Teaching & Learning Programme: Teaching Approaches

[From CQSD’s Teaching Approaches Page]

In these interactive sessions, we explore the benefits and challenges of different approaches to teaching through discussion of shared experiences and ideas.

Teaching Approaches Banner

Please check back regularly for updates. Details are subject to change.

An Introduction To Teaching And Research Synergies At The University Of Reading

  • Wednesday 21st February 2018, 10:00-11:30
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This session is for those who are new to thinking about the links between teaching and research. It will introduce different ways in which research and teaching might come together in our curriculum. There will be an emphasis on students as active participants in the research process and the skills and benefits that this brings. The session will draw on the perspectives of students and of academic staff and on examples of good practice from across the University. This session aligns with A2, K2, K3 and V3 of the UKPSF.

An Introduction To Team Based Learning (TBL)

  • Date tba
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This is an opportunity to learn more about Team Based Learning and how it can be used to support large group teaching for staff who know nothing or very little about the approach. In this workshop you will learn what TBL is and how and why it works particularly well for teaching and learning in large groups. This is an introductory session for staff new to TBL presented in an interactive way with lots of examples and advice for how it has been used in large and smaller group classes across a range of subjects. This session aligns with A1, A2, K2, V1 and V3 of the UKPSF

Assessment And Feedback For SDTLs: Addressing The Challenges Of Consistency And Fairness

  • Date tba
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This session will be focused on good pedagogy in the context of changing practices and is aimed at those who are leading T&L practice whether in a school or department. In the current climate of change, it is important to consider how quality is maintained without increasing workload. This session will focus on feedback for summative assessment, exploring how to:

  • ensure fairness and consistency across programmes and your School;
  • manage moderation and second marking;
  • encourage sharing of good practice;
  • meet and manage student expectations.

We will work with a number of generic proformae and consider the challenges and opportunities that EMA offers. This session aligns with A3, A4, A5, K2, K5, K6 and V3 of the UKPSF.

Designing Assignments With Assessable Learning Outcomes

  • Date tba
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This session is focused on working with assessment criteria and is aimed at those who may be reviewing module descriptions, devising new modules or considering this in the near future. We will discuss formulating assessable learning outcomes, designing assignment briefs and managing the assessment load for students (and marking load for staff!). Examples of different methods of assessment (diversifying assessment) will be shared. There will be the opportunity to work with your own modules and programmes. This session aligns with A1, A3, A4, A5, K1, K2, V1 and V3 of the UKPSF.

Effective Classroom Management Strategies: Introductory Workshop

  • Date tba
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This session is for newer members of teaching staff and those who are new to teaching in the HE sector; experienced members of staff wishing to refresh their teaching techniques.

This hands-on workshop is designed for newer members of staff involved in face to face delivery. Classroom management is applicable to all teaching and learning situations and getting it right creates effective conditions for learning to occur. We will identify and explore a range of strategies for effective classroom management, including:

  • Getting it right, from the outset
  • Managing the room
  • Developing your classroom presence
  • Bringing it altogether

The ideas investigated in this session are applicable to a range of different class sizes (6-80+) and situations. This session aligns with A1- A5, K2, K3, K5, V1 and V3 of the UKPSF.

Effective Feedback: Ensuring Assessment And Feedback Works For Both Students And Staff Across A Programme

  • Date tba
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This session is aimed at Programme Directors and SDTLs. Developing a coherent approach to feedback across a programme is challenging We will look at summative versus formative feedback, the place of ‘feed forward’, how to engage students and staff in assessment and feedback dialogue. We will discuss the challenge of detailed feedback versus useful feedback, how can we manage the workload and make feedback ‘good enough’ and fit for purpose. This session aligns with A3, A4, A5, K2, K5, V1 and V3 of the UKPSF.

Embedding Employability In An Undergraduate Curriculum: Getting Started

  • Wednesday 24th January 2018, 14:00-16:00
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This session is for Directors of T&L (SDTLs, DTLs), Programme directors, Placement Coordinators, Careers Consultants. In this session we will hear how different department have approached a project to embed employability in their curricula in order to institutional requirements (the Curriculum Framework) and sector best practice (HEA Embedding Employability Framework). By the end of this session you will have

  1. Defined ’employability’
  2.  Discussed key theoretical models of employability
  3.  Been introduced to an innovative example of how to embed employability
  4. Considered how this approach could be adopted in your context

This session aligns with UKPSF: A1, A4, A5, K2, V3, V4.

Embedding Inclusivity In The Curriculum

  • Date tba
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This session is for all staff involved in curriculum review. Fundamental to any discussion around diversity, inclusion and social mobility within HE is the curriculum that is offered, both in terms of curriculum content and the pedagogic methods used – the ‘what’ and the ‘how’.

A proactive and anticipatory approach to curriculum design helps to create learning experiences which not only meet the needs of specific students (or groups of students) but also benefit all students. This practical session will introduce participants to the ‘Engaging Everyone’ section of the Curriculum Framework website. By the end of the session participants will have a clear picture of the resources available to support them when engaging in curriculum review. There will be opportunities for reflection and discussion so that participants can identify next steps for embedding inclusivity within their curricula. This session aligns with A1, A4, K1-K3, V1, V2 and V4 of the UKPSF.

