Seeds for Solutions, How does the past inform the future? Innovation projects from 2014/15 #KATS2015

Project Title: Welcome to the World of Research: an Undergraduate Research Conference for Biochemistry and Biomedical Science Finalists
Project Leader(s): David Watson, Sheila Hope and Trish Procter

Final year research projects are integral to most undergraduate programmes, usually assessed as a project report. Wider dissemination of research work in the context of professional practice is through conference attendance with delivery of an oral and/or poster presentation. Whilst many courses also include these additional assessments, often based on the final year research projects, few students are afforded the opportunity to attend professional conference. This project will establish a two-day undergraduate research conference for final year Biochemistry and Biomedical Science students, designed to give students real-life experience of conference presentation in an environment more akin to professional practice.

Welcome to the World of Research - Final Project Report

Welcome to the World of Research: an Undergraduate Research Conference for Biochemistry and Biomedical Science Finalists by David Watson, Sheila Hope and Trish Procter, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: An e-learning Platform to Promote Active Learning through Screencast Technology
Project Leader(s): Laura Hancock

The use of screencasts to supplement learning is becoming commonplace in higher education but there are concerns that their use may promote mostly passive learning. The aim of this project is to create an e-learning platform that provides the appropriate scaffolding to stimulate active learning in chemistry by combining screencast technology with interactive quizzes to deliver instant feedback. Users of this resource will be required to demonstrate recall and understanding of basic concepts before gaining access to higher level screencast material, allowing users to construct their own knowledge and discouraging a passive approach to learning.


An e-learning Platform to Promote Active Learning through Screencast Technology by Laura Hancock, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2014/15 #KATS2015

Project Title: Using Twitter in Sociology Teaching and Learning
Project Leader(s): Ala Sirriyeh and Emma Head

The aim of this project is to assess the use of Twitter as a tool to promote enhanced student learning and engagement on a sociology module. The research will evaluate the use of Twitter as a learning tool in a new level seven module 'Race', Racism and Resistance, which will run in semester one, 2014-15. Twitter activities will be designed to connect the online and offline tasks that students are engaging in. This project will contribute to wider debates around the use of social media in higher education teaching and learning.

Using Twitter in Sociology Teaching and Learning - Final Project Report

Using Twitter in Sociology Teaching and Learning by Ala Sirriyeh and Emma Head, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Intelligence' and Success at University
Project Leader(s): Yvonne Skipper

Students can think of intelligence as being fixed or malleable. Research suggests that those with a malleable view are more likely to choose challenging learning goals, cope well with setbacks and perform better. This is because they believe that intelligence can be changed with effort.

This project involves delivering an intervention to encourage students to feel that intelligence and success are due to their efforts more than their abilities. This will involve a lecture during Freshers week and reflective activities cross the year. Students will also complete questionnaires to examine how the intervention may have impacted their views and performance.

Intelligence' and Success at University - Final Project Report

Intelligence' and Success at University by Yvonne Skipper, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2013/14 #KATS2015

Project Title: The Use of 3D Printing to Enhance Teaching in the Natural Sciences
Project Leader(s): David Thompson, Matthew O'Brien, Graeme Jones, Jane Essex and Dave McGarvey

The ability to visualise in three dimensions is key to understanding many concepts within the sciences. It is widely acknowledged that this can be difficult for students. This results in a barrier that can impact their ability to progress. To overcome this molecular models are used to help visualise the chemical entity in question. Traditional molecular models represent a reasonable investment for an individual but have significant limitations. This project aims to evaluate the use of 3D printer technology to develop inexpensive models that can overcome this barrier and enhance a student’s learning experience.

The Use of 3D Printing - Final Project Report

The Use of 3D Printing to Enhance Teaching in the Natural Sciences by David Thompson, Matthew O'Brien, Graeme Jones, Jane Essex and Dave McGarvey, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Gamification of Information Retrieval from the British National Formulary: A Novel Approach to Student Skill Development
Project Leader(s): Katie Maddock and Jonathan Berry

The British National Formulary (BNF) is a comprehensive resource for information on all drugs available for prescription in the UK. Many drugs have more than one clinical indication and to become safe and efficient practitioners, pharmacy students need to be able to retrieve information from the BNF quickly and accurately. The legacy will be multiplatform, game-based training tool providing a safe, competitive and fun environment in which healthcare professional students can develop and practice these information retrieval skills. Instant, formative feedback will be given for all tasks, fostering and developing deeper learning based upon the information found.

