Marketplace 2023
7 June 2023�
The event will be recorded so this is a great opportunity
for your ideas to travel further
Facilitated by Neil Withnell�n.withnell@salford.ac.uk
Please add your stall after this slide
Write to Learn
Contributors: Sandra Abegglen, Tom Burns & Sandra Sinfield
Contact details: sandra.abegglen@ucalgary.ca, t.burns@londonmet.ac.uk, s.sinfield@londonmet.ac.uk
Roles: Lecturers, Learning Developers & Researchers
Institutions/organisations: University of Calgary & London Metropolitan University
Context: Higher Education
What did you design? We have developed a Staff Writing and Assessment Guide that creatively and playfully promotes ‘write to learn’ rather than ‘learn to write’.
Abegglen, S., Burns, T. & Sinfield, S., (2021). Supporting student writing and other modes of learning and assessment: A staff guide. PRISM.
What was the design process? The Guide emerged from a workshop held at a LondonMet learning and teaching conference, based on lecturer feedback - and in partnership with a student designer.
Where did the inspiration come from? We have a deep appreciation of the ‘real’ work that academic writing does with and for students, but also a sense that many lecturers do not know how to build writing into their courses and practice(s).
Challenges? Finding a publisher that was willing to publish the OER open access.
What did it change? We have received overwhelmingly positive feedback, with many readers willing to change their approach to writing and the teaching of writing.
What will you do next? Publishing a Creative Higher Education Visioning Guide.
Using Design Thinking to Design a New Text Book for Students on How to Use Design Thinking!
Contributor: Tony Morgan, Lena Jaspersen
Contact details: t.morgan@leeds.ac.uk
Role: Associate Professor
Institution/organisation: University of Leeds
Context: Higher Education
What did you design? A new text book - Design Thinking for Student Projects - https://www.amazon.co.uk/dp/1529761697
What was the design process? Running a range of Design Thinking activities with students to understand what they would like to see in a book (coincidentally the book is about Design Thinking!)
Where did the inspiration come from? Running the Innovation Thinking and Practice module at Leeds
What did it change? Incorporated many student ideas into the book design - colour coded pages to enable scan reading, QR code links to resources, industry and academic expert interviews, blank space for student notes and many other features
Design Thinking for Curriculum Development
Contributor: Tony Morgan
Contact details: t.morgan@leeds.ac.uk
Role: Associate Professor
Institution/organisation: University of Leeds
Context: Higher Education
What did you design? An updated curriculum for the University’s Innovation Fellowship programme for early career researchers
What was the design process? Design Thinking activities with future, present and current Fellowship alumni to understand their needs in order to evolve and improve the Fellowship curriculum
Where did the inspiration come from? Positive experiences of using Design Thinking when working in industry
What did it change? Reinforcement of some existing content, design changes to enhance future cohorts, proposed changes to create new Fellowship “light” version to expand outreach and expand scope to better support Fellowship alumni
Title: Zine Maker Space
Visuals/text add
Contributor: Reis Tobolski & Alexandra Mitchell
Contact details: r.tobolski1@salford.ac.uk, a.z.mitchell@salford.ac.uk, library-zines@salford.ac.uk
Role: Library, Archives
Institution/organisation: University of Salford
Context: Higher Education
What did you design? We developed a creative space within the Clifford Whitworth Library based around our zine collection. It comes with equipment to create zines and can be booked for collaborative learning - Zines | University of Salford
What was the design process? We wanted to emulate the DIY aesthetic of zines and create a space that had a record store feel in the library. From the start we wanted the space to be easily accessible for students who do not have access to creative spaces through their courses and designed easy to use zine maker kits.
Where did the inspiration come from? From our own zine collection within the library and through meeting with a range of lecturers and interest groups.
What did it change? It has given alternative teaching methods to academics. They can now take students out the classroom and bring them to the library to collaboratively create zines on topics ranging from mental health awareness to fashion.In addition the library now has a dedicated creative space which can be used by students from all courses and backgrounds.
#Take5 blog
Visuals/text add
Contributors: Tom Burns and Sandra Sinfield - showcased blog - plus Sandra Abegglen
Contact details: t.burns@londonmet.ac.uk & s.sinfield@londonmet.ac.uk
Role: Tom and Sandra produce the #Take5 blog - seeking posts from creative academics who want to facilitate student learning
Institution/organisation: ALDinHE & LondonMet
Context: #Take5 started as a CPD blog for LondonMet staff - and then grew to become the blog for the Association for Learning Development in HE
What did you design? This sample #Take5 argues for a more creative HE: https://aldinhe.ac.uk/take5-87-towards-a-more-creative-and-playful-he/
What was the design process: The blog is designed to be published at least once per month - and our mission is to seek out new voices - new ideas - and creative practices to make HE more joyful.
Where did the inspiration come from? We thought about an approach to professional development that was playful and manageable - take just five minutes to read the blog - have an idea - and may be share an idea of your own…
Challenges? The happy challenge of trying to find people with the time to write a post for us - and offering to mentor people new to blogging through the process.
What did it change? Brings new people into the learning development conversation.
What will you do next? We will keep on with #Take5 - and tell you about our studychat FaceBook group: https://www.facebook.com/LondonMetStudyChat/ - a lively magazine showcasing what’s on.and what’s interesting in HE.
Playful Hybrid Higher Education
Contributor: Sandra Abegglen
Contact details: sandra.abegglen@ucalgary.ca
Role: Researcher
Institution/organisation: University of Calgary
Context: Higher Education
What did you design? The Playful Hybrid Higher Education project explores faculty and student experiences in the hybrid classroom to develop guidance for educators on the new education model, with a focus on playful and creative pedagogy.