Engaging Students As Partners In Curriculum Enhancement: Challenges And Possibilities

  • Wednesday 2nd May 2018, 10.00-12.00
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This session is for teaching and learning staff interested in developing strategies to further engage students in the design and development of their curriculum. The session will develop our understanding of student engagement in this context and explore different approaches to engaging students at Reading, addressing both the challenges and opportunities a partnership approach to curriculum enhancement can bring. Participants will hear from academic colleagues whose practice has been enhanced through the increased involvement of students and have chance to consider practical approaches to partnership working in their own context. This session aligns with A1,A2, A4,A5, K2,K3,K6, V1-v4 of the UKPSF.

Engaging Students In Reflection On Work Placement Learning Through Creative Assessment

  • Date tba
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This session is for Directors of T&L (SDTLs, DTLs), Programme Directors, Placement Coordinators, Placement Tutors, Careers Consultants and anyone with an employability / placement remit. Placement learning can be difficult to assess through traditional methods where students may find it challenging to articulate the real outcomes of their experience off campus and contextualise their experience. This session shares some innovative models of assessing placement learning and reflection inclusive of building in pathways to digital literacies which are vital in the employment market (LinkedIn, Tumblr audio and video blogging). This session aligns with A1, A2, A3, A5, K1, K2, K3, K4, V1 and V4 of the UKPSF.

Enhancing Teaching, Engaging Learners: Personalising Teaching To Deepen Learning

  • Date tba
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This workshop is designed for new and established staff involved in delivering lectures. It will explore strategies for improving student engagement and learning, including:

  • alternative session structures and signposting
  • involving all students, promoting discussion and taking and giving feedback – promoting reflection
  • risk taking, questioning and activity design – application and synthesis
  • flexibility and decision-making
  • collaboration and competition – building a sense of belonging
  • evaluation and peer review

Participants will be encouraged to share their own practice and work together. Examples will primarily be drawn from experience of teaching medium-sized groups (30-100). This session aligns with A1-A4, K2, K3, K5 and V1-V3 of the UKPSF.

Exploring The Use Of APPs For Assessment Purposes: BYOD

  • Date tba
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The session will start with an overview of formative assessment: What is it? How does it relate to summative assessment? Why does it have more impact of student learning than final marks? How to use assessment criteria and ALOs to the best effect? The session will include modelling the use of a range of apps for authentic formative assessment tasks. We will then work together to try these tools to augment the formative assessment opportunities within a module of your choice. You will bring your own device (BYOD: laptop, tablet or smart phone), a module description or programme specification and a willingness to participate and collaborate. We will come with ideas and challenges so that you will be able to use part of the time in this hands-on session to engage in experimenting, planning and drafting ideas to enrich the student learning experience. This session aligns with A2, A3, A4, A5, K2, K4, V1 and V3 of the UKPSF.

Formative Assessment Including Self And Peer Assessment

  • Date tba
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This session looks at the role of formative assessment and how it enhances student engagement and learning. We will explore a variety of practical examples and to ensure the session is authentic and properly addresses your needs, we ask you to bring a module description and assignment briefs to the session. This session aligns with A3, A4, K2, K5 and V3 of the UKPSF.

Group Assessment: Activities And Fairness

  • Date tba
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This hands-on workshop, will enable participants to practice a group activity and assessment, foregrounding the underlying issues and exploring ways to make assessed group activities work better. Most agree that students can benefit hugely from being involved in group activities as these develop the kinds of skills necessary for employment and job satisfaction, and yet one of the commonest sources of complaint from students is their perception of unfairness in assessing group work. This session aligns with A1, A3, K2 and V2 of the UKPSF.

Implementing Active Learning: Meeting The Challenges

  • Wednesday 11th October 2017, 14:00-16:00
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This workshop is designed for new and established members of staff who wish to include more active learning strategies in their sessions. The ideas explored in this session are applicable to those working with small groups to medium-sized cohorts (8-80). Implementing Active Learning strategies into our teaching increases learner engagement and deepens learning, but can present challenges for both lecturers and students used to participating in more traditional settings. In this practical workshop, we will explore how to implement effective Active Learning methods and share solutions for overcoming some of the difficulties. This session aligns with A1-4, K2, K3 and V1-V3 of the UKPSF.

Intercultural Communicative Competence: Introducing Effective Strategies In Your T&L Context

  • Date tba
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This session is for anyone working with home and international students. This session will look at models of intercultural communicative competence, identifying elements which relate to T & L situations. As well as drawing on some of the pedagogical strategies which are used in a range of contexts in ISLI, we invite participants to share their own experience of working with multi-national groups. We will explore critical incidents, assessment and the use of reflection as vehicles for an enhanced understanding of intercultural competency, and some strategies which can be applied within your own T & L sessions. This session aligns with UKPSF A1 A2 A4 K2 V1.

