Parallel Session 1 Workshop LAB 107: 11:45 – 12:45 Small Things, Big Change! ‘Quick wins’ in engagement, retention and/or grades Matthew Timmis Anna Stodter James Baker Parallel Session 1 Workshop LAB 107: 11:45 – 12:45 18th Annual Learning and Teaching Conference #LTAconf

Overview of session 11:50-12:05 Presentation 1– UG face to face 12:05-12:20 Presentation 2 – PG face to face 12:20-12:35 Presentation 3 – UG distance learning 12:35-12:40 Interactive activity – what could you implement for next year? 12:40-12:45 General questions and close

UG – Face to face Level 4: Peer review Background: Working in groups, students submit a written assignment analysing the quality of a sporting movement. 6 sub-sections in the assignment. One for each member of the group. Issue: L4 students (n = 120) demonstrate poor writing ability. Intervention: Prior to submission, groups to review each others work. Rationale: Encourage peer learning; students ‘teaching’ facilitates a deeper understanding of the topic1. Student led discussions result in more complex discussion, progressing further into the cognitive domain on Blooms taxonomy2. 1.Biggs, J. & Tang, C. 2007. Teaching for quality learning at university: what the student does 2.Tang, C. 1998. Effects of collaborative learning on the quality of assessments

0-5 mins 5-10 mins Group A and B swap Group A meet lecturer 2 days before assignment deadline, ran formative session Each group brought 2 copies of their near (ish) completed assignment Each group arrived in 5 minute stagger (except the start) 0-5 mins Lecturer Group A Group B 5-10 mins Lecturer Group A Group B Group A and B swap Highlight ‘good aspect’ & explain why it was good Highlight what doesn’t makes sense – how can it be improved 2015-16 this formative session was not offered. Group C Group A meet lecturer Group B and C swap

UG – Face to face Level 4: Peer review Results: Metrics 2016-17: 74±11% 2015-16: 69±8% Improvement in writing also transferred to second written assignment (independent submission) 2016-17: 59±15% 2015-16: 52±16% 5% in average assignment mark 7% in average assignment mark

UG – Face to face Level 4: Peer review Results: MEQ Free Text Comments

UG – Face to face Level 4: Peer review Personal Reflections Logistically complex to run Need to keep on top of the session Students need to engage and keep on task Will not change anything when I run it again next academic year.

Thank you Any questions? Matthew.Timmis@anglia.ac.uk

Level 7: Student-directed Learning PG – Face to face Level 7: Student-directed Learning Background: ‘Contemporary Issues in Sport and Exercise Science’ Module Issue: Students felt the module lacked interactivity and relevance, and struggled to see how it fitted into their MSc course Adults have a drive towards self-direction and towards becoming autonomous learners. Learning is initiated by the learner and the role of the teacher becomes to provide a secure environment in which learning can take place Not labelling this student-centred as such, because it is the same approach for each student in the class (this approach may not suit each individuals’ needs).

Level 7: Student-directed Learning PG – Face to face Level 7: Student-directed Learning Intervention: Students to choose module curriculum topics and lead the delivery (flipped?) Rationale: Adult learners fit learning into their own real life purposes – therefore increase autonomy and encourage engagement (Tusting & Barton, 2003); Promote self-management in learning – independence of mind or purpose (Candy, 1991); Students ‘teaching’ facilitates a deeper understanding of the topic (Biggs & Tang, 2007). Adults have a drive towards self-direction and towards becoming autonomous learners. Learning is initiated by the learner and the role of the teacher becomes to provide a secure environment in which learning can take place Not labelling this student-centred as such, because it is the same approach for each student in the class (this approach may not suit each individuals’ needs).

Level 7: Student-directed Learning PG – Face to face Level 7: Student-directed Learning

Level 7: Student-directed Learning PG – Face to face Level 7: Student-directed Learning Week Seminar/Workshop Topic Tutor Student-managed (independent) learning 1 28th Sept Introduction to Module Planning module topics AS Each week there will be key readings that will depend on the topic chosen by the class. You must come to class having prepared these and be willing to contribute to discussions. Possible topics, that we will decide upon in week 1, include: The nature of sport science Interdisciplinary research and practice The placebo effect Technology and data Practice ethics Governance Doping Gender Disability Funding Knowledge 2 5th Oct MD Please see the VLE for reading links each week. 3 12th Oct Drugs in sport / doping EL / GG

PG – Face to face Level 7: Student-directed Learning Results: Grade Metrics 2016-16: 71 ±7 % 2015-17: 63 ±10% Results: MEQ Metrics 2016-16: 6.9 2015-17: 7.5 -8% +8%

PG – Face to face

PG – Face to face

PG – Face to face Level 7: Student-directed Learning Reflections Need to keep on top of the session Cannot simply ‘graft on’ methods that emphasise learner control The role of the teacher becomes to provide a secure environment in which learning can take place (Tusting & Barton, 2003) = a more prominent role for lecturer? Link to assessment Change pass/fail element to relate to student-led delivery of their topic and identification of essay title and/or plan Student-directed marking and feedback? Need to respect the autonomy and self-directedness of the learner – arise from broader social context

Sport Picture of the Day

Using Google Docs for Peer Review Feedback Coaching for Performance in Football Distance Learning BSc

Overview of the course: Started in September 2013 – 4th academic year A degree that allows National and International coaches & players to continue their development in HE 38 students enrolled across the course (60% National: 40% international) Student demographics – Mature student, Full-time employed, Coaching licenses & families Delivered by departmental staff & expert practitioners currently working in elite football clubs

Google Docs + Google Sheets Has everyone heard of Google Docs & Sheets? Free web-based software that allows you to create, edit and comment on documents online Just need to sign up to a Gmail email account It can assist with organisation of events/ meetings but also with collaborations with internal and external companies In this case used to enhance and capture engagement with level 4 students within the first 6 weeks of enrolling on the course

Application of Football Data II: Level 4 Introductory module that identifies the skills required at HE before looking at research methods skills Vast majority of the students enrolled will have spent many years away from formal education 1st assessment is a literature review (a difficult assessment at any level) which covers a number of the fundamental skills needed to succeed in HE

Part A – 10% of overall mark - To achieve this the student had to upload and provide constructive feedback Part B – 90% of the overall mark - Submit to Turnitin including 5% towards reflection on feedback

Conclusion Results of literature review: - 2016-17: 63 ± 16% - 2015-16: 56 ± 18% Overall module mark: - 2016-17: 65 ± 11% - 2015-16: 62 ± 12% Free text comments: Really enjoyed being able to see and comment of my peers work for the 1st assessment Giving feedback to my peers aloud me to learn the skills needed at university Helped me to become more academic thinking (long time since I was at school) by interacting with all students and reading their thoughts and ideas 7% 3%

Level 4 – Google docs Personal reflection: - Takes time to setup the groups for the students to interact within VLE - All students need to engage otherwise it becomes detrimental to their peers I will complete this next academic year and look to roll out the same activity to more assessments

Interactive activity – what could you implement for next year? Write down, or tell the person next to you 1 thing you may try in your teaching next year.

General questions? What help introducing these things into your teaching? Matthew.timmis@anglia.ac.uk