Gamification of Information Retrieval from the British National Formulary: A Novel Approach to Student Skill Development by Katie Maddock and Jonathan Berry, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

An example of increased student engagement through ‘Student Choice’ in the School of Life Sciences

The need for change

Keele University has focussed on differentiating itself in its market sector by introducing a ‘distinctive’ element to the curriculum: a framework that articulates the opportunities for an individual to design their own student experience:

Every student is encouraged to develop their own knowledge, skills and attitudes in order to make a difference to their own world – and create a ‘personalised learning experience’ (Campbell, et al., 2007) (Department for Education and Skills, 2004). However, when it comes to study skills and professional development sessions we, as academics, identify the needs of students through our own experience of student problems – these might be common mistakes in written assignments, visible difficulties in class discussions, or the personal assessment of capabilities during coaching sessions.

In Biochemistry & Biomedical Science we decided to turn things around and let the students drive their own development!

Research suggests that significant benefits are realised if students are in control of their own destiny – these are seen as improvements in ‘general well-being, behaviour and values, and academic achievement’ (Kohn, 1993). These finding are echoed in the work of Kay & LeSage (2009) who looked closely at the relationship between personalisation and achievement. Streeting & Wise (2009) also suggest that student engagement will follow if students are actively involved in the decision-making process, invited to help in curriculum design and given some control over the learning environment.

As teachers, the task at hand is to establish ways of achieving student engagement (the motivation, self-discipline and reflection that leads to a deeper understanding) when we are faced with large groups of diverse students with differing interests, abilities and needs.

We decided to try to tailor a learning intervention in the form of a skills conference.

A different approach

In the first instance we created a ‘conference style’ matrix of study skills sessions and we asked students to select which sessions they would like to attend. The Google booking form (see Fig 1) gave us a comprehensive picture of which students had replied and how many students were booked in to each session. We asked students to assemble in a main room for an opening and introductory few minutes before they then divided and made their way to their own programmes of study. This created a real buzz around the event and there was a lot of discussion between students about what they had chosen and why. The feedback from the conference was extremely encouraging. Students appreciated the choice element and did feel in control of their study.

Encouraged by the initial success, we ventured further into the choice element for the Year 2 students! In this case we sent out a questionnaire asking the students what they would like to see on offer in a Year 2 skills conference so that they could drive what was on offer. The responses that we received were extremely helpful (see Fig 2). They allowed us to tailor inputs to meet specific requests and ensure that all needs were catered for (see Fig 3).

It was not all plain sailing as you can imagine. Students need to be encouraged to book onto the sessions, and constantly reminded that this was important! Questionnaires needed to be followed up, and the session bookings were not entirely reliable since some students did not book in time or changed their minds on the day! However, the end result in terms of engagement far outweighed any difficulties experienced.

Figure 1: Biochemistry & Biomedical Sciences (Year 1) - Skills Conference

Figure 2: Skills Conference Content- Student Requests

Year 2 Conference Outline

Figure 3: Biochemistry & Biomedical Sciences (Year 2) - Skills Conference

How did we do?

The feedback that we received was very rewarding. The comments were reflective and indicated a deep level of engagement with the session content:

“I will start to practice now on the online (psychometric) tests and find more volunteer work.” “I will present myself better at the future interviews.”

“I will identify more of the transferable skills and state them in my CV. I will make my CV more specific.”

“I will analyse the situations I go through and really think about the skills I gain and how they can help me in the future.”

“… the KUSP - it’s been on my mind and I'm happy I've got more info and begun it.”

“It has kicked me in to gear to start the KUSP as I have been putting it off for a while, also, informing me that I need to start looking at internships.”

And the best comment to receive after trialling this approach was:

“I found picking the courses most relevant to me made it more interesting.”


A student-driven model for success

The two skills conferences now form the foundation blocks to an integrated development programme that ends with a student-led conference for Biochemistry In Practice students in their third year (see Fig 4).

Figure 4: Biochemistry & Biomedical Science Transferrable Skills Development

References

Campbell, R. J. et al., 2007. Personalised Learning: Ambiguities in theory and practice. British Journal of Educational Studies, pp. 135-154.

Department for Education and Skills, 2004. A National Conversation about Personalised Learning, Nottingham: DfES Publications.

Kay, R. & LeSage, A., 2009. Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, Volume 53, pp. 819-827.

Kohn, A., 1993. Choice for Children - Why and how to let students decide. [Online]
Available at: http://www.alfiekohn.org/articles/
[Accessed 20 July 2015].

Streeting, W. & Wise, G., 2009. Rethinking the values of higher education - consumption, partnership, community?, Gloucester: The Quality Assurance Agency for Higher Education.

An example of increased student engagement through ‘Student Choice’ in the School of Life Sciences, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2013/14 #KATS2015

Project Title: The Use of Muvizu Animation in Physiotherapy Education. A Focus on Professional Education and the Development Knowledge of Professional Responsibility
Project Leader(s): Ben Ambrose, Claire Stapleton, Cath Bucher, Jackie Waterfield, Carole Watkins and Tim Smale

Following the report into the incidents at Mid-Staffordshire NHS Foundation Trust, education providers are being asked to reinforce to students the importance of the professional regulations by which they are bound. This project aims to increase student engagement with this subject, by the use of Xtranormal animation. A range of animated scenarios in which students could find themselves and in which there is a risk of them acting outside of their professional codes of conduct were developed. Students are then able to discuss the ramifications of these scenarios with reference to their codes of professional conduct.