Introducing The “Large Class Education Toolkit”

  • Wednesday 18th October 2017, 14:00-15:30
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In this session we will officially launch the new “Large Class Education Toolkit”.  The toolkit is an easy to use collection of nearly 40 case studies from “real-life examples” at the University of Reading. Many colleagues have shared their tips and tricks how to teach large classes (and large is whatever large classes mean for your discipline area) and still provide an inclusive teaching environment for increasingly diverse cohorts. This session aligns with UKPSF A1, A2, A3, A4, A5, K2, K3, K4, K5, V1 and V4.

Learning Gain: Can Attainment Data Inform Pedagogy?

  • Thursday 2nd November 2017, 12:30-14:30
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This session is for staff who have a key role to play in providing strategic oversight and enhancement of undergraduate programmes.

Learning Gain can be described as the ‘distance travelled’ by students during their studies. Through the Learning Gain Project at Reading we have developed a statistical model of attainment which has enabled us to visualise the trajectories of students on all undergraduate programmes at the University.

Over lunch, you will have the opportunity to contribute to the project through a discussion of how we might interpret the results and reflect upon the data for your undergraduate programme(s). This session aligns with A1, A3, A5, K2, K5, K6 and V1-V4 of the UKPSF.

Meeting The Challenge Of Assessment At Programme Level

  • Date tba
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This session is aimed at Programme Directors and SDTLs. Developing a coherent approach to assessment across a programme is challenging; this session draws on the TESTA project to give ideas and practical strategies to implement with your programme team to improve student learning, engagement and satisfaction. This session aligns with A1, A3, K1 and V3 of the UKPSF.

Multiple Choice Questions: More Than Just A Test Of Information Recall

  • Date tba
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The use of multiple choice questions for assessment in higher education is like “Marmite”; you are reluctant to try it or you couldn’t live without it. Preconceptions that multiple choice questions are difficult to write or that they encourage rote learning and only assess information recall are often given as reasons for avoiding their use. This workshop aims to address these misconceptions and provide participants with strategies to help them approach the design of multiple choice questions with confidence. Different multiple choice questions and how they can be used to assess deeper learning will be discussed. Through group discussions and constructive critique of practical examples, participants will develop and share an appreciation of how they can take their multiple choice question-based assessments to the next level. By the end of the session it is hoped that participants will have gathered new ideas and confidence in the use of multiple choice questions in their own context.

Session format: This session will take the format of a brief introductory presentation followed by short presentations and group activities led by academic staff; participants will be encouraged prepare their own multiple choice questions before and during the session. This session aligns with A1-A3, A5, K1-K3, K5, V1, V3 and V4 of the UKPSF.

Student Engagement With Feedback

  • Date tba
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Recent approaches to assessment and feedback in higher education stress the importance of students’ involvement in these processes. Rather than a one-way transmission of information from expert to novice, feedback is best represented as a communicative process involving dialogue between teacher and student (Nicol, 2010). Through active engagement with feedback, students have the opportunity to develop skills of self-monitoring (Nicol & Macfarlane-Dick, 2006), such that they become less reliant on external feedback and more reliant on self-regulated learning (Sadler, 1989). Researchers have called for a more heavy focus on the receiver’s end of the feedback process, through exploring how students interpret and implement feedback. These calls respond, in part, to evidence that students engage weakly with feedback, sometimes even failing to collect it altogether (e.g. Price, Handley & Millar, 2011).

This session will critically examine the position and role of the student in the assessment feedback process. Through surfacing the barriers to student engagement with assessment feedback, the workshop will explore strategies for developing skills of ‘proactive recipience’ in students. Participants will be invited to reflect upon their own practice and practical solutions and strategies will be discussed. This session aligns with A2-4, K3 and V2 of the UKPSF.

What Is Internationalising Higher Education? : An Introduction

  • Date tba
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This session focuses on some of the key issues around Internationalising Higher Education and is aimed at those who are involved in T&L practice at session, module or programme level. This session will explore:

  • The big picture and the University of Reading vision
  • What internationalisation can look like in your own Teaching & Learning contexts, including opportunities and challenges
  • What the Curriculum Framework ‘globalisation’ strand signifies for youParticipants will be encouraged to share their own practice and work together. This session aligns with A1, A2, A5, K2, V1, V4 of the UKPSF

Writing Exam Questions In The Sciences

  • Date tba
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This session is aimed at Academic and Teaching Staff. Careful design of exams questions is crucial to ensure students can demonstrate their knowledge and application of this knowledge. Setting suitable exam questions, that clearly define what a student must demonstrate and differentiates between students is a key skill required for effective assessment. Assuring ourselves that exam questions are suitable and cover all learning objectives being assessed is a further complication to setting exams. In this session we will explore what makes a good exam question, and how we can effectively scrutinise these questions to produce high quality exam papers, that align to learning objectives. This session aligns with A3, A5, K1-K3, K6 and V1 of the UKPSF.

 

Teaching & Learning Programme: T&L Policy

[From CQSD’s T&L Policy Page]

Delivered by our Teaching and Learning Deans, these sessions focus on understanding our University policies and the procedures that underpin them.

Policy Banner

    • Please check back regularly for updates. Details are subject to change

T&L Essentials: Assessment and Feedback Policy

  • Tuesday 5th December 2017, 14:00-15:30
Book your place here.

