Category: Series 1

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Hello, and welcome to episode 27 of the Learning and Teaching @ Newcastle University podcast. 

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‘Creative Practice’ as a discipline itself can seem mysterious, and yet we enjoy the fruits of that labour all the time; whether through live performance, in a gallery, on television, radio or online, but also in the shape of the built environment, in consumer product design, in the visual and sonic saturation of our attention, every day. 

But how can creative practice be taught?   

In this episode we hear from Dr Tara Bergin, an award-winning poet teaching creative writing within the School of English Literature, Language and Linguistics.  We also interview Dr Will Edmondes, an acclaimed musician, composer and performer, who teaches creative practice as Senior Lecturer at the International Centre for Music Studies. 

Both Tara and Will give us their perspective on teaching creative practice: how creative work can be generated, how it can be assessed, the challenges, the rewards, and how it can inform and develop other areas of a student’s academic work. 

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

See the links below for more on the subjects in this episode: 

https://www.ncl.ac.uk/elll/people/profile/tarabergin.html

https://www.ncl.ac.uk/sacs/people/profile/willedmondes.html

https://www.ncl.ac.uk/creativearts/

https://www.ncl.ac.uk/sacs/music/

https://www.ncl.ac.uk/elll/

https://www.ncl.ac.uk/sacs/fine-art/

https://www.ncl.ac.uk/sacs/fine-art/research/digital-cultures/

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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’. 

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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

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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 

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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/

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Hello and welcome to episode 22 of the Learning & Teaching @ Newcastle University podcast.

We look back at our 2022 Learning & Teaching Conference that took place on the 31^st of March 2022.

The conference, titled ‘Education for All: Learning Together’ was a chance to bring colleagues and students together and talk about learning, teaching & education going forward and what things we can learn from a tumultuous couple of years.

Before the conference, we checked in with Pro-Vice-Chancellor Education Tom Ward who shares why he feels the conference is so important. He also picked out some of some of the key things he looked forward to such as Student Wellbeing and assessment design.

We then spoke with the Prof Paul Ashwin, just after finishing his Keynote address that posed the question ‘What is an Education For’. Paul gives us some behind-the-scenes insights into the process that goes into preparing a delivering a Keynote, and how these events help his research.

We also caught up with a few colleagues of the conference, who explained what the conference means to them.

Recordings of the presentations and lightning talks are now available to view via ReCap:

https://campus.recap.ncl.ac.uk/Panopto/Pages/Sessions/List.aspx?folderID=6e3b00d5-58ad-49cf-aa2f-ae660082e8c9

If you are interested in keeping in touch with next year’s conference. Please join our Learning & Teaching Development Service Newsletter:

https://forms.ncl.ac.uk/view.php?id=2940658&_gl=1*1nrh6r4*_ga*MTI0OTgwMzg1OS4xNTIzNDg2ODk1*_ga_VH2F6S16XP*MTYxMDczNzUxNy4xMS4xLjE2MTA3NDIxMTQuMA

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Hello and welcome to episode 21 of the Learning & Teaching @ Newcastle University podcast.

Transcript available

Here at Newcastle University, we are committed to providing a friendly and accessible service for students with additional learning needs, disabilities or conditions, so that they may study effectively and make full use of the opportunities available to them.

The Student Health and Wellbeing Service work with different schools within the university to support students throughout their time at Newcastle and engage them as a partner in their learning.  As part of their learning partnership, they will need to participate in the support that is offered to them to make it work. In particular, if they feel that their support requirements change at any time, then it is important that they let us know so that our provision can be reviewed to meet their needs. The Student Health and Wellbeing Service also liaise with academic Schools over students’ support requirements and external agencies where appropriate.

In this episode, we talk to Sandy Alden, team leader within the University’s Disability and Specialist Learning team and Dr Luisa Wakeling, a Senior Lecturer at the School of Dental Sciences, to explore how the university adapted to teaching students with additional learning support, disabilities, or conditions at the start and throughout the pandemic, and we talk about the what the future of learning looks like.

In the first section, Sandy discusses what the Student Health and Wellbeing Service team did at the start of the pandemic to ensure all students were supported through the switch to online learning. Luisa also gives us a point of view from an academic about how she adapted her teaching style to meet the needs of all her students.

In the second section, both Sandy and Luisa talk about adapting to life back on campus after a long period of online teaching. They talk about the provisions they put into place during lockdown and discover what proved useful for students who require additional support.

In the final section of the episode, Sandy and Luisa talk about the benefits that came from online teaching, looking at what measures worked well and how they can be used going forward.

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:

https://www.ncl.ac.uk/wellbeing/

https://www.ncl.ac.uk/wellbeing/physicalwellbeing/

https://www.ncl.ac.uk/wellbeing/mentalwellbeing/#counsellingteam

https://www.ncl.ac.uk/wellbeing/supportservices/disabilitysupport/#overview

https://www.ncl.ac.uk/elll/students/student-support/personal-extenuating-circumstances/

https://www.nusu.co.uk/support/sac/

https://www.nusu.co.uk/support/welfare/

https://www.ncl.ac.uk/study/student-life/support-wellbeing/

https://www.ncl.ac.uk/academic-skills-kit/assessment/

https://www.qaa.ac.uk/docs/qaa/guidance/building-a-taxonomy-for-digital-learning.pdf

https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/DSC_disabled%20students%27%20experience_Covid19_Qualitative%20Report.docx_1643369663.pdf

https://repository.jisc.ac.uk/8150/1/learning-and-teaching-reimagined-a-new-dawn-for-higher-education.pdf

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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

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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/

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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/