Episode 026: Gamification in Learning and Teaching

Episode title banner - Episode 26, Gamification in Learning and Teaching.

Hello, and welcome to episode 26 of the Learning and Teaching @ Newcastle University podcast. 

Transcript available

In this episode, we speak to Dr Pascal Stiefenhofer (Senior Lecturer and UG Director of Studies, Newcastle University Business School) about his research using games to aid those with mathematical anxiety. We also hear from Sarah Carnegie and Dr Tracy Scurry (both also from Newcastle University Business School) about a student project to create a board game to teach about the UN Sustainable Development Goals. 

Both discussions cover how they got started; why they chose to take the approach of using games to aid learning; and what they would advise for colleagues who are interested in trying something similar. 

Pascal covers his journey from playing with his toddler, to using the same toys to teach advanced mathematical concepts to social studies students through pedagogical games of mathematical proof. Tracy and Sarah share their experience of the development of the board game Get Sust!, created originally by Stage 3 Business School Students Jonty Carr, Benjamin Deepak Inian, Harit Jiaravongtrakul, Jessica Loyal, Alice Pertwee, Andrew Petyt, and Matt White. 

Thank you to our guests Sarah, Tracy, and Pascal. We hope you enjoy this episode. 

If you would like to get in touch or have an idea you would like to share, please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’. 

Episode 025: Ideas in Academic Practice 7 – Supportive Practice Toolkit

Hello and welcome to episode 25 of the Learning & Teaching @ Newcastle University podcast. 

Transcript available

In this episode Emma McCulloch (Academic Practice Team Manager in LTDS) and Kevin Johnson (Disability Practitioner in Student Health and Wellbeing services) discuss the research Kevin has undertaken to develop a supportive practice toolkit to help teaching colleagues best support students with specific learning needs.  

The discussion covers quick teaching wins to best prepare and deliver material that is truly inclusive to all learners.  

Thank you to our guests Emma and Kevin. We hope you enjoy this episode.  

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’. 

Links from the episode 

Student Wellbeing: Disability Support – https://www.ncl.ac.uk/wellbeing/supportservices/disabilitysupport/#overview 

Student Wellbeing – https://www.ncl.ac.uk/wellbeing/ 

Student Services – https://www.ncl.ac.uk/students/ 

Toolkit link: Supportive Practice Tool – Learning and Teaching @ Newcastle – Newcastle University (ncl.ac.uk) 

Newcastle University Student Union Welfare pages – https://www.nusu.co.uk/support/welfare/ 

Newcastle University Student Union Disability and Accessibility pages – https://www.nusu.co.uk/support/welfare/disability/ 

Supporting Students with specific learning needs Canvas Course 

https://ncl.instructure.com/

Elements workshop 

https://elements.ncl.ac.uk/course/view.php?id=1287

Episode 024: Learning Analytics Special

Hello and welcome to episode 24 of the Learning & Teaching @ Newcastle University podcast. 

Transcript available

This episode introduces Newcastle University’s approach to learning analytics from four interconnected perspectives.  

Dr. Raghda Zahran, from NUIT, talks to Dr. Colin Campbell, Newcastle University Registrar, about being the sponsor of the learning analytics project.  

Next, Raghda speaks to Professor Tom Ward, Pro-Vice-Chancellor, Education, about extracting value from learning analytics and informing students, colleagues, and University learning and teaching decision making.  

Raghda also talks to Graeme Redshaw-Boxwell about the Learning and Teaching Development Service approach to supporting the implementation of learning analytics and students’ and colleagues’ readiness and capacity building.  

Finally, Raghda speaks to Dr. Lindsey Ferrie about the university’s current state and the way forward with learning analytics. 

Thank you to all our guests this week. We hope you enjoy this episode.  

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’. 

