level; and because the students have little time to spend finding information for their assignments, between juggling hospital shifts, family life, and university classes. The librarian, while continuing to pursue the possibility of holding information skills classes at every level, decided to develop a resource that would give the students easy access to collections of, for example, online resources grouped by subject; current awareness services; practical worksheets and online resources to help students develop their information skills; links to key government publications; and so on. Feedback from students on the Organization's usefulness has been uniformly positive, and having access to it has apparently been of great benefit to them.

Robertson A (2010) Using the University's VLE to Provide Information Support for Midwifery Students at the University of Bedfordshire, New Review of Academic Librarianship, 16:1, 87-101. http://dx.doi.org/10.1080/13614530903240569

An intervention intending to increase students' understanding of the importance of objective writing and communication within the field of criminal psychology

Louise Starkie
Department of Psychology (PgCAP action research project)
Contact: louise.starkie@beds.ac.uk

The importance of objective writing within the field of criminal psychology. To consider how action research works as a process to improve student progress.

After receiving a number of essays from students it became evident that many students at all levels had little understanding of the importance of objective communication within their written work. Subjective language has its place in many arenas; however it also has the power to cause significant damage (Wesker, cited in Gower 1992, 60). In an attempt to increase students' understanding, an intervention was performed in the form of a tutorial. To assess progress, the students completed a grading task pre- and post-intervention. They marked mock essays; assessing 'relevance', 'evidence', 'objectivity' and the total score. Statistical analyses revealed no significant difference between the pre and post total or 'objectivity' scores, however a significant difference was evidenced for 'relevance' for the 'poor' essays. Given that the intervention had some effect on the students' understanding of objectivity, although not at the required level, it was concluded that further interventions would be appropriate.

Norton L (2009) Action Research in Teaching and Learning - A Practical Guide to Conducting Pedagogical Research in Universities. London, Routledge

Using Action Learning Sets (ALS) to enhance student learning

Moira Walker, Babara Bromley, Melsina Makaza
Department of Acute Health Care; Department of Community Services
Contact: moira.walker@beds.ac.uk

Action Learning Sets enrich the student's experience by offering peer support during a time of perceived isolation

Students on the pre-registration nursing degree course are required to complete a service improvement project as part of their dissertation unit. Students participate in Action Learning Sets to obtain support to complete their projects. The Action Learning Sets fostered new skills in extending their knowledge by learning from their peers. Students discussed ideas, questioned each other and reflected with the intention of finding solutions to problems and enhancing their learning. One of the challenges encountered by the facilitators of the Action Learning Sets was encouraging student interaction whilst facilitating effective group dynamics. Students responded positively to the experience and found the support helpful during the investigation phase of their projects. The poster identifies the benefits and challenges of using Action Learning Sets to promote learning, reports students' and facilitators' experiences and identifies possible future use of Action Learning Sets in the nursing curriculum.

Revans R (1998) ABC of action learning. London: Lemos & Crane