The Use of Muvizu Animation in Physiotherapy Education - Final Project Report

The Use of Muvizu Animation in Physiotherapy Education. A Focus on Professional Education and the Development Knowledge of Professional Responsibility by Ben Ambrose, Claire Stapleton, Cath Bucher, Jackie Waterfield, Carole Watkins and Tim Smale, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Training Students to Train Each Other: Resources for Presentation Skills Development
Project Leader(s): Matthew Wyman, Georgina Spencer, Grant Mitchell and Tom Gray

This project – designed by staff and students from Keele’s Debating and Discussion Society collaboratively – aims to produce a series of training videos for presentation and public speaking development. It also aims to deliver a series of training workshops and public speaking master classes and produce a set of guidance notes and materials for academic staff and students interested in helping other students develop their communication skills.

Training Students to Train Each Other: Resources for Presentation Skills Development by Matthew Wyman, Georgina Spencer, Grant Mitchell and Tom Gray, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2013/14 #KATS2015

Project Title: iPads as Collaborative Tools to Enhance Identification Skills in the Lab and Field
Project Leader(s): Sarah Taylor and Patricia Procter

iPads as collaborative tools will deal with the very real problem of declining species identification skills, which has serious implications for employability after graduation. Interactive species identification apps encourage active engagement with the process of identification and provide a means for students to (re)connect with nature. A group-orientated problem solving approach will encourage communication and development of skills based on all their senses (visual, verbal, etc.). The legacy of this project will be a collection of copyright free images of plant species and photo/video reflective diaries that will be a resource for staff and students.

iPads as Collaborative Tools - Final Project Report

iPads as Collaborative Tools to Enhance Identification Skills in the Lab and Field by Sarah Taylor and Patricia Procter, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Job-Box: Using 'Virtual Visits' from Employers to Narrow the Gap in Employability Skills
Project Leader(s): Alix Cage and Joanna Wright

Enhancing employability is a high priority, at Keele and nationally, to ensure that we produce high-quality graduates who can immediately contribute to society and the economy. However, many students do not appreciate which employability skills the Environmental sector requires and how best they can develop these. The overall aim of this project is to narrow the disconnect between the skills Keele graduates develop, and the skills graduate employers desire, using increased employer engagement along with innovative multi-media approaches and eLearning platforms. In doing this, we create more confident students and better networking opportunities for all students, irrespective of socio-economic backgrounds.

Job-Box: Using 'Virtual Visits' from Employers to Narrow the Gap in Employability Skills by Alix Cage and Joanna Wright, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2013/14 #KATS2015

Project Title: 'Forewarned is Forearmed': Enhancing the Employability of Keele University's Economic Geologists
Project Leader(s): Brian O'Driscoll, Alan Butcher and Ralf Gertisser

Interview skills are arguably one of the most practical and transferable skill-sets of all, and yet amazingly many students find themselves interviewing for the first time after graduating, when the stakes are high and when a lack of experience can mean that they pay a heavy price for being unprepared. The mineral resources industry is a rapidly expanding employment sector nationally and internationally, but is still ultra-competitive. This teaching innovation proposal aims to ‘arm’ Keele University Economic Geology graduates with an interview experience that will bridge the gap between university learning and securing their first position in the employment sector.

'Forewarned is Forearmed': Enhancing the Employability of Keele University's Economic Geologists by Brian O'Driscoll, Alan Butcher and Ralf Gertisser, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Have Your Say: Keele in Two Ticks Video Wall
Project Leader(s): Beth Johnson

Videoing via mobile telephones (smart phones) or other recording devices is a facility with which a majority of students are familiar within a social context. This project intends to promote the use of videoing in order to reflect upon and suggest innovative ways of improving teaching and learning within a pedagogical context.

The Have Your Say: Keele in Two Ticks Video Wall project asks Film Studies and Media, Communications and Culture students to respond to specific pedagogical themes/issues/questions by recording and uploading on the KLE two minute videos. An example theme is ‘Your feedback on our feedback’. The themed video wall will be moderated by a member of staff and the topic/theme will change every 8 weeks to keep the wall fresh and progressive. Videos will be recorded on smartphones or other recording devices so no special equipment is required. The purpose of the video wall is to give students a voice and provide an arena where they have the opportunity to reflect upon their own learning and teaching.

Have Your Say: Keele in Two Ticks Video Wall by Beth Johnson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.