Links from the episode 

Transcript available

Learning Analytics from the Learning and Teaching website – https://www.ncl.ac.uk/learning-and-teaching/effective-practice/learning-analytics/ 

Learning Analytics in Canvas – https://www.ncl.ac.uk/learning-and-teaching/digital-technologies/canvas/canvas-new-analytics/ 

Learning Analytics Case Studies – https://microsites.ncl.ac.uk/casestudies/tag/learning-analytics/ 

Policy on the Ethical use of Student Data for Learning Analytics – https://newcastle.sharepoint.com/sites/LTDS/DigitalLearningSite/Forms/AllItems.aspx?id=%2Fsites%2FLTDS%2FDigitalLearningSite%2Fweb%2FPolicy%2DLearning%2DAnalytics%2Epdf&parent=%2Fsites%2FLTDS%2FDigitalLearningSite%2Fweb 

JISC Learning Analytics content – https://www.jisc.ac.uk/learning-analytics 

Episode 023: The Return of In-Person Exams Special

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Hello and welcome to episode 23 of the Learning & Teaching @ Newcastle University podcast.

As we approach the 2021/22 semester two assessment period, we will see the return of in-person exams for most of our students.

Spring 2022 will be the first time since January 2020 that most of our students last took part in an in-person exam. Many students have not completed an in-person exam since their A-levels or even GSCEs.

In this episode, aimed at students, our guest host Orla Thomas, a third-year history student will take you through her experience of an in-person exam journey.

Orla speaks to various guests to provide advice, guidance, and expertise to help you with the return of in-person exams.

We will hear from Dr. Vanessa Armstrong, a Lecturer in Biomedical, Nutritional, and Sports Science from the Faculty of Medical Sciences. Vanessa will advise about preparing yourself before, the morning of, and during your in-person exam.

Liv Jonassen, Academic Skills Development Manager from the Library Liaison Service, will provide hints and tips to get the best out of your exam preparation.

Ed Hillier, a therapist from our Student Health and Wellbeing Service, gives some wellbeing best practices to get yourself in the right mindset to complete your exam. Ed also gives us some techniques to support you during the exam.

Part of this episode will demystify the process and procedures of an in-person exam. Dr. Rebecca Gill from the Learning and Teaching Development Service will explain what to do and what to avoid before, during, and after the exam.

Thank you to all our guests this week. We hope you enjoy this episode. And it helps you with your exam preparations or any anxiety you may have.

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’.

View PDF Transcript here

Links from the episode

ASK Website – https://www.ncl.ac.uk/academic-skills-kit/

ASK pages on writing – https://www.ncl.ac.uk/academic-skills-kit/writing/

ASK pages on revision – https://www.ncl.ac.uk/academic-skills-kit/assessment/exams-and-revision/

ASK pages on Feedback – https://www.ncl.ac.uk/academic-skills-kit/collections/understanding-and-interpreting-your-feedback/

Writing development centre – https://www.ncl.ac.uk/library/resources-and-study-support/writing-development-centre/

Student wellbeing pages – https://www.ncl.ac.uk/wellbeing/

Support and welfare – https://www.ncl.ac.uk/study/student-life/support-wellbeing/

Student’s homepage – https://www.ncl.ac.uk/students/

Student’s union – https://www.nusu.co.uk/

Student’s union wellbeing pages – https://www.nusu.co.uk/support/welfare/mental-health-services/

Exam rules – https://www.ncl.ac.uk/exams/rules/

Learning and Teaching Website on Feedback – https://www.ncl.ac.uk/learning-and-teaching/effective-practice/assessment/good-feedback/

Feedback on exams – https://www.ncl.ac.uk/learning-and-teaching/effective-practice/assessment/feedback-exams/

Library homepage – https://www.ncl.ac.uk/library/

Episode 020: Ideas in Academic Practice: School X, rethinking a University Degree

Hello and welcome to episode 20 of the Learning & Teaching @ Newcastle University podcast.

Transcript available

In this episode Dr Paul Fleet (Chair of the Academic Progress Board of Studies at Newcastle University) talks to Professor Ruth Morrow and Professor Richard Clay (Co-Heads of School X) about harnessing the collective power of interdisciplinarity and cross-sector collaboration across the University to help colleagues and students be producers of excellence, creativity, and impact. 

Ruth and Richard took post in September 2021 and have been consulting across the University to build a vision of how School X can become a new reality of collaboration in Higher Education.’

This podcast is for anyone involved in Higher Education (staff and students) and makes reference to research-driven ideas and practice to support the community of scholars who are committed to co-creation in education; authentic in education; the balance of learning across the student, educator, professional bodies, and the environment; and the power of innovative learning.