Target audience: SDTLs/DDTLs, programme directors, or other staff involved in managing assessment. This session provides an overview of the University’s policies and procedures relating to all aspects of assessment and feedback, including: assessment criteria, marking and moderation, external examining and feedback to students. By the end of this session you will have:

  • Reviewed policies and procedures relating to assessment criteria, marking and moderation, external examining and feedback to students.

UKPSF alignment: A3, K1.

T&L Essentials: Dealing With Academic Misconduct

  • Thursday 2nd November 2017, 10:00-11:30
  • Monday 26th February 2018, 10:00-11:30

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Target audience: New SDTLs/DDTLS, programme directors and new lecturers. This session provides an overview of the University’s policy and guidance in how to deal with academic misconduct and the processes which apply. By the end of the session you will have:

  • Evaluated the difference between academic misconduct and poor academic practice;
  • Reviewed how the University deals with such issues.

UKPSF alignment: A4, K3, K6.

T&L Essentials: Programme Development

  • Thursday 1st February 2018, 14:00-15:30

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Target audience: SDTLs and other colleagues in a T&L leadership or support role.
This session provides an overview of the University’s processes for managing the quality of current programmes as well as those for developing and approving new programmes, whether in partnership with another institution or independently. By the end of this session you will have:

  • Reviewed the University’s processes for managing the quality of current programmes;
  • Reviewed the University’s processes for developing and approving new programmes.

UKPSF alignment: A1, K5, K6.

T&L Essentials: Student Support And Engagement 1 (Support)

  • Thursday 16th November 2017, 14.00-15.30
  • Monday 5th March 2018, 10:00-11:30

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This is the first of two sessions on T&L Policy: Student Support And Engagement – with a focus on student and staff support. It is an introduction/refresher for School or Departmental DTLs, Senior Tutors, programme directors, staff involved in managing students within the new Student Support Centres and any other school/departmental administrators. It provides an overview of university support in terms of personal and senior tutors, disability support, and student support services. This session aligns with K6 of the UKPSF.

T&L Essentials: Student Support And Engagement 2 (Policies)

  • Thursday 23rd November 2017, 14.00-15.30
  • Monday 12th March 2018, 10:00-11:30

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This is the second of two sessions on T&L Policy: Student Support And Engagement – with a focus on policies and procedures. It is an introduction/refresher for School or Departmental DTLs, Senior Tutors, programme directors, staff involved in managing students within the new Student Support Centres and any other school/departmental administrators. It provides an overview of university procedures relating to situations in which students find themselves in difficulty with their course, including: 1. student academic engagement and fitness to study, 2. fitness to practice. 3. extenuating circumstances, 4. Suspensions, 5. withdrawals, and 6. student complaints and 7. appeals. This session aligns with K6 of the UKPSF.

T&L Policy: Supporting Disabled Student Success In A New Funding Era (Post 2016 DSA Cuts)

  • Date tba

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This session is for all academic members of staff, especially those responsible for curriculum design, setting academic standards or teaching. Find out how the DSA cuts will impact on your disabled students, what support is available to you, your students and what you can do to ensure you provide equality of opportunity for disabled students, meet the requirements of the Equality Act 2010 and maintain academic standards. This session aligns with A1-A4, K2, K3, K4, K6, V1, V2 and V4 of the UKPSF.

T&L Essentials: T&L Data To Inform Enhancements To Teaching

  • Wednesday 22nd November 2017, 10:00-11:30

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This session is for SDTLs and other colleagues in a T&L leadership role. In this course we look at a range of information and quantitative data that are available to support teaching and learning. We will think about how reflection upon and analysis of management information can inform the planning and enhancement of teaching. The session aligns with V3 of the UKPSF.

T&L Essentials: Roles And Responsibilities In Teaching & Learning – Who Is Who And What Is What?

  • Thursday 30th November 2017, 10:00-11:30

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This course is for academic staff with responsibility for teaching and learning within their Schools, staff with particular responsibilities in teaching and learning support, and other interested colleagues. The course explains who does what within the University in the leadership and management of teaching and learning. There will be some explanation of the committee structure and an opportunity for participants to reflect on their own roles. This session aligns with the UKPSF dimensions K6 and V4.

Periodic Review

  • Monday 16th October 2017, 10.00-12:00
  • Thursday 22nd February 2018, 10:00-12:00

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A session for staff involved in either Chairing or participating in Periodic Review panels or interested in doing so in the future to explain the process of Periodic Review and their role within it. Any staff interested in finding out more about the Periodic Review process may find this session beneficial. This session aligns with K5, K6, V1 and V2 of the UKPSF.

The Role Of The External Examiner

  • Thursday 8th February 2018, 10:00-12:00

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Target audience: New external examiners, or those who would like to become an external examiner. This session will include an overview of the role of the external examiner. By the end of this session you will have:

  • Reviewed the role of the external examiner;
  • Discussed some external examining scenarios.

UKPSF alignment: A1, A2, A4, A5, K5, K6

Teaching & Learning Programme: Technology Enhanced Learning (TEL)

[From CQSD’s TEL Page]

We consider both pedagogical and practical aspects associated with expanding the use of varied technologies in our teaching and learning activities.

Please check back regularly for updates. Details are subject to change. If the session you would like to attend is fully booked, please email cqsd-tandl@reading.ac.uk and we will try our best to accommodate the booking.

