Student Reflection Logs: Alison Statham

The effectiveness of using reflective journals by Politics students for enhancement of their employability is examined in this video.  Dr Statham evaluates the value of work experience for the Politics students and how this process is evaluated via reflective journals and workshops on reflective starting with a SWOT analysis and the how this assists in the practicality of a real world situation in work.  These workshops offer strategies and skills development for the world of world, with a strong emphasis on reflection.

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Students Translating the Triad: Zainab Yusuf

Zainab produced a video of students’ opinions of their own learning experiences and preferred teaching methods.  They answer a series of questions posed by Zainab which result in illustrating a range of opinions of approaches but overall they flourish with a more personal and interactive approach, with personal support from students and support resources before and after the learning event to aid individual study.

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Research Informed Teaching & Learning: Dr Valeria Guarneros-Meza

Valeria reflects on her own transition from researcher to teacher of Politics. She has embedded the pedagogic method  of Inquiry Based Learning into her teaching.  This enables her to develop a research informed approach to an academic subject, allowing the students be challenged by different concepts and theoretical positions.  She uses these varying conceptualisations of reality in applied scenarios like role plays with the students.  This allows them to gain a deeper understanding of alternatives positions and challenges their learning further.

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Threshold Concepts: Rachel Wells

Rachel reflects on the barriers to learning challenging language and use of knowledge in the stressful profession of Midwifery. She discusses the use of Experiential Learning in a safe environment in developing student progress over Thresholds to enable Transformative learning. She reflects on using simulations of birthing scenarios (with a computer generated model). This pedagogic approach of enquiry based learning with peer to peer feedback , group work and reflection within a supported environment leads to deep understanding which is necessary to tackle the numerous possibilities in the real world of midwifery.

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Teaching and Assessing Troublesome Knowledge: Dr Nicola Ward

Dr Ward reflects on the challenges of teaching a subject that students do not immediately see as relevant to their chosen path of study and future profession in Pharmacy.  Being mindful of the diverse student group and the diverse client group she reflects on making the Psychology she teaches aligned to future professional practice. She discusses the changes in delivery and assessment of this module to a more student centred approach to enhance student engagement. This has been achieved by more effective student support via compulsory support sessions, self- assessment and peer reviews.

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Harnessing Student Potential: Dr Jess Hall

This is a clip reflecting on the way to make a lecture more effective for students.  Jess discusses how to promote an interaction and engagement with students in a large lecture environment. For example she looks as scaffolding knowledge and methods for checking understanding throughout the lecture.

She supports a pedagogic approach that encourages the use of humour in the lecture for teaching research methods(Field 2014).

She reflects on the appropriateness of a lecture as a suitable teaching method for a practical subject like research methods, which could be better placed in a computer lab environment.

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Fostering Intrinsic Motivation in Students: Bernadette Waldron

Bernadette reflects on fostering intrinsic motivation of nursing students, through Active and Experiential Learning.  She discusses the use of Emotional Intelligence methodology to develop their professional skills within the sensitive world of nursing.

She discusses how she has changed her approach to teaching and learning from a traditional to a Constructivist method.

First Aid teaching in community schools allows the students to develop the necessary organisational, team work and communication skills required for employability in nursing.  This project uses peer to peer assessment, reflective learning and is an effective work skills environment for deep learning to take place.

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Fostering Compassion, Courage and Compassion in Mental Health Nursing Students: Barry Farnsworth

This is a useful clip of the development of Barry’s approach to students studying the sensitive work of Mental Health Nursing. He evaluates the characteristics students need to develop to be able to be effective practitioners in the field. This revolves around the 6 ‘C’s, Competence, Communication, Care, Compassion, Courage and Commitment.

It is the area of Compassion, Courage and Commitment that are more difficult to engender in learning and teaching. This relates to the pedagogic approach of Emotional Intelligence and the importance of taking feelings into learning.

Barry discusses the diversity of students in terms of academic skills as students are aiming to work in a ‘practical’ setting. He recognises the different learning styles of students as well as utilising the pedagogic approach of Constructive Alignment.

He emphasises the importance of the tutorial system in supporting students through their course experience.

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Work based Practice Nursing Learning and Teaching: Allison Brindley

This is an excellent evaluation of Alison’s professional development through taking the PGCert in HE at DMU.

Alison has enhanced her delivery of updating the work of Practice Nurses in doctors’ surgeries.

Through her participation in the PGCert in HE she has developed a more interactive style of pedagogy in her teaching. She has used Problem Based Learning to use the students’ experience, encouraging them to develop a more critical thinking approach to studying.

She evaluates her own pedagogic development in the preparation of materials and her assessment and feedback skills. Alison is mindful of the different learning styles and the difference in the academic skills of largely ‘practical’ nursing students. Therefore she would like to develop a more diverse approach to assessment.

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Assessment & Feedback e Grid and Lecture Capture: Matthew Dean

Dialogues of communication between the teacher and student have been enhanced via the e Grids used within Matthew’s courses.  This on-line method enables students to receive faster formative assessment feedback and encourages greater reflection and communication on progress. It enables the process of feed forward formative assessment and reinforces stronger learning relationships.

Matthew is an innovator in the use of Lecture Capture in the development of on- line course material which is available for students. This is effective for developing inclusivity and giving new students access to course content prior to starting.

However, he includes a useful evaluation of his teaching methods, asking the students to identify the value of methods used.  From these results he surmised that e learning is not a preferred learning style for 15% of the students. However, although the majority didn’t prefer lectures, they did think that they were useful. Therefore, continuing with a mixture of face to face and traditional learning styles is necessary despite the popularity of e learning.

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