cop schedule for 2017-18 - liverpool hope university · using grademark: creating rubrics a...

CoP Schedule for 2017-18

CoP Date/time Facilitator(s) Venue Agenda

September / October 2017

1 Using Hope’s Resources for T&L

Friday 15th September 2017, 12.00

pm

Dr Kathrin Wagner &

Dr Veronica Skrimsjo

CAP207, Creative Campus

Vinyl as a Resource: the Harry McKinnell Popular Music Resource Centre. This session will consider how artefacts, such as LPs, can be used as a vehicle for research and teaching and the impact the Harry McKinnell Popular Music Resource Centre has had in creating a vibrant research environment. LPs have typically either had a consumerist or ‘trainspotter’ stigma attached to them, which has limited the research on them. They can, however, offer valuable insight in fields such as popular music studies, fan cultures, and cultural studies, amongst others. Since the opening on the Harry McKinnell Popular Music Resource Centre we have also been able to see an increased interest from the students in both vinyl records and other ‘alternative’ music formats, as well as textual academic research spurred on by these artefacts.

2 Blended Learning Tuesday 19th

September 2017, 10.00 – 11.00 am

Dr Frank Su & Dr

Namrata Rao

Learning Lab

Creation of a 'Design School' for innovative pedagogy Does the University need a special structure to transform itself, or even to innovate in a different way? Can a 'Design School' play this role, that of facilitating the transformation of a higher education institution? In the talk, Prof. Cailliez will give his responses to these questions, and give an account on the creation of such a 'Design School' at Lille in order to promote the transformation of creativity into innovation by the design thinking methods. He’s driven by a passion for transdisciplinarity in the service of innovative projects in research and development. Jean-Charles Cailliez is currently Vice-President of the Lille Catholic University (France) in charge of Innovation and Director of HEMiSF4iRE, Design School. He is Professor of Molecular and Cell Biology and Director of the Doctoral School. His career spans over 20 years of research in Medical Mycology and Parasitology in the National Institute of Health and Medical Research (INSERM) in France, the Pasteur Institute of Lille (France) and the University of Parma (Italy). He currently serves on the board of several scientific committees such as the French Agency for Evaluating Research and Pedagogy in Universities (HCERES), Norbert Ségard Foundation (FNS), Medical Research Foundation (FRM), Massachusetts Institute of Technology (MIT-TR35 Price), and Nord Pas-de-Calais Regional Council. Finally, he’s also a marathon runner.


September

Dr Frank Su & Dr

Learning Lab

Assessing student engagement There has been an influx of interest in student engagement over the past few decades, where the uncertainty of how it is defined and how it could be measured is important (Fredricks et al

2017, 11.00 am – 12.00

pm

Namrata Rao

2011). June Scrichinda studies specific approaches within classrooms of all disciplines and how these approaches affect students in terms of engagement (behavioral, academic and cognitive (Fredricks et al., 2004)). Using the questionnaire, the Classroom Engagement Inventory (CEI) (Wang et al. 2014) and a classroom observation protocol called the Behavioral Engagement Related to Instruction (BERI) (Lane and Harris 2015), she explores the impact certain approaches have on students in class. June would like to collaborate with colleagues at Liverpool Hope University, who are interested in seeing if their approaches to learning is in fact engaging their students. June Srichinda has been a teacher for over 15 years in Thailand, the USA and in France, working in grades ranging from 6th grade to Master 1 students in both the departments of Humanities and Law. She is currently working at the Université Catholique de Lille in France. In addition to being a teacher, she is also a second year doctoral student in the Science of Education at the Université Catholique de Louvain in Belguim. The topic of her thesis is to understand the impact different pedagogical approaches have on student engagement.

4 Learning Outside the Classroom

Wednesday 20th

September 2017, 11.00 am – 12.00

pm

Dr Caroline Wakefield

Learning Lab

Using Plas Caerdeon for Student Engagement. With increasing focus placed on retention and study engagement amongst students, the University is planning that all first year students have the opportunity to visit Plas Caerdeon. The new leader of Plas Caerdeon, Adrian Roberts, will be doing a presentation about his vision for Using Caerdeon, including the range of activities that they can offer and how these will promote engagement and map onto the curriculum across the breadth of subject areas.

5 Pragmatic Practice

Wednesday 11th

October 2017, 2.15 – 3.15 pm

Dr John Walliss

EDEN101 Reflecting on the Level C Induction Tutorials In this session we will reflect on the Level C Induction Tutorials - what do we think worked well? What could be improved for next year?

6 Research Informed Teaching

Wednesday 11th

October 2017, 2.15 – 3.15 pm

Dr Linda McLoughlin & Dr Joseph

Maslen

EDEN103 In this session we will explore ways in which we can involve students in our research-rich environment. Together with the Directors of Hope's Research Centres we will explore ways in which we might encourage students to engage more broadly with talks and presentations taking place across the university; involve students in our research and investigate avenues such as peer review journals and conferences focused on undergraduate/postgraduate students.