TEL: 1-2-1 Consultations

These 30 min 1-to-1 sessions with a member of the TEL team are designed to provide you with advice and support on the effective use of technology in your teaching. See below for examples of topics that can be covered. Book your place here (We have time slots allocated but if they are not suitable please make a provisional booking and we will arrange a suitable time following your reservation)

  • Tuesday 12th September 2017, 10:00-10:30 and 15:00-15:30
  • Monday 18th September 2017, 15:00-15:30
  • Tuesday 26th September 2017, 10:00-10:30
  • Friday 29th September 2017, 15:00-15:30
  • Monday 2nd October 2017, 15:00-15:30
  • Thursday 5th October 2017, 10:00-10:30
  • Wednesday 25th October 2017, 15:00-15:30
  • Tuesday 7th November 2017, 15:00-15:30
  • Friday 10th November 2017, 10:00-10:30
  • Wednesday 15th November 2017, 15:00-15:30
  • Thursday 16th November 2017, 10:00-10:30
  • Monday 20th November 2017, 15:00-15:30
  • Wednesday 22nd November 2017, 10:00-10:30
  • Friday 1st December 2017, 15:00-15:30
  • Tuesday 9th January 2018, 10:00-10:30
  • Friday 12th January 2018, 15:00-15:30
  • Thursday 18th January 2018, 10:00-10:30
  • Tuesday 6th March 2018, 10:00-10:30
  • Thursday 15th March 2018, 10:00-10:30
  • Monday 19th March 2018, 15:00-15:30
  • Monday 30th April 2018, 15:00-15:30
  • Thursday 3rd May 2018, 10:00-10:30
  • Tuesday 15th May 2018, 10:00-10:30
  • Friday 18th May 2018, 10:00-10:30

Examples of topics that can be covered during the consultations include:

Supporting student learning

  • Using Blackboard effectively for communication, collaboration and learning
  • Designing online learning activities or assessed tasks using blogs, wikis or discussion boards

Assessment and Feedback

  • Plan e-assessment for your course: Setting up e-submission, undertaking e-marking, providing e-feedback

Student Engagement

  • Promoting interaction in lectures using technology (Apps/Quizzes)

Specific aspects of deploying tools effectively for a specific purpose

  • Designing a feedback rubric, setting up a Test

Module design

  • Review an existing module or design a new module to include effective use of TEL

Teaching practice

  • Discuss your teaching needs and identify appropriate TEL solutions
  • Advise on teaching approaches and techniques for delivering blended and online learning

VLE Administration (for Student Support Centre Staff)

  • Managing and organising Blackboard to academic activity.

This session aligns with A2-A4, K1, K2 and K4 of the UKPSF.

Please note that these sessions are not intended as a replacement for attending the face-to-face or online TEL training sessions or to cover an overview of Blackboard. Once booked, you will be contacted by the TEL team to provide details of your query in advance of the session. 

TEL: App’etite: Using APPs In Teaching And Learning

  • Date tbc

Book your place here

In this session staff will be able to share their ideas with others about how to use apps and mobile devices to support teaching and learning. ‘App’etite is an informal staff led lunchtime session that follows the ‘teachmeet format. There is no set agenda and the content of the session is made up of short presentations (approx. 5 minutes each) given by attendees who’d like to share their idea for using an app. Attendees can volunteer to make a presentation but there is no requirement for attendees to present. Staff can bring their own device to the session to explore the suggestions made in the session. If you’d like to give a short informal presentation (no PowerPoint required!) at the session, please contact Shirin Irvine s.irvine@reading.ac.uk. This session aligns with UKPSF A1, A2, A3, A4, A5, K2, K3, K4, V3.

TEL: BB1 Blackboard Orientation (online)

This online course provides an overview of Blackboard Learn (the University’s Virtual Learning Environment) and highlights the essential features of a Blackboard course. You will complete the course online using Blackboard. By the end of the course, you will be able to:

  1. Understand the purpose, structure and layout of Blackboard;
  2. Navigate and identify the key features of a Blackboard course;
  3. Know the University’s procedures for managing Blackboard, including applying for a course, enrolments and annual course rollover;
  4. Know where to find help and support when using Blackboard.

The session is aimed at staff new to Blackboard or with limited experience (academics and administrative support staff). Prior knowledge: NONE

It is expected that you will have completed this BB1 online Orientation course before progressing to complete further introductory Blackboard sessions: BB2 Create, BB3 Activities and BB4 Groups. This suite is part of the wider TEL staff development programme that also includes sessions on e-Assessment: BB Assignment, BB Turnitin, BB Grade Centre and BB Originality Report. This session aligns with A2, A4, K4 of the UKPSF.

Available to staff from 1 September 2016. To access this course on Blackboard, click here, log-in to Blackboard and click on the +Enrol option at the bottom of the course menu on the left-hand side of the page.

