Category / Centre for Excellence in Learning

Team-work on Team-based Learning Project : My experience as a URA

Centre for Excellence in Learning, conferences

Blog post by Jade Offer, Undergraduate Research Assistant (Innovative Pedagogy)

I applied to become an Undergraduate Research Assistant (URA) as I believed it would help me develop and learn new skills, and it did! As an accounting student, I enjoy working with numbers and that is why I initially applied. The field I choose was unrelated to my degree course and was something I knew little about: the teaching of pathophysiology to student nurses. Despite this I was fully immersed within the research and have really enjoyed my experience.

Fortunately enough I was chosen alongside a fellow student to work on a research project entitled: An Evaluation of Team-based Learning (TBL) in teaching Applied Pathophysiology to Student Nurses. Working with a fellow research assistant made the job even more fun, and was extremely helpful as we could talk and meet with each other to analyse the data, and to aid each other in inputting the data efficiently. We were welcomed into a team with the research leads; Dr Jonathan Branney and Dr Jacqueline Priego, both of whom provided amazing support for us both as we analysed and organised the research they had previously conducted. They both took time out of their schedules to teach us how to use the new research software we needed to use and made regular contact to assist us, which was greatly appreciated.

My involvement in the project

  • Attend regular meeting with the team to discuss next steps
  • Reading previous literature on TBL (relevant articles to our research)
  • Developing spread sheets to organise relevant exam results data
  • Using transcript software to analyse qualitative data
  • Using SPSS to carry out statistical analysis on the quantitative data collected
  • Communication Skills- Composing and delivering presentations

I also had the opportunity to be involved in SUREBU 2016, which is a showcase of research carried out by Bournemouth University students. We were both given the opportunity to present at national conferences, which we hope to attend, as it is an amazing opportunity and privilege. We have also been given the amazing opportunity to be involved in writing a professional research paper that our team hopes to get published, which is very exciting!

What I have gained

  • Presentation skills- delivering a verbal presentation of our findings and how the research was conducted
  • The importance of participant anonymity and the rules of handling important data
  • The important of research in making future changes and trialling new ideas
  • The development of a research project- from raw values to understandable statistics
  • A keen interest and knowledge of Team-based Learning
  • Knowledge in a new field which I would not have otherwise been exposed to

 I would highly recommend applying for a URA job, it has been such a beneficial experience for me; acquiring new skills, developing existing ones and meeting and working along side motivated and friendly individuals. Immerse yourself in the research job and you will find it an invaluable experience alongside your studies.

Jade Offer, BA (Hons) Accounting and Business student, year one

BU Physiotherapy Student wins award!

Centre for Excellence in Learning

WP_20160416_15_16_31_Pro (2) WP_20160416_005Darel Evans, BU Physiotherapy student, won the award for the best poster presentation at the Physiotherapy Research Society at their recent congress. Held in Leicester this was the 35th annual conference of the society focussing on Improving Quality of Life for People with Chronic Conditions. His work, supported by the Centre for Excellence in Learning as a Co-creation project with Dr Jonathan Williams, was entitled:

Can a Tibail mounted accelerometer be used to detect differences in lower limb impact across different footwear?

and would, once developed help those with lower limb impact/loading problems (such as knee osteoarthritis) choose footwear to minimise the impact/loading experienced through the limb.

Seminar, Prof Edwin van Teijlingen, ‘Maternal Mortality in Nepal’, Wed 20th April, Royal London House, R303, 13:00-13:50.

BU Challenges, Centre for Excellence in Learning, conferences, Fusion, Fusion Investment Fund, international, Knowledge Exchange, Knowledge Transfer, REF Subjects, Research assessment, Research Ethics, Research Integritiy, Research themes

Maternal Mortality in Nepal
Abstract: The session links various social and political factors that affect maternal mortality. Women dying in pregnancy and childbirth is very much a problem of and in low-income countries. This talk focuses on Nepal, one of the poorer countries of the world, to highlight a range of maternal health issues and wider influencing factors including globalisation and the influence of global organisations such as the World Health Organisation.

For further information regarding the Social Science seminar series, get in touch with Dr Mastoureh Fathi (mfathi@boutnemouth.ac.uk).

Update on educational research at BU

Centre for Excellence in Learning, REF Subjects, Research assessment

ref-logoCELebrate2016 for SI

Following the CEL-ebrate events this week, an update on learning research projects currently in progress across BU, supported by UoA25 REF development funding.

This funding is distributed across BU to researchers working with CEL and CEMP on activities with clear potential for REF outputs in this new unit of assessment for BU.

