Enabling active learning through technology: Using cases, instructional design and delivery responsibilities

Richard Walker and Wayne Britcliffe, E-Learning Development Team, Academic Support Office Abstract User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning (Bruns, 2006). Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge … Continue reading Enabling active learning through technology: Using cases, instructional design and delivery responsibilities

Freedom to learn – Assessment and the student experience

Rosie Smith, Clare Jackson and Daryl Martin, Sociology; and Lucy Hodgetts, Learning Enhancement Team, Academic Support Office Abstract This workshop is delivered in two parts: Part A: TESTA and the York Pedagogy TESTA (Transforming the Experience of Students through Assessment) has become an increasingly popular tool for departments wishing to investigate the nature of assessment … Continue reading Freedom to learn – Assessment and the student experience

Students as Partners in Curriculum Design

 Jill Webb and Caroline Chaffer, The York Management School Abstract The workshop provides an opportunity for participants to consider the ways in which they might work with students as partners in curriculum design and to share experiences of working collaboratively with students in this way. A case study from the Management School will be used … Continue reading Students as Partners in Curriculum Design

The pros and cons of option modules

Victor Chechik, Chemistry Abstract This workshop will focus on the role of option modules in the University teaching. Options look attractive to UCAS applicants and allow students to study the topics they are most interested in. However, there are also many disadvantages associated with offering a large number of option modules. These include excessive staff … Continue reading The pros and cons of option modules

Digital portraits and future prospects – understanding employability at York

Clare Jackson, Daryl Martin and Rosie Smith, Sociology; Vicky Barton, Careers and Placements; and Katy Mann Benn, Learning Enhancement Team, Academic Support Office Abstract In this paper we discuss student engagement in the Sociology department with Employability initiatives and projects. The paper draws on data gathered from focus groups with Year 1 and 2 students … Continue reading Digital portraits and future prospects – understanding employability at York

Reflections on the Social and Political Sciences peer assisted learning pilot

Simon Parker and Luke Carroll, Politics; and Tamlyn Ryan and Lucy Hodgetts, Learning Enhancement Team, Academic Support Office Abstract As part of its Learning Enhancement strategy for the York Pedagogy, the School of SPS identified a need to support students in navigating the differences between individual academic departments and cultures and to develop greater confidence … Continue reading Reflections on the Social and Political Sciences peer assisted learning pilot

To boldly go: Creating inclusive learning and teaching environments

Claire Shanks, Open Door and Disability Services; Liz Waller, Information Services; and Maria Ayaz, Equality and Diversity Office Abstract Inclusive Teaching or Universal Design for Learning (UDL) is a relatively new concept in higher education that means we have to change how we think about educational practice so that a greater diversity of students is … Continue reading To boldly go: Creating inclusive learning and teaching environments

Designing authentic assessment tools for experiential learning

Andrew Kerrigan, Centre for Global Programmes Abstract The York Pedagogy is grounded in ‘learning by doing’. While there are demonstrable advantages of an experiential syllabus in terms of increased student engagement and confidence in the surrender value of new knowledge and skills acquired, difficulties are encountered in developing valid, reliable and practical assessment tools to … Continue reading Designing authentic assessment tools for experiential learning

Programme-level approaches to skills development in modular degrees

Claire Hughes and Abigail Parrish, Environment Abstract Promoting progressive development towards the programme learning outcomes (PLOs) defined under the York Pedagogy requires us to define a clear programme-level strategy for key skills development. In the Enhancement Plan we put together in the Environment Department we propose to introduce key skills training pathways, involving face-to-face learning … Continue reading Programme-level approaches to skills development in modular degrees

L&T Session C3: Greater than a sum of it parts? Adding value to combined honours programme design

Maeve Pearson (Academic Support Office), Scott Slorach (York Law School), Roddy Vann (Natural Sciences Programme Director), and Lisa O’Malley (Department of Social Policy and Social Work) Abstract | Presentation | Recording Do combined programmes have the capacity to "add value" to students' learning? This was the question posed by the panel in this insightful workshop at … Continue reading L&T Session C3: Greater than a sum of it parts? Adding value to combined honours programme design