This is part of a suite of podcasts developed from the meetings of the Academic Progress Board of Studies and for more information on the work and support of the Academic Progress Team please contact: mailto:apt.lts@newcastle.ac.uk or visit https://www.ncl.ac.uk/ltds/professional/

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’.

Transcript available

Episode 019: Ideas in Academic Practice: Structures of Wellbeing in Learning and Teaching

Hello and welcome to episode 19 of the Learning & Teaching @ Newcastle University podcast.

Transcript available

In this episode Dr Paul Fleet (Chair of the Academic Progress Board of Studies at Newcastle University), and Kate Aitchison (Head of Student Health & Wellbeing) talk about the importance of embedding structures of wellbeing into Higher Education for the benefit of all stakeholders.

As academics, professional staff, and students we are acutely aware and encounter health and wellbeing issues in the workplace on a daily basis.  The discussion begins by discussing pressures upon students and colleagues and where the sources of information come from that inform and recognise where wellbeing support is needed.  Building a picture of a concern or of good practice can often be isolated to a smaller group and it is important to ensure linkage between people and services both internally and in the wider community.  As the conversation progresses, an outline of a structure that was piloted in the School of Arts and Cultures and was later presented at the SMaRteN Conference in Cambridge on 17th December 2019 as a leading case study of good practice.

This podcast is for anyone involved in higher education (staff and students) and makes reference to research-driven ideas and practice to support the community of scholars who are committed to delivering wellbeing support across the academic journey off all who work in HE.

For more information on Newcastle University’s Student Wellbeing Service please visit: https://www.ncl.ac.uk/wellbeing/ and if you want to know more about the SACS Circles you can contact paul.fleet@ncl.ac.uk or kate.aitchison@newcastle.ac.uk 

This is part of a suite of podcasts developed from the meetings of the Academic Progress Board of Studies and for more information on the work and support of the Academic Progress Team please contact: mailto:apt.lts@newcastle.ac.uk or visit https://www.ncl.ac.uk/ltds/professional/

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’.

References:

Transcript available

Stepchange: https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/stepchange-mentally-healthy-universities

https://www.smarten.org.uk/reading-list.html Universities UK (2018) Minding our future: starting a conversation about the support of student mental health https://www.universitiesuk.ac.uk/minding-our-future

University Mental Health Charter https://universitymentalhealthcharter.org.uk/

SMaRteN: https://www.smarten.org.uk/

NHS 5 Steps to Mental Wellbeing https://www.nhs.uk/conditions/stress-anxiety-depression/improve-mental-wellbeing/

OfS (2019) Mental Health: Are all students being properly supported https://www.officeforstudents.org.uk/media/b3e6669e-5337-4caa-9553-049b3e8e7803/insight-brief-mental-health-are-all-students-being-properly-supported.pdf

World Health Organisation Definitions and Action Plan https://www.who.int/mental_health/en/

Bozier, J (2019), Mental Health in Higher Education and the Sector Challenges Ahead https://www.lsst.ac/blogs/mental_health_in_he/

Episode 018: Giving, Receiving, and Interpreting Feedback Special

Hello and welcome to episode eighteen of the Learning & Teaching @ Newcastle University podcast. 

Episode transcript

According to the Learning and Teaching Website. Feedback should be a dialogue rather than one-way communication. It should clearly link to the learning outcomes and encourage students to reflect on their learning.  

In this episode, our guest host Susan Barfield a Learning Enhancement & Technology Adviser from LTDS investigates how feedback is given, received, and interpreted. 

In the first section, a returning contributor to the podcast Liv Jonassen, an Academic Skills Development Manager from Liaison Services in the Library. Has put together an insightful section that looks at common student queries about interpreting feedback and how the liaison services would answer these student queries. 

The second section is a conversation with Professor Caroline Walker-Gleaves. Caroline is a professor of education in the School of Education, Communication and Language Sciences in the Faculty of Humanities and Social Sciences. Caroline spoke to us about her work using structural and stylistic domains within formative feedback to enhance students’ writing and communication at Level 3. 

In the final section, Chris Whiting from the academic practice team in LTDS takes us through some of the key aspects of providing good feedback from the Introduction to Learning and Teaching in Higher Education programme. 

Thank you to all our guests this week, we hope you enjoy this episode. 

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’. 