The funding is supporting research development in three themes, aligned to CEL’s themes – Digital Media Literacies, Practitioner Enquiry and Education Dynamics. We’ve committed £100,000 this year to supporting a wide range of activities, all aligned to the themes and with a clear output plan, including the following –

 

Fair Access Research Writing Retreat / Impact Development Work;

Impact case study developments in CEMP (Research Assistant time) – Football Association (Reflective Coaching) – National FA (Burton) and AFC Bournemouth Youth Academy;  Samsung (Digital Capabilities), United Kingdom Literacy Association (cross-curricular media literacy resources for secondary schools);

Digital Toolkit and Social Media Development;

Resources for ESRC workshop (‘Fused All Ways’) on creative methods for participative social science research with academics and undergraduates;

Third Space Learning and Co-creating design visualisations for enhancing public engagement and impact;

Educational Materials on Policing & Protest – an impact-oriented output of the #RiotID civic media project;

An analysis of the role of gratitude within the student experience;

Quantitative Analysis of User Generated Contents: A Study on Informal Learning and Slum Tourism in South Africa

Society for Research into Higher Education workshop;

Graduated Scenarios research;

Empires of Economy – CEMP research with Matt Locke (Storythings);

Cross- HEI bid writing workshops and pilot study (Nottingham, Surrey, Northumbria);

 

There may be others that we’ve missed off this list – apologies if so, not intended!
The criteria for providing funding are that the activity leads to the development of new educational research at BU with the potential to meet REF criteria for UoA25 and the enhancement of the research environment across CEMP and CEL, which could not be facilitated without this support. The funding supports a range of ‘levels’ of activity – from travelling to initiate new collaborations to growing a network through to the implementation of full projects and support for ‘writing up’ outputs. Projects planned – and activities leading to the development of projects – should be methodologically robust, rigorous in their intentions to generate new knowledge in the field and distinctive by research design. Where possible, priority is given to interdisciplinary / fused approaches and leading to a REF output relevant to UoA25 and, where possible, the intention to generate external funding.

For more information about UoA25 research at BU drop us an email or call in to CEL or CEMP.

Debbie Holley and Julian McDougall | UoA25 Leads

 

Researching innovative pedagogy: An Evaluation of Team-based Learning

Centre for Excellence in Learning, conferences, Fusion, innovation

An Evaluation of Team-based Learning – 4-5pm in PG11, Wednesday 13th of April 2016

What is Team-based Learning?

Team-based Learning (TBL) is an example of the ‘flipped classroom’ concept whereby what might be described as traditional teaching content is accessed by students outside of the classroom while activities that might be termed ‘homework’ are conducted in class. In class, students have to answer questions as individuals to test them on their learning from the set pre-reading activities (termed the individual Readiness Assurance Test), then the same questions in allocated teams (team Readiness Assurance Test). Each team has a scratch card so that students can check if their agreed answer is correct (immediate feedback). Following that, teams then work on application exercises, where they have to apply their knowledge to problem-solving real-life scenarios.

Why bother with this approach?

TBL is thought to confer some advantages over traditional teaching methods in terms of student engagement and provides immediate feedback on student performance. While it does tend to mean some extra work for lecturers in terms of preparation activities, increased job satisfaction is commonly reported, and students report enjoying learning in this way. It is believed to improve critical thinking skills and in some cases improved exam performance has been reported. Further, this collaborative learning process promotes the importance of effective team-working, a skill desired of our graduates by many employers.

Do you want to find out more?

I am delivering a session on TBL at the CELebrate Conference 2016 next week. In this session, you will be introduced to TBL and get to experience a TBL session yourself! Quantitative (using the validated TBL-SAI instrument) and qualitative (focus group discussions) results from an evaluation of the implementation of TBL into a unit on the Adult Nursing degree programme will also be presented.

What to do now?

  1. Click here to watch this video before the session (it’s less than four minutes) -it’s a snippet from my online lecture on circulatory shock. Don’t panic if you’ve little knowledge regarding human physiology, it’s only to help illustrate the TBL approach – hopefully you’ll enjoy it!
  2. Then click here to book onto the session

Best wishes

Dr Jonny Branney

The British Conference of Undergraduate Research (BCUR) is coming to BU!

Centre for Excellence in Learning, conferences, Fusion Investment Fund, student research

On 25-26 Apr 2017, BU will be hosting the highly valued and increasingly popular BCUR (http://www.bcur.org/).  Almost 400 UG students from across the country attended BCUR 2016 at Manchester Metropolitan University. Hosting BCUR will be hard work, but also a great opportunity to promote BU’s excellent facilities and postgraduate opportunities. Undergraduates of all levels are invited to submit an abstract to BCUR, abstracts are peer-reviewed and works accepted can be presented in a variety of formats (oral presentations, posters, art displays, workshops and performances).

Prof Gail Thomas (Head of CEL), Dr Luciana Esteves (SciTech) and Dr Mary Beth Gouthro (Faculty of Management) are co-chairing BCUR 2017 and are currently setting up the organising committee. If you are interested in helping organising the event, please contact one of the chairs. Representatives from all Faculties, SUBU and central services are welcome.

