Strategic Aim 2: To make significant and sustained improvements in the participation, success and progression into highly skilled employment or further study of BAME students.
Strategic Aim 3: To increase access for mature students to reflect sector norms.
Last year's Learning and Teaching Prize challenge asked academic staff to consider how significant changes have been made to the curriculum as a result of listening to the student voice; this is principle six of our Learning, Teaching and Assessment Strategy.
There were twenty high quality submissions, which is a record number. So much good practice was in evidence that Learning and Teaching will produce a digest of the best ideas and disseminate them to the academic community.
A panel of senior colleagues along with the Liverpool Hope Students' Union Vice-President (Education) considered all of the submissions. These are the agreed recommendations of the panel:
The overall winners of £1,000 for learning resources:
Dr. Liam O'Callaghan, Liam Owens, and Associate Professor Caroline Wakefield from Health Sciences for their innovative use of the Learning Lab to help students develop collaborative risk assessments for work with local primary schools.
Two prizes of £500 for learning resources:
Dr. Kathrin Wagner for her innovative changes to the Art and Design History.
Dr. Daria Izdebska for her changes to the assessment methodology in Level H English.
Irene Rose for her re-design of the Special Educational Needs Curriculum in the Network of Hope.
Sarah Goulden, Dr. Clay Gransden and Ian McKenna for their use of 'Live Business Improvement Projects' with Marketing Students.
This year the focus of the prize was to recognise significant contributions to the Community of Practice network. There were seventeen entries from an extensive range of interests across the six categories; all evidencing good and innovative practice and reflecting the robust health of the Communities of Practice project.
The submissions were considered by a panel made up of the Director of Learning and Teaching Development, the chairs of the Faculty Quality, Learning and Teaching Committees and the PVC Student Life and Learning.
This year’s winners of the Vice-Chancellor’s prize for Excellence in Learning and Teaching are Dr. Namrata Rao and Dr. Frank Su for the commitment and enthusiasm they have shown in the development of the Blended Learning Community of Practice.
Dr Su and Dr Rao have sustained, one of the most active and influential of the CoPs; which has now been running consistently for four years. During that time over one hundred staff members have attended these meetings. This has meant that our students and particularly those in the Network of Hope, have benefitted from the collective knowledge and experience of the members of the Community of Practice. The groups have held meeting to discuss and demonstrate E-portfolios, synchronous and synchronous forums, online chats, Skype Calls, MOOCs and much more. The COP has even hosted four Annual Blended Learning Symposiums showcasing the work of both Hope tutors and external guest speakers.
The following colleagues were also commended:
Dr. Ria Cheyne and Dr. Clay Gransden’s work in the Feedback Community if Practice and particularly the impact on the reaction of students to feedback.
Dr. Asad Ghalib’s multiple projects in the Education Technology Community of Practice. These have produced apps providing support on vocabulary, citation and feedback for use by students and tutors
Dr. Linda McLoughlin and Dr. Joseph Maslen’s development of the Research-Informed Teaching Community of Practice which has considered approaches to introducing students to complex and marginal research specialisms.
Congratulations to the Disability and Education team, led by Laura Waite, who were awarded the Excellence in Learning and Teaching Prize by the Vice Chancellor at his annual address to all staff on 21st September.
The prize for 2015/6 addressed Principle 9 within the L & T Strategy which states that all students at Hope will experience "Learning opportunities developed with recognition of diversity of the student body". We asked colleagues to present items of good practice which demonstrate enhancement of the student experience in the context of this principle i.e. in recognition of the diversity of the student body.
The judging panel was unanimous in awarding the prize to The Department of Disability and Education their entry based on a Level I assessment in the SEN undergraduate major. In this assignment students are asked to select an area of interest, choose a target audience, and produce an alternative information resource pack that draws on different theoretical perspectives to that seen in traditional information resources.
The panel noted that this activity involved students in addressing diversity at a fundamental level whilst producing artefacts which could used beyond the University.
The panel also commended and made awards to:
Manel Herat (Department of English): The use of webinars for intercultural dialogue and learning with Christ University in Bangalore India.
Namrata Rao and Frank Su (Department of Education Studies): Using Community of Practice (CoP) to facilitate the development of an inclusive institutional Blended Learning (BL) Pedagogy.
Asad Ghalib (Business School): The sharing of International Case Studies by International Students.
"Blending the curriculum through a student-led community of practice”, co-authored by Dr Daniela Mangione, Lecturer in Education Studies, and students from the Network of Hope, was the winning project of the Liverpool Hope University Prize for Excellence in Learning and Teaching in 2014/15.
This project was collaboratively created by nine first year mature students and Dr Daniela Mangione, their Year Lead and tutor, who has developed their blended learning provision, made by face to face and virtual learning opportunities. The underpinning pedagogical framework of this work sees the learners’ experience and voice, the dialogue, the sharing of expectations and the negotiation of meanings among students and their tutor as key elements of a learner-led blended learning provision. The main focus of their discussion was on ‘how to make a blended learning provision work more effectively’ for themselves and for other cohorts of adult learners. They annotated their ideas and worked at a metaphorical level, pretending that they were making food for a blended learning party. This imaginative learning mode helped all of them become freer to express their thoughts, perceptions and ‘disorienting dilemmas’ faced, without referring to personal or professional matters. The team identified some fundamental ‘ingredients’, a ‘method of preparation’ and the ‘participation at a knowledge buffet’.
The main outcome of this project emphasises the importance of including students’ learning experience, especially those of mature students enrolled in a blended learning provision, in the ‘community of practice framework’ that Daniela and her team have been developing at Liverpool Hope University.
For further details about this project, please contact Dr Daniela Mangione at firstname.lastname@example.org.