TEL: BB2 Create: Design & Create Your Blackboard Course

  • Monday 11th September 2017, 15:00-16:30
  • Thursday 12th October 2017, 10:00-11:30
  • Tuesday 16th January 2018, 10:00-11:30

Book your place here

This hands-on session provides you with the skills necessary to create an effective Blackboard course by organising, presenting and adding engaging learning content. By the end of the session you will be able to:

  1. Design the look and layout of your Bb course;
  2. Provide a structure for the content;
  3. Add engaging content to your course;
  4. Identify the tools available for communication, collaboration, assessment, feedback and online learning activities;
  5. Manage your course.

Prerequisite knowledge: It is expected that participants will have completed the online BB1 Orientation course before attending this session. To access this course on Blackboard, click here, log-in to Blackboard, click on ‘click here to enrol’, and click on the +Enrol option on the course menu.

BB2 Create is part of a suite of introductory sessions (BB1 Orientation, BB2 Create, BB3 Activities and BB4 Groups) which, taken together, equips staff with the knowledge needed to start using Blackboard effectively in their teaching. This suite is part of the wider TEL staff development programme that also includes sessions on eAssessment: BB Assignment, BB Turnitin, BB Grade Centre and BB Originality Report.

This session aligns with A1, A2, A4, A5, K2, K4, V1 of the UKPSF.

TEL: BB3 Activities: Create Learning Activities Using Blogs, Wikis, Journals and Discussion Boards

  • Friday 27th October 2017, 10:00-11:30
  • Thursday 23rd November 2017, 10:00-11:30
  • Thursday 1st February 2018, 10:00-11:30

Book your place here

This introductory hands-on session aims to provide you with the skills to use Blackboard tools to create learning activities in your Blackboard course. It will introduce you to interactive tools that can be used by students for self-reflection, communication, group work and collaboration. The session will cover discussion boards, blogs, journals, and wikis within Blackboard and will include a short introduction to Campus Pack options.

By the end of the session you will be able to:

  1. Identify the differences between the blog, Journal, wiki and discussion board tools in Blackboard and choose the most appropriate tool to achieve the course’s learning objectives.
  2. Experience the tools and learning activities from a student perspective.
  3. Know how to set-up and use the tools.
  4. Have an awareness of the basic principles for developing an effective online learning activity.

Prior knowledge: It will be expected that participants have completed the online BB1 Orientation course and attended the BB2 Create session.

BB3 Activities is part of a suite of introductory sessions (BB1 Orientation, BB2 Create, BB3 Activities and BB4 Groups) which, taken together, equips staff with the knowledge needed to start using Blackboard effectively in their teaching. This suite is part of the wider TEL staff development programme that also includes sessions on e-Assessment: BB Assignment, BB Turnitin, BB Grade Centre and BB Originality Report.

This session aligns with A1, A2, A3, A4, K2, K3, K4, V1 of the UKPSF.

TEL: BB4 Groups: Creating & Managing Groups In Blackboard

  • Friday 22nd September 2017, 15:00-16:30

Book your place here

This hands-on session will give you an introduction to the Groups function in Blackboard and how it can support you and your students in group work and assessment.

By the end of the session you will be able to:

  1. create and manage groups within your course;
  2. enable groups to work collaboratively online;
  3. use the range of tools that utilise the Groups feature, including assignments;
  4. use Blackboard’s sign-up tool.

Prior knowledge: it will be expected that participants have completed the online BB1 Orientation course and attended the BB2 Create session. Attendance at BB3 Activities would be an advantage.

BB4 Groups is part of a suite of introductory sessions (BB1 Orientation, BB2 Create, BB3 Activities and BB4 Groups) which, taken together, equips staff with the knowledge needed to start using Blackboard effectively in their teaching. This suite is part of the wider TEL staff development programme that also includes sessions on e-Assessment: BB Assignment, BB Turnitin, BB Grade Centre and BB Originality Report.

This session aligns with A1, A2, A3, A4, K2, K3, K4, V1 of the UKPSF. Online session available here.

TEL: BB4 Groups (online): Creating & Managing Groups In Blackboard

This interactive online course will give you an introduction to the Groups function in Blackboard and how it can support you and your students in group work and assessment. By the end of the session you will be able to:

  1. Create and manage groups within your course;
  2. Enable groups to work collaboratively online;
  3. Use the range of tools that utilise the Groups feature, including assignments;
  4. Use Blackboard’s sign-up tool.

You will complete the course online using Blackboard. It is estimated that it will take 1 hour to complete the course in full, but can be completed in bite size parts to suit your needs. To access this course on Blackboard, click here, log-in to Blackboard and click on the +Enroloption at the bottom of the course menu on the left-hand side of the page.

Prior knowledge: it will be expected that participants have completed the online BB1 Orientation course and attended the BB2 Create session. Attendance at BB3 Activities would be an advantage.

BB4 Groups Online is part of a suite of introductory sessions (BB1 Orientation, BB2 Create, BB3 Activities) which, taken together, equips staff with the knowledge needed to start using Blackboard effectively in their teaching. Please note that BB1 and BB4 are online courses, whilst BB2 and BB3 are currently being delivered face-to-face. This suite is part of the wider TEL staff development programme that also includes sessions on e-Assessment: BB Assignment, BB Turnitin, BB Grade Centre and BB Originality Report. This session aligns with A1, A2, A3, A4, K2, K3, K4, V1 of the UKPSF.