You can also help by stimulating your students to submit their abstracts to BCUR – your incentive is the most important factor influencing students’ decisions in taking part of extra-curricular activities. Submissions are likely to be open between Oct-Dec – so watch this space!

BU’s application to host BCUR was one of the successful outcomes of the Fusion-funded SURE project (Showcasing Undergraduate Research Excellence). The project has delivered two SURE conferences (March 2015 and 2016), an  extra-curricular opportunity open to all BU UG students (across all levels and programmes). You can find a brief summary of the two conferences in this CEL blog.

BU students taking part in the SURE conferences not only gain valuable transferable skills and experience, they can win fantastic awards and prizes (see below) and be selected to present their work in the Posters in Parliament event. You can read about this year’s BU research showcased in Parliament here.

SURE Conference award winners:

Research Excellence (MSc or MRes fee waiver): Jozef Kulik, Psychology (2015); Rosie Lumley, Nutrition (2016)

Best oral presentation (funds to present at an external conference): Ben Hayes, Physiotherapy (2015); Charlotte Fodor, English (2016)

Best poster (iPad): Emma Packer, Biological Sciences (2015); Christopher Dwen, Forensic Science (2016)

2016 winners

 

‘Voices of the Secret State’: Seminar presentation by Dr Hyun Joo Lim, 16th March, Studeland House, Room S206, 13:00-13:50

Awarded & submitted bids, BRIAN, BU Challenges, Centre for Excellence in Learning, Coffee Morning, conferences, Funding opportunities, Fusion, Fusion Investment Fund, Grants Academy, Knowledge Transfer, Publishing, R & KE Operations, Research assessment, Research Ethics, Research Integritiy, Research themes, Women's Academic Network

All staff and students welcome. Please feel free to bring your lunch.

 

Voices of the Secret State: Human Rights Activism among North Korean

Defectors in the UK

 

Abstract: My paper aims to highlight the lived experiences and identity formation of North Korean defectors settled in the UK who are involved in human rights activism. Whilst violations of human rights in North Korea are well documented, human rights activism by its defectors is less well known. Since 2004, approximately 600 North Koreans have settled in the UK. Free NK, a human rights organisation born out of this settlement, has been active in illuminating the reality of North Korea whilst also working towards subverting the regime by informing its fellow remainders about the outside world through the distribution of newspapers. This paper is drawn from ongoing research on North Korean defectors living in the UK. The data is collected using life history interviews to capture their lived experiences and to identify a range of factors which have influenced their involvement in the activism whilst also seeking to find better ways of improving the wellbeing and quality of life for those activists. The presentation will focus on the in-depth story of a North Korean defector who has founded Free NK. Themes that will be addressed in this story include the reason why he has fled North Korea; the processes of getting to the UK; challenges he has faced in his human rights activism.
Dr Hyun-Joo Lim is a lecturer in Sociology and the programme leader for BA Sociology and Social Policy at BU. She is originally from South Korea and has been engaged in various research projects that explore issues around migration, ‘race’/ethnicity, gender and identity. Her previous research examined East Asian mothers in Britain.

For more information about Social Science seminar series please get in touch with Dr Mastoureh Fathi (mfathi@bournemouth.ac.uk).

 

Dissertations For Good – helping students to pick a research topic that makes a difference

Centre for Excellence in Learning

New opportunity for your students to contribute to environmental, economic and social sustainability

As part of helping our students to make a difference to the world, BU has signed up to an NUS initiative called Dissertations for Good (DfG). The initiative  connects students with external organisations who then work collaboratively to complete research projects into social, economic and environmental sustainability. The outcome is a piece of student work that contributes in a tangible way, a report that is useful for their partnered organisation and a project that forms their dissertation.

DfG helps students to improve their communication, interpersonal, problem-solving and organisation skills, as well as developing their ability to use their initiative and self-motivate. It also provides valuable CV-enhancing experience of working in the outside world.

All students looking to undertake a research project at BU can register at www.nus.org.uk/dfg and create a profile. This allows them to search the organisations participating in DfG. They then request to be partnered with the organisation and organise a planning meeting. The student, their supervisor and a representative from the partner organisation meet to discuss the project and work together to make the project a success.

Details will be circulated to students via the portal. We shall be monitoring and will seek to evaluate engagement.

CEMP News

Centre for Excellence in Learning, Funding opportunities, Research assessment

cemp_big_021c-BU ORANGE

A crop of CEMP news all in one post …

Here’s the March 2016 CEMP newsletter

Here’s the call for abstracts for our 2016 Media Education Summit, to be held in Rome.