Links from the episode 

Episode transcript

Learning and Teaching Website on Feedback – https://www.ncl.ac.uk/learning-and-teaching/effective-practice/assessment/good-feedback/ 

Feedback on exams – https://www.ncl.ac.uk/learning-and-teaching/effective-practice/assessment/feedback-exams/ 

Feedback forms – https://www.ncl.ac.uk/learning-and-teaching/effective-practice/assessment/feedback-forms/ 

ASK Website – https://www.ncl.ac.uk/academic-skills-kit/ 

ASK pages on Feedback – https://www.ncl.ac.uk/academic-skills-kit/collections/understanding-and-interpreting-your-feedback/ 

Library homepage – https://www.ncl.ac.uk/library/ 

Caroline’s Case: Using structural and stylistic domains within formative feedback to enhance students’ writing and communication at Level 3 – https://microsites.ncl.ac.uk/casestudies/2021/09/21/using-structural-stylistic-domains-within-formative-feedback-to-enhance-students-writing-and-communication-at-level-3/ 

Introduction to Learning and Teaching in Higher Education https://www.ncl.ac.uk/learning-and-teaching/professional-development/ilthe/ 

Episode 017: The Deans view of Assessment

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Hello and welcome to episode seventeen of the Learning & Teaching @ Newcastle University podcast. 

Transcript available 

In a previous episode of the Learning and Teaching @ Newcastle University Podcast, we listened to the student’s view on assessment. 

In this episode, Graeme Redshaw-Boxwell from LTDS returns to speak to the three Deans of Education from our three faculties to discuss assessment. 

Our three Deans. Sarah Graham, Dean of Education for Humanities and Social Sciences (HaSS). Dr Ruth Valentine, Dean of Taught Programmes for the Faculty of Medical Science (FMS). And Dr Sara Marsham, Dean of Education for Science, Agriculture, and Engineering (SAgE), got together over zoom to discuss various aspects of assessment here at Newcastle University.  

In this conversation, we get a great insight into the Dean’s view of assessment. The discussion covered topics including 

  • What we do well at Newcastle University 
  • What lessons have we learned during the pandemic?  
  • How academics provide feedback and how students interpret that feedback 
  • Finally, how students can get involved in assessment design and processes  

Thank you to all our guests this week, we hope you enjoy this episode. 

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’. 

Links from the episode

Transcript available 

Learning and Teaching Website on Assessment – https://www.ncl.ac.uk/learning-and-teaching/effective-practice/assessment/ 

Effective Practice Database – https://microsites.ncl.ac.uk/casestudies/category/all/ 

ASK Website – https://www.ncl.ac.uk/academic-skills-kit/ 

ASK pages on assessment – https://www.ncl.ac.uk/academic-skills-kit/assessment/ 

ASK pages on writing – https://www.ncl.ac.uk/academic-skills-kit/writing/ 

ASK pages on where to go for support https://www.ncl.ac.uk/academic-skills-kit/where-to-go-for-support/ 

Library homepage – https://www.ncl.ac.uk/library/ 

Library pages on assessments – https://www.ncl.ac.uk/library/news/item/refresher/ 

Student Union pages on assessments – https://www.nusu.co.uk/support/sac/academic/ 

Student Union Welfare pages – https://www.nusu.co.uk/support/#welfare/ 

Newcastle University Wellbeing pages – https://www.ncl.ac.uk/wellbeing/ 

Episode 016: Student Voice and Student Voice Surveys Special

Hello and welcome to episode sixteen of the Learning & Teaching @ Newcastle University podcast. 

Transcript available.

In this episode, our guest host Holly Wheeler, a Team Administrator in the Educational Policy and Governance Team in LTDS. Digs into the concept of the Student Voice and Student Voice Surveys. 

According to the Learning and Teaching website, “Student Voice is an important part of any student’s experience at the university and serves as a conduit for communications between both staff, the wider university management and the student body.” 

During this episode, you will hear from five guests.  

Firstly, we hear from Gilly Box. Gilly is an Educational Governance Officer in the Educational Policy and Governance Team in LTDS. Gilly will be taking us through Student Voice Surveys, including where and when to complete them. And why they are vital to the University and our students. 

In the second section of this episode, we talk to three Newcastle University students. Who are currently course reps or have been course reps. Mack, Orla, and Joseph take us through their experiences and how they get their voice heard. 