7 Teaching for Social Justice

Wednesday 11th

October 2017, 3.30 – 4.30 pm

Dr Steven Shakespeare

& Dr Gary Anderson

EDEN007 Who Gives Power? This year the Teaching for Social Justice community of practice will focus on the issue of power relationships. 'Student empowerment' is a current buzzword, but one shot through with contradictions. It is put forward as a desirable goal by institutions and policymakers and connected with wider ambitions for education to promote social justice. At the same time, it is defined in terms which turn students into consumers and accumulators of 'social capital'. It

often preserves the problematic idea that 'power' is something which is held at the top of a hierarchy and bestowed on those lower down. The first meeting of the CoP will therefore incite us to reflect critically on what we mean by student empowerment. Does the way we name and foster such empowerment end up corrupting the ideal of democratic social justice it is meant to advance? Are there alternative ways of understanding and relating to power which can liberate our pedagogy? The CoP will aim to set on ongoing agenda for debate and make concrete recommendations to the university. The session will be introduced by reflections inspired by Samuel Chambers essay 'Learning How to Be a Capitalist: From Neoliberal Pedagogy to the Mystery of Learning' in Aidan Seery and Eamonn Dunne (eds) The Pedagogics of Unlearning (Punctum Press, 2016), 73-109. For access to a copy, please contact Steven Shakespeare on [email protected].

8 eAssessment Tuesday 17th

October 2017, 11.00 am – 12.00

pm

Dr Simon Marwood

EDEN104 (IT Lab)

Using Grademark: Creating Rubrics A practical session looking at the different types of marking rubrics available in Grademark, their use in promoting objective marking and a sharing of experience and student responses.

9 Feedback Tuesday 17th

October 2017, 12.30 – 1.30 pm

Dr Stephe Harrop & Dr Zoe Zontou

Creative Campus, CAP211

In this session, we will discuss Watson's article 'Assessing creative process and product in higher education' (2014), and identify a series of areas to explore over the coming year. Reference: Watson, Jan (2014) Assessing creative process and product in higher education. Practitioner Research in Higher Education, 8 (1). pp. 89-100.


October 2017, 1.00 – 2.00 pm

Dr Frank Su & Dr

Namrata Rao

Learning Lab

Using Technology to Scaffold and Enhance the Assessment and Feedback Process for students and staff This presentation draws on Claire’s research on technology enhanced assessment and feedback approaches. The session will present a set of technology ‘tools’ that can be used by lecturers to scaffold and enhance the assessment and feedback process, including the initial delivery of assessment guidelines, ongoing student self-assessment and feedback, engaging students in large classes, and the use of technology in the final feedback stage. The focus will be on tools that have been clearly evaluated, are aligned with systems of good feedback practice (the Dialogic Feedback Cycle) and that have been shown to enhance the student experience of assessment. This session would be of interest to staff interested in the use of technologies to enhance student engagement in the assessment and feedback process, for those with frustrations around student assessment and feedback engagement and those who would like some practical take home approaches to try themselves.

mailto:[email protected]

Claire Moscrop is a Senior lecturer in Teaching and Learning Development in the Centre for Learning and Teaching at Edge Hill University, and was previously a lecturer in Computing for 15 years. She is interested in TEL, assessment and feedback approaches, student engagement, and how these areas mix. More specifically, her recent work includes the use of student devices to increase student engagement (through apps such as Socrative), the use of digital assessment guides to enhance the assessment process, and how technology can be used to scaffold assessment and feedback from start to finish.

11 Internationalisation Friday 27th October

2017, 12.00 – 1.00 pm

Dr Manel Herat & Dr

Lisa Walters

EDEN108 According to a recent article from The Independent, "a person is twice as likely to be unemployed if [they are] from an ethnic minority." This CoP will consider what this means for both our International students and for the wider student community at Hope. We will further discuss ways in which we can try to tackle this problem in an academic environment.

November / December 2017 12 Assessment Design Wednesday

1st November

2017, 12.00 – 1.00 pm

Dr Letizia Palumbo &

Dr Dan Clark

EDEN101 Coursework Guidance and Revision: Reflection on the diversity of practice for coursework guidance and revision across the University.

13

Teachers as Learners

Wednesday 1st

November 2017, 2.15 – 3.15 pm

Dr Alex Owen & Dr

Babs Anderson

EDEN047 This CoP seeks to act as a forum to share questions and ideas with regard to our own learning activities. It operates to give collective insights into troubling ideas, so that rather than plotting an individual solitary course of study, the CoP provides a space to collectively examine conceptual and theoretical frameworks underpinning research. During this meeting we shall explore the idea of Learning Styles in relation to the trivialization of learning. In advance of the session please read: John G. Sharp , Rob Bowker & Jenny Byrne (2008) VAK or VAK‐uous? Towards the trivialisation of learning and the death of scholarship, Research Papers in Education, 23:3, 293-314, DOI: 10.1080/02671520701755416. Please contact June Wilson ([email protected]) if you'd like a paper copy.

14 Feedback Tuesday 7th November

2017, 12.45 – 1.45 pm


CAP207 This session will focus on the role of formative assessments in promoting a constructive culture around feedback, and Dr. Rachel Sweeney will lead a discussion of how best to introduce Level C students to university feedback.