TEL: BB Assignment: How To Use The Blackboard Assignment Tool For E-Assessment

  • Friday 15th September 2017, 15:00-16:30
  • Wednesday 11th October 2017, 10:00-11:30
  • Monday 22nd January 2018, 15:00-16:30

Book your place here

This session is for Academic and Admin Staff. The hands-on session aims to give you the skills needed to use the Blackboard assignment tool for e-submission, e-feedback and e-marking including the use of Inline Grading.

By the end of the session you will be able to

  • Set up a Blackboard assignment
  • Manage student submissions
  • Mark submitted work online
  • Provide electronic feedback
  • Apply marking criteria in an electronic format (Rubric)
  • Sign post students to relevant guidance
  • Develop an understanding of how to handle the e-assessment process
  • Identify when it is appropriate to use the Bb Assignment tool for e-assessment

This session aligns with A2, A3, A4, K1, K2 and K4 of the UKPSF.

TEL: BB Grade Centre: Managing Assessment With The Grade Centre

  • Wednesday 18th October  2017, 15:00-16:30
  • Thursday 15th February 2018, 10:00-11:30

Book your place here

The Grade Centre in Blackboard is a dynamic customisable tool, which allows you to record marks and feedback, calculate marks, and monitor student progress. This hands-on session aims to equip you with the skills you need to use the Grade Centre to manage e-assessment within your Blackboard course. By the end of the session you will be able to:

  • Understand the essential features and options available in Grade Centre
  • Use the Grade Centre to access student submissions, mark, record marks and provide feedback
  • Customise the Grade Centre to view the information you need
  • Understand how the Grade Centre interacts with other tools in your Blackboard course.

Prior knowledge required: Bb Start, Bb Assess or you have already been to staff development sessions on e-Assessment tools. . This session aligns with A2, A3, A4, K1, K2 and K4 of the UKPSF.

TEL: BB Originality: How To Interpret A Turnitin Originality Report

  • Tuesday 14th November 2017, 10:00-11:30
  • Monday 26th February 2018, 15:00-16:30

Book your place here

This session is for Academic and Admin Staff. This session will explain what the matches made in a Turnitin Originality Report mean and discuss how the TII Originality Report can be used as a formative tool to support your students with academic writing.

By the end of the session you will be able to:

  • Understand how an Originality Report is generated
  • Interpret the Similarity Index
  • View and filter the online sources of matched text
  • Identify potential issues in an assignment that might indicate plagiarism or collusion
  • Understand the benefits of using the Originality Report as a teaching tool with students

This session aligns with A2, A3, A4, K1, K2 and K4 of the UKPSF.

TEL: Turnitin: Using Turnitin For E-Assessment

  • Wednesday 20th September 2017, 15:00-16:30
  • Tuesday 31st October 2017, 10:00-11:30
  • Thursday 8th February 2018, 15:00-16:30

Book your place here

This session is for Academic and Admin staff. This hands-on session aims to give you the skills needed to use Turnitin for e-submission, e-feedback and e-marking within Blackboard, including the use of GradeMark. By the end of the session you will be able to:

  • Set up a TII assignment
  • Manage student submissions
  • Mark submitted work online
  • Provide electronic feedback
  • Apply marking criteria in an electronic format (Rubric)
  • Signpost students to relevant guidance
  • Develop an understanding of how to handle the e-assessment process
  • Identify when it is appropriate to use Turnitin for e-submission

This session aligns with A2, A3, A4, K1, K2 and K4 of the UKPSF.

TEL: Using APPS To Facilitate Student Engagement: Active Learning In The Classroom

  • Wednesday 29th November 2017, 15:00-16:30
  • Wednesday 14th February 2018, 15:00-16:30

Book your place here

This session is for Academic Staff. If you are interested in engaging your students in the classroom, this session is for you. We will use a number of widely available and free Apps to demonstrate how technology can be used to promote active learning in the classroom and how to use them effectively with your students. Bring your laptop or mobile device to use in the session.

By the end of the session you will have:

  1. Experienced active learning using a number of Apps
  2. Discussed active learning techniques and the application of these approaches with Apps
  3. Discussed how to adopt effective practice, including tips on designing your session and the logistics of using Apps in your classroom

Prior Knowledge required: None (it will be an advantage if you have attended the session “Implementing Active Learning: Meeting The Challenges”). This session aligns with A1, A3, K2, K4 and V1 of the UKPSF.

Audio/Visual 1-2-1: How To Use The Audio/Visual Technology (i.e. Tech Tables) In Teaching Rooms

Book a 1-2-1 session with a member of the AV team in IT, details and booking in the Teaching and Learning Facilities blog

Teaching & Learning Programme: T&L Skills Development

[From CQSD’s T&L Skills Development Page]

Opportunities for all staff to enhance their professional skills, and for experienced staff who teach or support learning to gain professional recognition through the FLAIR CPD scheme.

Skills Development Banner

Please check back regularly for updates. Details are subject to change.