And here’s the March 2016 CEMP / CEL funding bulletin. CEMP CEL bulletin March 16

Thanks to Marcellus Mbah and Richard Berger for putting this one together.

As always, to find out more about CEMP research or to follow up one of the ‘leads’ in the bulletin, please contact Richard Berger or Julian McDougall.

For more information about BU research for REF UoA25 (education) co-led by CEMP and CEL contact Julian McDougall (MC faculty) or Debbie Holley (non MC / cross BU).

 

 

 

 

Supporting you to support students: a survey

Centre for Excellence in Learning

As part of the Fair Access Research project we would like academic staff to complete this survey to help us understand how students are supported at BU. The area we are focusing on is support for students’ health and wellbeing, as this is becoming increasingly important for students and staff in universities. Your responses to the survey will help us find ways to support you in supporting students to succeed at BU.

hands

Questions of access to higher education do not end (or start) at the university gates. Widening participation involves an engagement with long and complex cycles of learning.

The Fair Access Research project seeks to understand the experiences of students from different backgrounds in order to develop practical solutions to enhance outcomes and maximise opportunities. This includes understanding how students are supported at BU.

In the words of Vincent Tinto: “Access without support is not opportunity”. If we are committed to opening up higher education, we must be committed to supporting all students to succeed across the university learning journey.

A recent survey by the NUS found that 78 per cent of students said they experienced mental health issues over the last year. More than half of the students said that they sought no support.

In a report to HEFCE by the Institute for Employment Studies (IES) and Researching Equity, Access and Partnership (REAP) it was found that students with mental health and social/communicative impairments (such as autism) have doubled since 2008-09. These significant increases are impacting the structures of support that institutions have in place, including academic support

Living with challenging health and wellbeing needs, and not always seeking support, shapes whether or not you stay and impacts upon attainment. It re-orients (or, perhaps, disorients) your whole student experience. And that includes your interactions with academic staff.

With all this in mind, we are surveying academic staff to find out more about how they understand their role in supporting students’ health and wellbeing.

We have developed a short survey for you all to complete. It should take no more than 10 minutes to complete and we hope that it will lead us to develop ways to support you with your students:

To complete the survey click here

Please complete the survey and share with your colleagues from across the university. Your responses will help us to find ways to support you to better support your students, particularly those most in need.

If you want any more information about the survey please email Alex on awardrop@bournemouth.ac.uk

For more information about the Fair Access Research project please email the Principal Investigators, Dr Vanessa Heaslip (vheaslip@bournemouth.ac.uk) and Dr Clive Hunt (chunt@bournemouth.ac.uk)

Launch of the TEL Toolkit

Centre for Excellence in Learning

We are delighted to announce the launch of BU’s TEL Toolkit.

The toolkit – created by academics, for academics – has been developed to support you in the application of TEL, including information on ‘what’, ‘how’ and ‘who’ to approach for more information.

To find out more about how the TEL Toolkit can help enhance your teaching and your students’ learning experience, come along to one of our launch events, taking place during the week commencing Monday 1 February.

Launch Event Dates

Tuesday 2 February, 11am to 1pm – Atrium, Poole House

Thursday 4 February, 11am to 1pm– Ground Floor, EBC

Friday 5 February, 11am to 1pm – Ground Floor, Bournemouth House

TEL Video

Take at look at our video which explains our vision for Technology Enhanced Learning (TEL) at BU

We look forward to seeing you there and please encourage your colleagues to attend too.

Education for sustainable development – and Fairtrade

Centre for Excellence in Learning

In the next few weeks I shall be sending out a call for case studies (its going to be a competition with prizes) to gather case studies of approaches used at BU to develop the knowledge, skills and competences to address the need for sustainable development. I shall be asking staff to illustrate how their teaching and learning is preparing learners to make a better job of sustaining the planet than previous generations (more details to follow).

In the meantime can I remind you that

Fairtrade Fortnight is the 29 February – 13 March.

The theme this year is

‘Sit down for Breakfast, stand up for farmers’.

We shall be celebrating Fairtrade Fortnight at venues across campus but as part of being a Fairtrade University we commit to educating our students about how Fairtrade, as an alternative mechanism works to support those less fortunate and with less opportunity to participate in trading systems. Fairtrade is one aspect of BU’s work to be a sustainable university.

It would be great if you were able to introduce the concept of Fairtrade to your students during Fairtrade Fortnight. Here is a link to a book a colleague and myself once wrote wjhen we introduced Fairtrade to BU. https://microsites.bournemouth.ac.uk/the-global-perspective/files/2015/04/GuidetoFairTrade-final.pdf

Please contact me if you want to discuss ideas.

I know it is a challenge to introduce Fairtrade in some subjects but if you can it would be really appreciated. Alternatively, perhaps you could consider holding an event in your Faculty/Department – a Fairtrade Breakfast perhaps?