Finally, we speak to Dr. Kenny McKeegan. Kenny is a Senior Lecturer in our Faculty of Medical Science. In this section, Kenny discusses the work they have been doing in his faculty and why it is crucial to get it right. 

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’. 

Links from the episode 

Transcript available

Learning and Teaching Website – Student Voice 

Student Voice schedule 

Student Representation at Newcastle University 

Student Representation Policy 

Student Voice Resources 

The Student Survey Website 

Advance HE – Postgraduate Taught Experience Survey PTES 

Student Voice in the Business School Case Study 

Episode 014: Ideas in Academic Practice: Assessment, Inclusivity, and Audio Feedback

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Hello and welcome to episode fourteen of the Learning & Teaching @ Newcastle University podcast. 

Transcript available.

In this episode Dr Paul Fleet (Chair of the Academic Progress Board of Studies at Newcastle University), Sandy Alden (Manager of the Disability Team within our Student Health and Wellbeing Service at Newcastle University), and Dr Hilary Potter (Teaching Fellow in German with research interests in Cultural Memory and Educational Practice) talk about the importance of giving inclusive and meaningful feedback, linked to the value of using audio feedback from both student and staff perspectives. 

This discussion recognises that the process of giving feedback is an over-arching, deeply important part of the student’s academic journey and yet it is one of the most problematised areas.  One issue is that can be found in the process of delivering feedback is that something can be lost in translation between what was written on the feedback sheet by the assessor and what is read and understood by the student: 

  • Can using audio feedback help to solve this problem 
  • how long does it take to do 
  • what are its benefits to the student cohort as a whole?   

This podcast is for anyone involved in higher education (staff and students) and makes reference to research-driven ideas and practice to support the community of scholars who are committed to delivering quality feedback. 

It is part of a suite of podcasts developed from the meetings of the Academic Progress Board of Studies and for more information on the work and support of the Academic Progress Team please contact: mailto:apt.lts@newcastle.ac.uk or visit https://www.ncl.ac.uk/ltds/professional/ 

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title ‘Learning & Teaching @ Newcastle University Podcast idea’. 

References: 

Blessinger, P. (2016). Creating a culture of inclusion in higher education. Higher Education Tomorrow, Volume 4, Article 8  

Carless, D. (2006) Differing perceptions in the feedback process. Studies in Higher Education 31 (2), 219–233 

CAST: About Universal Design for Learning 

Gibbs, G. and Simpson, C. (2004) Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education (1), 3–32 

Hattie, J. and Timperley, H. (2007) The power of feedback. Review of Educational Research 77 (1), 81–112 

Killingback, C. et al (2018). ‘It was all in your voice’ – Tertiary student perceptions of alternative feedback modes (audio, video, podcast, and screencast): a qualitative literature review C Killingback et al 2018.pdf (bournemouth.ac.uk) 

Merry, S. and Orsmond, P. (2008) Students’ attitudes to and usage of academic feedback provided via audio files. Bioscience Journal 11 (3) 

Lunt, T & Curran J (2010) ‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback, Assessment & Evaluation in Higher Education, 35:7, 759-769 

Potter, H (2021) ‘Where Pedagogy and Disability Studies meet? Exploring the potential of audio feedback in COVID times.’ A Royal Holloway Case Study presented at the AULC Conference, University of Leeds on 21st March 2021. 

Rhind, S.M., Pettigrew, G.W., Spiller, J. and Pearson, G.T. (2013) Experiences with audio feedback in a veterinary curriculum. Journal of Veterinary Medical Education 40 (1), 12–18 

Voelkel, S & Mello, L.V. (2015) Audio Feedback -Better Feedback? Bioscience Education, 22 (1), 16-30 

Links from the Episode 

Universal Design for Learning – Supporting students with specific needs 

Recording Audio – Learning and Teaching website 

Turnitin Page from the Learning and Teaching website 

Canvas Orientation Course – Online Marking 

Using audio feedback in Turnitin Case Study with Dr Jonathan Pugh from the School of Geography, Politics and Sociology 

Speech Marking Case Study with Michael Jin from the School of Modern Languages  

Turnitin Guidance on Audio Feedback 

Canvas Guidance on providing feedback 

Transcript available.