15 Academic Literacies

Wednesday 8th

November 2017, 12.00 – 1.00 pm

Dr Konstanze Spohrer & Dr Claire Penketh

EDEN101 Engaging with Academic Literacies for postgraduate students. In this session, we invite colleagues to discuss how to best support postgraduate students with academic reading, writing and information literacy. The facilitators will present on a programmes of sessions developed for MA students in the Education Faculty and invite colleagues to share their ideas and examples of good practice.


Wednesday 8th


EDEN108 The Teaching for Social Justice CoP continues its focus on issues of power and the ways in which market norms corrupt the nature of teaching and learning. At our next meeting, we will

http://www.independent.co.uk/news/uk/politics/ethnic-minority-report-theresa-may-unemployed-black-asian-bame-conservative-conference-a7979511.html


November 2017, 2.15 – 3.30 pm

& Dr Gary Anderson

take as our starting point a speech given by Rowan Williams, former Archbishop of Canterbury, entitled 'Faith, Reason and Quality Assurance - Having Faith in Academic Life'. Williams argues that 'higher education, like other forms of education, is a training in what you can trust and what you can share, what kinds of argumentation you ought to be able to trust and what you shouldn't trust.' We will explore the potential and limits of this notion of trust, and how this might connect with the distinctive ethos of Liverpool Hope. If Hope is not aiming to model a different, holistic and transformative approach to pedagogy, a pedagogy which promotes a deep sense of justice and human dignity, how could this be better expressed in practice? The text of Williams' speech is here: http://rowanwilliams.archbishopofcanterbury.org/articles.php/1376/faith-reason-and-quality-assurance-having-faith-in-academic-life.

17 Integration and Transition

Tuesday 14th

November 2017, 12.00 – 1.00 pm

Nina Rogers & Jessica Warwick

Learning Lab

(EDEN203)

Student-led CoP.

18 Assessment Design Wednesday 22nd

November 2017, 2.00 – 3.00 pm


Dr Dan Clark

EDEN045 Coursework Guidance and Revision: In-class assignments: revision, levelness and guidance. Focus on course-works (revision, levelness, details about assessment, i.e. essay titles).

19 Learning Outside the Classroom

Wednesday 22nd

November 2017, 3.00 – 4.00 pm

Dr Kevin Crawford & Dr Victoria Kennedy

HCA102 This session will be an opportunity for reflection or collection of info/feedback relating to the Caerdeon Level C new model for first year engagement; and, to discuss/determine the continued focus/scope of the CoP.


November 2017, 1.00 – 2.00 pm

Dr Frank Su & Dr

Namrata Rao

Learning Lab

Using e-learning activities to enhance undergraduate student’s learning experience. Denis Duret, a Lecturer in Learning Technology in Institute of Veterinary Science at the University of Liverpool, will be sharing his use of technology to enhance the student learning experience at the next Blended Learning Community of Practice meeting on Tuesday 28th November from 1 to 2 pm in the Learning Lab. The focus of his discussion will be on the use of classroom response system (mainly Poll Everywhere), peer learning (based around Peerwise) and lecture capture (in relation to wellbeing and learning approach). Denis works primarily with the Institute of Veterinary Science, supporting and developing e-learning activities for veterinary undergraduates. Denis started his career 20 years ago as a courseware designer for the CLIVE project (Computer-aided Learning In Veterinary Education).

http://rowanwilliams.archbishopofcanterbury.org/articles.php/1376/faith-reason-and-quality-assurance-having-faith-in-academic-life

http://rowanwilliams.archbishopofcanterbury.org/articles.php/1376/faith-reason-and-quality-assurance-having-faith-in-academic-life

He then took the position of IT officer for the Institute until recently when his role was mapped to the Teaching and Scholarship domain.

21 Pragmatic Practice Wednesday 29th

November 2017, 2.15 – 3.15 pm

Dr John Walliss

EDEN108 In the last session, we discussed our experiences of the initial week of Level C tutorials, focusing on what we thought went well or not so well. In this session, we will continue the conversation by discussing our experiences up to the six week mark.


Wednesday 29th

November 2017, 2.00 – 4.00 pm


Maslen

LHBS009 Masterclass in Creative Practices. Exploring theatrical, personal, and cultural dimensions of creativity, this masterclass will ‘open the space’ for reflective and participatory approaches to creative practices with the fields of drama, education and beyond. Tea/coffee and a selection of cakes will be available. Zoe Zontou ‘Opening the Space’: applied theatre as research methodology. In this masterclass I will offer a practical demonstration on how applied theatre can be used as an effective tool of engagement and critical learning. (Get ready to participate and move around - no acting skills required) Stephe Harrop My contribution will focus on PaR (Practice as Research), considering notions of personal research praxis, and how this model might be applied beyond the creative arts. Chelsea Swift In this masterclass I reflect on the use of critical incident charting and visual aids in interviews with young people aged 13-14. The research in question explored young people’s development of a ‘reading habitus’; their ways of reading and being a reader, their feel for the ‘rules of game’ within a particular field, and the extent to which they view themselves as ‘someone who reads’.


