Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 39
2014). The Keele Foundation Year (FY) provides
an opportunity for a diverse cohort of students
to gain access to a university degree, who would
otherwise not have been able to. Transitioning to a
university life is both significant and challenging for
any individual at any level and requires a substantial
financial investment with personal and social
implications (Stanley, 2002). Our understanding of
how they experience and understand the transition
to university, including the impact on health and
well-being warrants consideration. As universities vie
for students, there becomes a greater emphasis of
an ethic of care between universities and students.
Is it a universities moral obligation to understand
the students’ ability to be successful? This raises
questions about what influences their ability to learn,
along with what strategies are needed to support
improved mental well-being? Is student success
wrapped up in the relationship that they have with
the HE institution? Should HE institutions commit
to a shared responsibility around the ability, capacity
and readiness of a student to transition to university
and their individual well-being (Keeling, 2014)? The
aim of this presentation is to open up the discussion
and begin a conversation around answering these
very important and timely questions.
Social Learning Through Screencast Technology
Jordan Kistler ([email protected])
Abstract:
This presentation will consider the results of a
KIITE-funded teaching innovation project, run
during the autumn semester, which explored the
use of supplementary video content on a second-
year English module. We will reflect on the benefits
offered by video content in fostering a more
inclusive and social learning environment. These
videos were designed to promote inclusivity, as
multimodal and interactive screencasts engage
students across a variety of learning styles, and are
inclusive for students with disabilities, particularly
those with dyslexia. The benefits to social learning
were suggested in the literature which underpinned
this study. Ali (2016), for instance, has noted
that screencasts used within higher education
are perceived as being “personal”, “specific”, and
“supportive”. Students on ENG-20034 corroborated
these findings, noting that the recorded voice of
their own tutor made the videos seem personal,
specific, and trustworthy. Most relevant to this
conference was the additional, unforeseen benefit of
the focus groups, used to evaluate the advantages
of the videos. These focus groups generated
meaningful conversation between staff and students
about a variety of topics beyond just the project and
allowed students to collaborate in the drafting of
assessment guidance for the module. The increased
communication allowed by the more casual setting
of the focus group was perhaps the biggest success
of the project.
‘Embracing’ Technology: A Fresh Approach to
Inclusive Learning and Teaching
Cat Hallam ([email protected])
Abstract:
This brief presentation will showcase an embryonic
stage collaboration between Technology Enhanced
Learning (TEL) in the Faculty of Humanities and
Social Sciences and the School of Social Science
and Public Policy. The partnership aims to explore
possibilities of experiential enrichment for both
students and staff, were we to ‘embrace’ technology
enhanced multi – model teaching and learning
opportunities. The following will be addressed;
• The possible opportunities to disseminate
technological advancements in education that
enhance inclusivity i.e. Flipped learning using
readily available analytic tools; TEL blogging; TEL
‘Bootcamp’.
• Preliminary findings will be presented from focus
groups conducted with students who explored their
learning experience at Keele and the receptivity, or
resistance to ‘embracing’ technology as part of that
learning ‘journey’.
Re f l e c t i o n s o n K ee l e Lea r n i n g a n d Tea c h i n g C o n f e r e n c e
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