 

Being A Reflective Practitioner

  • Date tba

Book your place here

Reflective practice is a way of learning through and from experience. It involves consciously examining choices and decisions as a way of gaining new understanding, assessing where we are now and developing practice. Reflection is crucial in a professional approach to teaching and supporting learning and teaching, and an important component of professional development. In this session we will introduce some models of reflective practice and provide opportunities to reflect on experiences to develop self-awareness, identify strengths and think about possible future actions for ourselves and our students. This session aligns with A2, A4, A5, K3, K5, V3 and V4 of the UKPSF.

Being A Reflective Practitioner – Part 2

  • Date tba

Book your place here

This session is for Academic and Academic Support Staff and is a follow-on from the introductive session ‘Being a reflective practitioner’. It provides further opportunities to apply reflective techniques to support your professional development, with the aim of enhancing academic practice, stimulating innovation and supporting career advancement. Participants will be invited to identify an aspect of their practice as the focus of their reflection and develop it during the session. There will be opportunities to share reflections and actions with fellow participants and the session facilitators. This session aligns with A2, A4, A5, K3, K5, V3 and V4 of the UKPSF.

Developing Confidence In The Classroom For Those New To Teaching

  • Monday 27th November 2017, 09:30-16:00

Book your place here

This workshop is for those new to teaching and less experienced academic and teaching staff. The aim is to help you develop confidence when delivering taught sessions. The small group allows for individual feedback and advice. Contents will vary depending on participants’ needs but may cover; use of the voice, breathing, body language, and controlling nerves. These combined will help you develop a more confident presence to effectively manage a positive learning environment. The facilitator regularly coaches barristers and politicians as well as running similar courses for academics at universities including Oxford and Cambridge. Lunch is provided, group size is strictly limited. A similar more advanced course focusing more on presentation skills (“Developing Your Presentation Skills For Academic and Teaching Staff”) is available for experienced academic and teaching staff (separate booking required). This session aligns with A4, K2, K3 and K5, V1 of the UKPSF.

Developing Your Presentation Skills For Academic and Teaching Staff

  • Tuesday 22nd May 2018, 09:30-16:00

Book your place here

This workshop is for experienced academic and teaching staff who would like to develop their presentation skills to enable them to give conference presentations, seminars or to lecture more effectively. The small group allows for individual feedback and advice. Contents will vary depending on participants’ needs but may cover use of the voice, body language, nerves, microphone techniques, breathing and audience issues. The facilitator regularly coaches barristers and politicians as well as running similar courses for academics at universities including Oxford and Cambridge. Previous groups of Reading academics have all thoroughly recommended this session to other colleagues. Lunch is provided, group size is strictly limited. A similar course (“Developing confidence in the classroom for those new to teaching”) is available for less experienced academic and teaching staff (separate booking required). This session aligns with A4, K2, K3 and K5 of the UKPSF.

FLAIR CPD Scheme

The FLAIR CPD scheme supports all colleagues with experience of teaching and/or supporting learning within the HE sector to gain Fellowship of the Higher Education Academy (HEA) in recognition of their contribution to and impact on teaching and learning. Through the scheme you can gain HEA Fellowship at whichever category is most appropriate for your experience (Associate Fellow – D1; Fellow – D2; Senior Fellow – D3 or Principal Fellow – D4). You can find out more about the scheme and the application process by watching these screencasts.

Pronunciation Skills For Academic Staff

  • Wednesday 1st November 2017, 09:30-13:00

Book your place here

This session is designed for staff who are lecturing or presenting in English as a second language. It includes the opportunity for individual assessment and guidance. The facilitator is a professional voice coach. He regularly works with barristers and politicians and runs presentation skills courses for academics at universities including Reading, Oxford and Cambridge.

T&L Leadership & You

  • Friday 3rd November 2017, 09.30-12.30 

Book your place here

This workshop is for SDTLs, DDTLs, Programme Directors and other staff in T&L leadership roles, or who are aspiring to move into such roles. It will provide an introduction to some general leadership concepts, including leadership styles, motivating and supporting others, dealing with challenging behaviour, and developing and communicating your vision and goals. These concepts will be presented in a T&L context. This session aligns with A1, A5, K6, V1, V3 and V4 of the UKPSF.

The Curriculum Framework & You: Getting Started

  • Thursday 17th May 2018, 09.30-11.30

Book your place here

This workshop is for SDTLs, DDTLs, Programme Directors and other staff responsible for leading curriculum review and enhancement in light of the Curriculum Framework. This workshop will focus primarily on the process of getting started on your curriculum review, from developing a shared vision and values statement for your School/Department/Programme(s) to exploring tangible examples of things you could do to facilitate local dialogue, and activities for stimulating discussion at a ‘kick-off’ meeting. There will also be opportunities to explore what further support/continuing professional development would be useful to you.

It would be helpful if 2 or 3 colleagues from each School could attend so that discussions can be focused on the specific challenges you face in your context. This session aligns with A1, A5, K6, V1, V3 and V4 of the UKPSF.

University Teaching Fellowship Scheme: Writing Your Application

  • Thursday 22nd March 2018, 13:00-14:30

Book your place here

This session is to support staff applying to the University Teaching Fellow (UTF) Scheme. The session will cover the application process, including what makes a successful application. Potential applicants to the scheme are strongly advised to attend this session. The session aligns with the UKPSF A5; K5; V3; V4.