Thursday 30th

November 2017, 1.00 – 2.00 pm

Dr Ian Mahoney

Learning Lab

(EDEN203)

Developing PGT Literacies. This CoP session will consider ways of supporting and developing postgraduate taught students’ academic literacies. It will begin to examine staff experiences of working with PGT students, some of the challenges encountered by students in transitioning to postgraduate study, and consider approaches aimed at improving their academic literacies. This session may be of particular interest to colleagues interested in academic literacies more generally, as well as those working to develop the postgraduate student experience.


Tuesday 5th December

Dr Konstanze Spohrer &

Learning Lab

(EDEN203)

Learning from international students.

2017, 2.00 – 3.00 pm

Dr Claire Penketh

25 Feedback Tuesday 5th December

2017, 12.45 – 1.45 pm


CAP207 (Creative Campus)

Feedforward and Formative Assessments: Languages and Practices.

26 Pragmatic Practice Wednesday 6th

December 2017, 2.15 – 3.15 pm

Dr Aline Gaus & Dr

Steve Corbett

EDEN045 Teaching Social Research Methods. Social research methods are currently integrated in the curriculum for students from different departments and programmes across the University. This CoP aims at establishing a hub of exchange and creativity among practitioners and across disciplines on the topic of teaching social research methods at Hope. We will discuss how different practitioners are dealing with the difficult task of teaching both methods and methodology in an engaging way at different levels.

27 Dissertations and Research Projects

Wednesday 6th

December 2017, 2.15 – 3.30 pm

Dr Emma Katz & Dr Richard

Budd

EDEN047 The dissertation or research project is the most important piece of work that students do during their studies. It presents unique challenges and rewards compared to other assignments, being larger, more complex, and ‘taught’ in different ways to other assessments. This first meeting of the Dissertations and Research Projects CoP will examine issues that we as academic staff at Hope face in supporting and supervising students’ dissertations and research projects. In the longer term, we are hoping to start a university-wide conversation that includes both staff and students around how to organise and get the most out of undergraduate research.

28 Postgraduate Student Experience

Thursday 7th

December 2017, 3.00 – 4.00 pm

Dr Emma Katz

EDEN101 Teaching academically ‘weak’ Masters students: Problems and solutions Some students enter Masters courses without having developed the advanced academic skills necessary to thrive at this level of study. This can leave lecturers at a loss as to how to teach these students effectively and support them with their assessments. This session will explore the common problems that we experience in teaching these students and the strategies we use across the university to help these students to cope at Masters level.

January / February 2018


Thursday 18th

January 2017, 2.00 – 3.00 pm

Dr Emma Katz

EDEN007 How could Masters students’ experiences at Hope be improved? Masters students are invited to come along to this session to share their views on how the experience of Masters students at Liverpool Hope could be improved. We would particularly value students’ views on the following topics: Do you feel like part of the academic community at Hope? Do you feel like you get enough support personally and academically? Have you had a particularly good experience with a lecturer or a module that you would like other lecturers to know about? The issues you discuss during this session will be anonymously fed back to Hope’s Learning and Teaching Committee.

Postgraduate students only.

30 Feedback Tuesday 23rd

January 2018, 12.45 – 1.45 pm



Developing good practice in written feedback (including effective use of Grademark).

31 Early Career Teachers

Thursday 25th

January 2018, 2.00 – 3.00 pm

Dr Jody Crutchley &

Dr Zaki Nahaboo

Learning Lab

(GWB219)

What makes an Early Career Teacher? Despite a growing awareness and literature surrounding the notion of the early career researcher, there is a lack of recognition of "Early Career Teachers" in the Higher Education context. This session will seek to involve members of staff who identify as 'Early Career Teachers' at LHU to help us begin to explore what an early career teacher might mean in the local Hope context, as well as in general. This will form the basis for structuring future sessions and for addressing the learning & teaching needs of the community.

32

Assessment Design Thursday 25th

January 2018, 2.00 – 3.00 pm


Dr Dan Clark

EDEN108 Coursework Guidance and Revision. Exams: revision, levelness and guidance". Focus on exams (revision, levelness, details about topics and exam questions).

33 Classroom Practice Tuesday 30th

January 2017, 12.00 – 1.00 pm

Dr Andrew Cheatle & Dr

John Bennett

Learning Lab

(GWB219)

The Lecture as Theatre: Improvisation and the Lecture. This session explores the issue of planned and unplanned improvisation within a lecture. We will discuss the following statement: 'Off-script', brings delight to lectures and is crucial to student learning.'

34 Internationalisation Wednesday 31st

January 2018, 12.00 – 1.00 pm

Dr Manel Herat

FML215 The session will examine the thinking behind an interdisciplinary, multi-agency, international AHRC funded project on “Interrogating Intersectionality and Empowering Women Through Critical Engagements” and the implication of the project for other initiatives. The project involves Liverpool Hope; Bluecoat, Liverpool; FACT, Liverpool; and Christ University, Bangaluru. It has three strands: academic/ theoretical, experiential, and expressive. It is designed to enable the three strands to interrelate and inform one another. We're starting by developing teaching materials for ELT that foreground issues of gender; by commissioning a documentary that will confront viewers with the complexities of gender issues in multi-cultural communities; and by launching a competition for students in both India and the UK for short (just a few minutes) documentaries on the theme of women and communities. Then, later, we pilot the ELT material in both countries, develop training materials using the documentaries; and host PGR conferences and dissemination conferences in both countries.

