Friday 27 June 2014

Graduate transition: beyond the statistics

Ruth Smith

Located in the School of Art, Design and Performance at UCLan this research aims to investigate the lived experience of graduates from design courses (textiles, ceramics, surface pattern design and 3D design). A phenomenological study of creative graduates’ transition into employment, the poster subjects the prevailing approaches to graduate transition into employment in a post-1992 university to critical scrutiny. In particular it will investigate the motivations of the key players in employability discourse: governments, employers, universities and parents in a changing higher education context to determine whether present interventions truly reflect the future social, economic and technological needs of graduates.

Thursday 26 June 2014

My teaching toolbox: Make things fun!


Emma Jones

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The Impact of Peer- and Self-Assessment on Computing Students at UCLan


Lesley May

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Facilitating peer support through social media: Reflections on finding a way through the doctoral maze




Jacqueline Dodding, Hazel Partington, Susan Ramsdale

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Studio learning, expert technical staff and the curriculum

David Dennison and Adam Mead

This poster examines the ways in which studio practice in the visual arts can be integrated within a holistic approach to learning: it discusses the role of expert technical staff in the context of a broader programme of work and makes specific reference to first year students and their transition to HE studies.

The tact of teaching of devising

Jane Hartley

This research takes the form of a critical reflection (Larivee, 2000) on aspects of teaching a second year module entitled ‘MX2001: devising 1’ within the BA (Hons) in Music Theatre, at UCLan, wherein students are tasked to work in groups to co-create (or devise) original pieces of ‘new music theatre’.

Is there a theory-practice gap in professional training? A critical analysis of attempts to prepare undergraduates as professionals in Medical Imaging.

Tony Ward


The theory practice gap has been much reported in health science degrees (Maben, 2006, Baxter, 2007, Mackay et al 2008 and Ferrara 2010). However, little research has been undertaken within the field of Diagnostic Radiography and that which has been undertaken has focused on gaps in the curriculum. This study considered the phenomena of the theory practice gap from a different perspective - that of student experience. This has been done by exploring how students acquire, develop and experience professional knowledge during the early years of their undergraduate training at the University of Liverpool. This case study has illustrated how professional knowledge is conceptualised, developed, transferred and experienced within the work placement.

Friday 20 June 2014

I hate programming…



Elizabeth Baker 

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Seeing The Way Forward : Policy Change and Reforms in Schools – Making the Policies Apply In School Settings – Bullying and Identity Young Goths In The School Space

Trish Bryne-Roberts

My primary research is in its final stages in two high schools in the Northwest of England. My research seeks to address how the eleven young Goths hide or show their identities in their school space. Additionally the work seeks to ascertain if their identities as young Goths impact on their health and well-being especially in relation to issues of emotional wellbeing and positive body identity. In order to ensure my research offers a holistic analysis I am additionally interviewing two teachers, two learning support mentors and two pastoral / behaviour management tutors as well as an anti-bullying support officer.

Navigating a critical incident through a lens of reflexivity


Sandra Shaffi


Within this presentation I will show how reflexivity has supported me in my navigation through a critical incident (Halquist and Musanti 2010) within my study. It demonstrates how I began to make sense of data through a more critical scrutiny and interpretation in both my data collection and analysis. As my study is essentially employing a critical approach to the engagement and perceptions of student voice and equality within the participation of such, I have shown reflexivity to be not only a tool for ensuring that validity is addressed but also that the emancipatory aims of the research are realised and communicated. In this way I concur with McCabe and Holmes (2009), in their study on reflexivity from a Foucauldian perspective, that to view reflexivity as merely a means of ensuring validity in qualitative research somewhat limits the researcher’s ability to highlight subtle changes that comprise emancipation.

Reflections on assessing presentations by distance learning


Sara Fisher

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Evaluating a professional development course through the curriculum



Peter Lumsden

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Creative Dissent and Collaborative Learning

Mike Pacey


Devised and collaborative creation is at the core of many university drama and theatre courses. Theatre practitioners and theorists have emphasised the 'non-hierarchical possibilities' of devising and how it may employed as a model of cooperative collaboration' (Heddon and Milling: 2006, 4). Devising can also represent 'a practical expression of political and ideological commitment' (Ibid, 2006: 4), and raise issues about personal politics in relation to group dynamics (Oddey, 2003: 9). Students working in devised theatre are required to take collective responsibility for all aspects of the process including the creative outcomes for the project. This can sometimes generate creative tensions which may be difficult to confront and problematic to manage. These tensions have the potential to undermine or challenge the principles upon which collaborative devised work is predicated. Tracy Crossley (2006) identifies a tendency within group work collective devising towards 'groupthink' in which there is an avoidance of conflict in order to maintain the appearance of a well-functioning and cohesive group. Bound up with this is the pressure of assessment, which may lead a group to be 'risk averse' and consequently make defective decisions. Inevitably, within collaborative projects there is always the potential for creative conflict. However, constructive conflict may also be used to produce positive personal change and social change (Carnevale, 2006). This project focuses on the inherent tension within the assessment process between a competitive system that rewards the individual and a group based approach, which values sharing and collaboration. It considers a variety of methods and approaches to collaborative learning and examines how creative conflict and dissent might be used in a positive way to enrich the experience.  It also considers how the processes of devising might be used to explore the place of the individual within a community and the function of democratic decision-making and power (Wessels, 2011).

Key words

Creativity, conflict, dissent, devising, collaborative learning, group assessment

 
References

Carnevale, Peter J. "Creativity in the outcomes of conflict." Handbook of conflict resolution: theory and practice, (2006): 414-435.

Crossley, T. (2006) Letting the Drama into Group Work: Using conflict constructively in performing arts. Arts and Humanities in Higher Education.2006; 5.1: 33-50.

Heddon, D. and Milling, J. (2006) Devising Performance: a critical history, London, Macmillan.

Oddey, A. (2003) Devising Theatre: a practical and theoretical handbook, London: Routledge.

Wessels, Anne. Devising as Pedagogy, Key Concepts in Theatre/Drama Education. Sense Publishers, 2011. 131-134.





An Exploration of the Design and Facilitation of Asynchronous Discussion Boards in Online Learning

Karl R Lester

A significant proportion of individual online interaction involves communication. In education this is reflected by the development of communication systems which support or enhance learning. Amongst others, Blackmon (2012) and Anderson (2009) have stressed the importance of discussion forums to the overall educational experience. Rovai (2007), discussing online learning, concurs, stressing a need for the use of discussion boards to create a social presence. It is possible, therefore, to conclude that discussion boards make an important contribution to the social dimension of learning and development.
This presentation will report the findings of an action research project which sought to discover alternatives to traditional, highly structured asynchronous discussion threads commonly found within VLEs such as Blackboard.

Exploring the characteristics of WEA’s learning experience




Kailash Parekh

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My Achilles Heel – Self Reflection Vs Task Reflection



Janet Furness

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Synchronicity: teaching multiple audiences via video- link



Dr Hazel Roddam

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Using a diagram in doctoral research


Clare Stone

The professional doctorate aims to generate knowledge and ‘initiate change’ in practice (Lester, 2004:767-768). This poster presentation explores how a diagram 1) assisted in making sense of data (Weick, 1995, Fenge, 2009), 2) illustrates the unique insights generated from practitioner research, and 3) is being used as a tool to engage peers in discussion about competence for social work practice.

The Use of Mobile Devices by UCLan Students During Lectures



Chris Pye & Dr Andrew Smith 

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Assessment clarity, innovation and variety – do verification and moderation cultures impact the student assessment experience?




Cheryl Gordon

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