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 39