35 Blended Learning

Thursday 1st Febuary

Dr Frank Su & Dr

Learning Lab

(GWB219)

Problem-based Learning: pedagogy for the 21st century? Problem-based Learning (PBL) is promoted by professional and funding bodies as an appropriate strategy for professional education and increasingly as the method of choice. Its

2018, 1.00 – 2.00 pm

Namrata Rao

proponents claim that it is motivational, promotes critical thinking, and self-regulated learning – attributes that are regarded as important for students in higher education. This Blended Learning CoP session will briefly explore the concepts and practice of PBL with a specific focus on employability, and Technology Enhanced Learning (TEL); the session will discuss research conducted by the presenter on the use of an AI ‘chatbot’ within a PBL context, and invite discussion on the future opportunities for TEL with PBL. The speaker, Dr Chris Beaumont, recently retired from the post of Head of Department of Computing and Faculty Senior Learning & Teaching Fellow at Edge Hill University. He is a National Teaching Fellow. His career spans 10 years in the Computing industry and 30 years in school, FE and HE. He has been researching and publishing in the areas of PBL and assessment for over 15 years and was formerly Deputy Director of the Write Now CETL.


Wednesday 7th

February 2017, 12.00 – 1.00 pm

Dr Konstanze Spohrer & Dr Claire Penketh

EDEN101 Embedding academic literacies within the curriculum: Transitions. This session will explore transitions between different levels of study with a particular focus on the Framework for Higher Education (FHEQ) level descriptors. It will explore opportunities for developing reading, writing and critical thinking in the disciplines and across levels of study. Participants are encouraged to share examples of the ways in which transitions are negotiated in their area.

37 Assessment Design Wednesday 14th

February 2018, 2.00 – 3.00 pm


Dr Dan Clark

EDEN007 Coursework Guidance and Revision: Identifying the best practice for coursework guidance and revision.


Wednesday 14th

February 2018, 3.45 – 4.45 pm


& Dr Gary Anderson

EDEN007 Decolonising the Curriculum. The next meeting of the Teaching for Social Justice CoP will consider the issue of 'Decolonising the Curriculum'. Recent controversies at Oxford University and elsewhere have highlighted the question: to what extent and how should our curricula be freed from the dominance of white Anglo-American scholarship and interests? How is the legacy and ongoing reality of colonialism and slavery addressed by our teaching and learning? Patrice Haynes will introduce discussion, which will be based on a text by Achille Mbembe, 'Decolonizing the University: New Directions'.


Thursday 15th

February 2018, 1.00 – 2.00 pm

Dr Jody Crutchley &

Dr Zaki Nahaboo

EDEN101 Building on the work of the last session in identifying who Early Career Teachers are, this CoP will seek to identify some common challenges and issues that Early Career Teachers face, both generally and within the Hope context. We will then be able to address these concerns in future sessions.


Thursday 15th

Dr Emma Katz

EDEN007 Challenges facing BME Postgraduate Research Students.

https://www.theguardian.com/education/2015/jun/18/oxford-uni-must-decolonise-its-campus-and-curriculum-say-students

https://www.theguardian.com/education/2017/oct/25/cambridge-academics-seek-to-decolonise-english-syllabus

http://www.historicalstudies.uct.ac.za/sites/default/files/image_tool/images/149/Decolonizing%20the%20university%20New%20Directions%20-%20Achille%20Joseph%20Mbembe.pdf

http://www.historicalstudies.uct.ac.za/sites/default/files/image_tool/images/149/Decolonizing%20the%20university%20New%20Directions%20-%20Achille%20Joseph%20Mbembe.pdf

February 2018, 2.00 – 3.00 pm

This CoP will explore the Arday report (2017) Black and minority ethnic (BME) doctoral students’ perceptions of an academic career. The report provides a snapshot of the challenges faced by BME postgraduate research students. Within the UK HE sector, retention, attainment and destination statistics are all dramatically poorer for students from BME backgrounds. The Arday report suggests that more needs to be done to provide BME doctoral students with mentoring on how to begin an academic career. Strategies need to be put in place for reducing feelings of being an outsider and being out of place in HE. Racist assumptions and behaviour within HE need to be tackled. How this might apply to the Hope context will be explored.

41 Global Hope Wednesday 21st

February 2018, 2.00 – 3.00 pm

Dr Simon Davies & Dr Bryce Evans

EDEN047 Reflecting on the sustainability of delivering international education projects through Global Hope; learning from our experience of continued projects.

