Session 6.1: Lecture capture – student perceptions and unexpected benefits
Biological Sciences
Dr Louise Robson University of Sheffield
This session will examine the impact of the introduction of lecture capture on student engagement and learning in a final year lecture module in Biomedical Science at the University of Sheffield in the 14/15 academic year. The session will cover how lecture capture was used within the module and examine the experience of the module co-ordinator and students alike. Data and free text comments from a survey completed by the students will be presented and some of the unexpected benefits of using lecture capture highlighted. The session will also examine the apparent impact on student attainment. The session aim is to present an evidence based argument that lecture capture is a valuable resource that enhances the learning experience of undergraduate students.
Session 6.2: Gamification in Higher Education: Making learning fun not making fun of learning
Biological Sciences
Dr Louise Robinson and Dr Ian Turner University of Derby
Gamification is rapidly becoming a key concept of teaching and learning but its use within the scientific disciplines can be limited with published materials focusing on key concepts rather than ideas for use and development. Although gamification often relates to a digital application the notion of tabletop gaming is as strong as ever with many new games rapidly gaining popularity. This session will demonstrate a game developed for Wildlife Conservation students ‘Park Life’ which draws together taught materials and provides a memory aid for multiple aspects of conservation. We invite you to play a round of Park Life and discuss potential ideas amongst the workshop attendees and session leaders for the development of games within your areas of teaching and how these could be developed into a working concept for learning and teaching to aid retention.
Session 6.8: Have your cake and eat it! How to combine the ingredients for academic writing into a well-baked argument
Psychology
Dr Annette P. Daly Cardiff Metropolitan University
This paper outlines a workshop carried out with first year Psychology students in helping them to develop good skills of academic writing – something relevant to all students in STEM subject areas. Many students having come through the school system have some skill in using various sources to research topics. However with this they have often developed not-so-good habits of misusing their sources leading to poor academic writing a lack of cohesion and at times problems with plagiarism. Rather than lamenting their approach to this there is a need to be more transparent about how they can use sources effectively rather than ineffectively. This workshop aimed to do exactly this… and from student feedback appeared to do exactly what it said on the (cake) tin!