42 Classroom Practice Wednesday 28th

February 2018, 12.00 – 1.00 pm

Dr Clay Gransden &

Dave Aldridge

Learning Lab

(GWB219)

Using the Learning Lab to help you engage with your students. This CoP will explore the potential that the newly relocated Learning lab has for student collaboration. The session will focus on the room's capabilities and how the technology can enhance the student learning experience. We will discuss why we moved away from the ‘set up and run' mode of support and are now focusing on supporting innovative practice. We will also discuss how we can provide direct support based on the tutor’s approaches to teaching and technology.

43 Teachers as Learners

Wednesday 28th

February 2018, 2.15 – 3.15 pm

Dr Alex Owen & Dr

Babs Anderson

Learning Lab

(GWB219)

In this session we will discuss Winch, C. (2017) ‘Knowing 'wh' and Knowing how: Constructing Professional Curricula and Integrating Epistemic Fields’. Journal of Philosophy of Education, 51 (2), 351-369. Copies can be obtained by emailing: June Wilson on [email protected].

March / April 2018


Monday 5th March

2018, 2.30 – 3.30 pm


Budd

COR102 (Creative Campus)

The dissertation or research project is the most important piece of work that students do during their studies. It presents unique challenges and rewards compared to other assignments, being larger, more complex, and ‘taught’ in different ways to other assessments. This meeting of the Dissertations and Research Projects CoP will examine issues that we as academic staff at Hope face in supporting and supervising students’ dissertations and research projects. In the longer term, we are hoping to start a university-wide conversation that includes both staff and students around how to organise and get the most out of undergraduate research.


Thursday 8th March

Dr Emma Katz

Learning Lab

(GWB219)

Doctoral students only.


2018, 2.00 – 3.00 pm

46 Educational Technology

Thursday 8th March 2018, 3.00 – 4.00 pm

Dr Clay Gransden &

Dave Aldridge

Learning Lab

(GWB219)

What are you currently using? An introduction to some potentially useful Edtech (Mentimeter, Kahoot! and Gradecam). The purpose of this session is to both introduce and explore some of the EdTech that is available. One of the outcomes of the session is to move towards a more streamlined process to acquire subscriptions for staff.


Friday 9th March

2017, 12.00 – 1.00 pm


Dr Ella Houston

EDEN007 Creating a Shared Reading space to enhance university student's learning Reading more widely and critically at university is directly linked to students’ success in assessment. However, the challenge academics face is that it is difficult to persuade students to read more widely beyond key academic texts within a given subject perhaps due to two reasons – firstly students are often assessment driven and only read essential and necessary academic materials to achieve a targeted grade; and secondly it is common that sometimes academic reading materials are abstract and difficult for students to relate to. In order to address these issues, a reading intervention was designed and implemented with a cohort of second year Education Studies students. The intervention embedded wider reading materials (e.g. classic fiction, stories, and poems etc.) into subject teaching of Sociology of Education as part of the course. Participating students read the complementary materials together in a small group via a shared reading model on a weekly basis. The project evaluations indicate that student participants experienced a different way of engaging with written texts which has impacted on their critical reading skills and their confidence in reading in general. To a certain extent, the reading programme had helped participants’ learning and engagement with the course. In this CoP meeting, Dr Frank Su will reflect on challenges and opportunities such reading interventions present.

48

Classroom Practice Tuesday 13th March 2018, 12.00 – 1.00 pm

Dr Andrew Cheatle

Learning Lab

(GWB219)

The Lecture as Theatre: 'Walking with Students into the Promised Land'. Following up on the previous session: 'The lecture and improvisation', this session focuses on how planned and unplanned improvisation can be utilised to lead students to better subject awareness and in-depth knowledge. The technique advocated involves a fluid relationship to the PPT while having clear learning objectives for the lecture. True learning comes from 'walking' with students on a journey of learning.

49 Academic Literacies /

Postgraduate Student Experience

(Joint session)

Wednesday 14th March 2018, 11.00 am – 12.00

pm

Dr Konstanze

Spohrer, Dr Ella Houston & Dr Emma

Katz

Learning Lab

(GWB219)

Writing Guides for Postgraduate students Speaker: Jamie Murphy, Academic Skills Support Officer in the Education Faculty. Expectations of students at postgraduate level is understandably high. Proper referencing, structure, and critical thought is expected as a mainstay in postgraduate academic work. However, many students entering postgraduate study are returning after a short hiatus from higher education, or after a considerable amount of time. Moreover, students, hiatus or not,

may find the rigours of postgraduate study difficult. With this in mind, and driven by my own experiences as a postgraduate student and a writing mentor, I have created with guidance from staff within the Faculty of Education, the Writing mentors and Nadia Donaldson Learning Skills and Spaces Co-ordinator – the Writing guides to appeal to a wide range of postgraduate students and help them in their academic work. The guides aim to be informative yet concise, with an emphasis on ensuring they remain grounded in a student perspective. In this presentation, I hope to share with you content from the guides, as well as the feedback we have received from lecturers and students alike. Furthermore, I hope that this presentation will imbue me with further valuable feedback from those who attend, allowing me to further improve guides created in the future.

50 Curriculum Wednesday 14th March 2018, 2.00 – 3.00 pm

Dr Silvia Battista &

Dr Annalaura Alifuoco


Posthuman Pedagogies. This Community of Practice on ‘Posthuman Pedagogies’ aims to engage through collective readings and group discussions the challenges and potentials of posthuman discourses. This intention is especially directed toward the development of pedagogies capable to address the ecological and technological transformations that we are experiencing at present time.


Monday 19th March 2018, 1.00 – 2.00 pm


Budd

EDEN007 The dissertation or research project is the most important piece of work that students do during their studies. It presents unique challenges and rewards compared to other assignments, being larger, more complex, and ‘taught’ in different ways to other assessments. This meeting of the Dissertations and Research Projects CoP will examine issues that we as academic staff at Hope face in supporting and supervising students’ dissertations and research projects. In the longer term, we are hoping to start a university-wide conversation that includes both staff and students around how to organise and get the most out of undergraduate research.

52 Assessment Design Wednesday 21st March 2018, 2.00 – 3.00 pm


Dr Dan Clark

EDEN007 Coursework Guidance and Revision: A unified framework for best practice in coursework guidance and revision.

53 Global Hope Wednesday 21st March 2018, 2.00 – 3.00 pm


EDEN101 Assessing the practicalities of delivering sustainable international education projects through Global Hope; thinking about the hurdles to delivering a sustainable project.


Thursday 22nd March 2018, 1.00 – 2.00 pm

Dr Jody Crutchley &

Dr Zaki Nahaboo

EDEN101 Collecting Student Feedback for Early Career Teachers Our community of Early Career Teachers have identified that part of what makes them self-identify as "early career" is a lack of confidence, which is partly contributed to by a paucity of useful information about how students are experiencing their lectures, seminars and tutorials. This is exacerbated by an anxiety about "performance" and a lack of prior experience in academia. In our last meeting, members of the CoP identified this as a distinct challenge that Early Career Teachers at LHU face. In this CoP, we will therefore be addressing some practical

tips for collecting student feedback. In addition, Dr Asad Ghalib has been invited to talk through how his App 'LecFeed' can be used to help Early Career Teachers gather the kind of feedback they need to reflect on their teaching & learning practice.

55 Blended Learning Tuesday 17th April

2018, 1.00 – 2.00 pm

Dr Frank Su & Dr

Namrata Rao

Learning Lab

(GWB219)

In this session, Dr Stephen McKinnell, Director of the Learning Technology and Web Communications Unit in the Faculty of Medicine at the University of Liverpool, will be sharing the work he has done with the Physiotherapy programme. This includes the use of the flipped classroom and e-lectures to support the teaching of anatomy, and the use of wikis to support the scheduled meetings between students and Academic Advisors. Stephen will also discuss how an iPad app, LIFTUPP, has been developed to monitor and assess students while on clinical placements. In 2012, Stephen became the Team Leader of the Technology Enhanced Learning Team in the Institute of Learning and Teaching in the Faculty of Health and Life Sciences, and now he is the academic lead for Technology Enhanced Learning (TEL) in the School of Health Sciences at University of Liverpool. Stephen provides support and guidance across number of Allied Health and Nursing programmes. This involves working closely with colleagues to use TEL to enhance the student experience and to find meaningful value in the use of TEL.

56 Educational Technology

Wednesday 18th April

2018, 12.30 – 1.30 pm

Dr Clay Gransden &

Dave Aldridge

Learning Lab

(GWB219)

What are you currently using? An introduction to some potentially useful Edtech (Emaze/Haiku, Google Keep and Mindmiester). This session will explore what types of software might be useful in a 'tutor’s toolbox'. Part of the session will focus on collecting information from colleagues on problems that could be potentially remedied by the tutor support software that is available. The session will first introduce some of the tutor support software that could be incorporated into teaching. Secondly, we wish to explore colleagues’ use of tutor support software. Lastly, we want to let colleagues know that there is support available if you wish to start/continue using some of the tutor support software available. For those colleagues who came to the last session please feel free to share your experiences.



2018, 2.00 – 3.00 pm


& Dr Gary Anderson

Learning Lab

(GWB219)

Decolonising the Curriculum: Music, Pedagogy and Protest The next meeting of the Teaching for Social Justice CoP will consider the use of popular music in class to tackle issues of social and political injustice. It has been argued that social science cannot be neutral. In fact, van Dijk (1988) argues that social scientists should use their research to openly support those who suffer from social injustices. Here, firstly I describe how political popular music which blatantly challenges government policies that contribute to social injustices, can be used in teaching. We then discuss whether such music is useful as a gateway to broader explorations of social and political injustices in society. Dr Lyndon Way will introduce the discussion, which is loosely based around Way, L (2016), ‘Protest music,

populism, politics and authenticity: the limits and potential of popular music's articulation of subversive politics’. Journal of Language and Politics 15(4): 422-446.

58 Curriculum Wednesday 18th April

2018, 2.00 – 3.00 pm

Dr Silvia Battista &

Dr Annalaura Alifuoco


Posthuman Pedagogies. This session will focus on Rosi Braidotti’s 2013 book Posthumanism.



2018, 2.15 – 3.15 pm


Maslen

EDEN007 Led by Dr Michael Holmes, this workshop is intended to explain the work of the European Institute and the Liverpool-Lille partnership, and to explore ways in which they can contribute to enhanced research-informed teaching in Hope. Hope set up a partnership with the Catholic University of Lille in 2016, and as part of that cooperation a European Institute was created later that year. The aims of the Institute include promoting research collaboration, facilitating exchanges (both staff and students) and promoting pedagogical cooperation. This workshop will give an overview of the Institute and the partnership, and will discuss in detail the existing research and teaching links and the exchange schemes.


Friday 20th April 2017, 2.00 – 3.00

pm


Dr Ella Houston

EDEN101 Embedding academic literacies within the curriculum: Student experiences of level C. This session will focus on student experiences of their development of academic literacy skills in Level C. Direct experiences from students will inform discussion of the role of tutorials in fostering academic skills and insights from Network of Hope students will also be explored.

61 Internationalisation Wednesday 25th April

2018, 12.00 – 1.00 pm

Dr Manel Herat

EDEN108 The CoP will discuss work done by students studying the social construction of childhood and youth exploring how conceptualisations of childhood and child shift and vary across history and between different cultures. The CoP will explore the findings of the collaboration between students from Liverpool Hope together with Dr. David Merryweather and Ian Cosh from Ouachita Baptist University in Arkansas, USA. We will look at how this topic was explored via a very successful Skype discussion between a group of students from Hope and a group from Ouachita andl discuss how this sort of activity could be extended to be an effective way of bringing an international dimension to the curriculum.

62 Global Hope Wednesday 25th April

2018, 2.00 – 3.00 pm


EDEN103 Planning a sustainable international education project through Global Hope 1; identifying the issues and practicalities of delivering a sustainable project.


Thursday 26th April

2018, 3.00 – 4.00 pm


Budd


The dissertation or research project is the most important piece of work that students do during their studies. It presents unique challenges and rewards compared to other assignments, being larger, more complex, and ‘taught’ in different ways to other assessments. This meeting of the Dissertations and Research Projects CoP will examine issues that we as academic staff at Hope face in supporting and supervising students’ dissertations and research projects. In the longer term, we are hoping to start a university-wide conversation that

includes both staff and students around how to organise and get the most out of undergraduate research.


Monday 30th April

2018, 1.30 – 2.30 pm

Dr Jody Crutchley &

Dr Zaki Nahaboo

EDEN007 This session will focus on the pedagogical differences between tutorials and seminars at Liverpool Hope University. It is aimed at those who self-identify as 'Early Career Teachers', but everyone is welcome to attend. The first part of the session will be facilitated by Dr John Bennett, the Director of Learning and Teaching Development, who will outline the main differences between teaching in tutorials and teaching in seminars. Then, in the remainder of the session, Dr Namrata Rao and Dr Jody Crutchley will share their use of various teaching strategies to enhance student experience in Level C tutorials. This will involve elaborating on what activities worked in promoting active learning and what did not work as well, so that other colleagues might benefit from using some of these approaches in their own teaching practice.

May / June 2018

65 Global Hope Wednesday 9th May

2018, 2.00 – 3.00 pm


EDEN103 Planning a sustainable international education project through Global Hope 2; preparing for a sustainable project.


Tuesday 15th May

2018, 2.00 – 3.00 pm


Dr Ella Houston

Learning Lab

(GWB219)

Facilitating student development of academic literacies through add-on 'study skills' courses, separate from core curriculum, is ineffective and less productive than embedded approaches, according to Wingate (2006). This CoP session will focus on ways in which the nurturing of academic literacy skills can be embedded within curriculum, for example, through in-class activities that merge acquisition of course content with the development of academic literacies, such as critical writing and thinking. Attendees are encouraged to bring examples of their own practice, in relation to fostering academic literacy skills within the curriculum.

67 Classroom Practice

Tuesday 22nd May

2018, 12.00 – 1.00 pm

Dr Andrew Cheatle

Learning Lab

(GWB219)

The Lecture and Storytelling

68 Feedback Wednesday 23rd May

2018, 12.00 – 1.00 pm



At our last CoP for this academic year we will reflect on experiences with the university's new grading system, and discuss the purpose and potentials of summative feedback.

69 International Student Experience

Thursday 24th May

2018, 1.00 – 2.00 pm

Dr Lucy Hanson & Dr Hakan Acar

EDEN007 This CoP considers the international student experience in its broadest sense. Thinking of students who have come from abroad, but also those who have lived in the UK for some time, we will explore the challenges facing the student experience such as having English as a second language, social isolation and socio economic circumstances that can affect academic performance and retention.

70 International Student Experience

Tuesday 19th June

2018, 10.00 – 12.00 pm

Nicki Blundell &

Dr Lucy Hanson

Sports Hall

This CoP will examine the learning experience for students who undertake international study trips. A panel of placement leaders from the UK, USA, Gambia and Palestine will discuss the potential benefit of such travel along with notions of transformative learning. Students from a recent study trip to Michigan will also be in attendance. This CoP will be part of the Big Hope 2.

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