Website: https://playhybrid.education/
What was the design process? The project is undertaken in four phases: [1] Literature Review; [2] Data Collection; [3] Data Analysis; and [4] Final Report.
Where did the inspiration come from? Best practice guidance on playful hybrid teaching is urgently needed as pedagogy and curriculum development are key areas for higher education institutions in which to support and develop staff competency to aid student success.
What did it change? The whole project is open access, with the aim to provide guidance for educators.
What will you do next? Open calls for lecturers to participate in interviews will be circulated shortly.
The project is funded by the Imagination Lab Foundation: https://imagilab.org/
#UCLanPlayLearn
Jim Thompson @jrthompson64 & Emma Gillaspy @egillaspy
University of Central Lancashire
Build your Scholarship Practice
What is Build your Scholarship Practice?
Build your Scholarship Practice is a new structured development programme enabling staff to conceive and realise their own pedagogic research agenda informed by Curriculum Redefined. Running between November 2022 and July 2023, it is open to all staff.
Four themed blocks
Block One: Introduction to SoTL at Leeds (Nov. 2022 – Jan. 2023)
Block Two: Developing SoTL Community of Practice (Feb. 2023 – May 2023)
Block Three: Communicating Pedagogic Research in Writing (June 2023)
Block Four: Dissemination, Engagement and Impact (July 2023)
Contributor: Dr Eva Sansavior
Contact details:e.sansavior@leeds.ac.uk
Role:Academic Development Consultant (Curriculum Redefined)
Institution/organisation: University of Leeds
Context: Higher Education
What did you design? https://studenteddev.leeds.ac.uk/developing-practice/sotl-at-leeds/build-your-scholarship-practice/
What was the design process? I was intentional in adopting an inclusive, participatory approach which has actively centred the lived experience of colleagues drawn from across the disciplinary and professional spectrum at the University and at different stages of their career as SoTL researchers. Underpinning this design approach is a strengths-based conception of scholarship development which seeks to support colleagues to articulate, value and bridge diverse disciplinary ways of knowing and doing scholarship.
Where did the inspiration come from? The programme is the synthesis of diverse instances of lived experience of research and scholarship and Curriculum Redefined’s vision to foster the development of evidence-informed, transformative approaches to student education.
Challenges? Developing new tailored resources and content for a range of disciplines and laying new conceptual foundations in SoTL.
What did it change? The programme has had University-wide participation and has contributed to creating an integrated scholarship development infrastructure and raising the profile of scholarship at an institutional level.
What will you do next? True to our participatory ethos, we’re evaluating and consulting with colleagues as we develop the next iteration of the programme.
Materiality & Space: creative reflections on inclusive curriculum
Contributor: Max Chester & Steve Dixon-Smith
Contact details: manchester.s1@uca.ac.uk
Role:Learning Development Tutors
Institution/organisation: University for the Creative Arts
Context: HE
What did you design? We used collage techniques to create a student centred, semi-structured discussion prompt to explore inclusive curricula in two undergraduate courses.
What was the design process? In collaboration with the course academics, it was decided that a discussion group would help surface student experience relating to inclusivity. Visual communication was foregounded adding another dimension to the discussion. Open questions were devised providing a framework to the collages which the students created in a workshop setting. Notes were made and a discussion between the staff took place later. Themes were identified and actions taken where possible.
Where did the inspiration come from? Working collaboratively with course tutors. Listening to students. I also regularly use collage techniques in my visual art practice and teaching practice for a range of purposes.
Considerations: Small, self-selected discussion groups. Self-reflexive approaches used in handling the discussion material. Time and resource parameters for dealing with the complexity of inclusive curricula.
What did it change? Some findings contributed to ongoing improvements regarding inclusive curricula as well as other wider student experience issues. Some practical changes are in the process of being implemented.
What will you do next? Meet with the students to capture their thoughts about the observations we made. Draw out any further responses to the student’s experience of inclusive curriculum and act accordingly.
Non-academic Support in Open and Distance Learning
Contributors: Salha Abdo
Contact details: salha.elyamani@gmail.com
Roles: researcher
Institutions: Open University of Sudan
Context: Higher Education
What did you design? I have developed a questionnaire on the types of non-academic support in open and distance learning based on a case study of a student at the Open University of Sudan.
What was the design process? Defined the problem.Created the questions and designed the questionnaire. Analysis data. Interpreted the results and adding the recommendations.
Where did the inspiration come from? From the fact that, the policy of ODL has separated the students and teachers, which means the students need many kinds of support. (to reduce dropout). Therefore, non-academic support has to fill this gap between teachers and students.
Challenges? How to create a department of non-academic support in all universities
What did it change? We use social media to support the students, at least at the OUS.
What will you do next? Raises the awareness about non-academic support by different ways in HE institutions (more research, articles).
Creative AI Use
Contributors: Chrissi Nerantzi, Sandra Abegglen, Marianna Karatsiori, Antonio Martinez-Arboleda
Contact details: C.Nerantzi@leeds.ac.uk, sandra.abegglen@ucalgary.ca, mkaratsiori@gmail.com, A.Martinez-Arboleda@leeds.ac.uk
Roles: Lecturers, Learning Developers and Researchers
Institutions/organisations: University of Leeds, University of Calgary, Hellenic Open University, UNESCO
Context: Higher Education
What did you design? We developed a crowdsourced, open access collection: 101 Creative Ideas to use AI in Education.
What was the design process? We put out an open call via #creativeHE, inviting individuals to contribute their ideas.
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Where did the inspiration come from? We wanted to capture where we are at this moment in time with our collective thinking about potential alternative uses and applications of AI that could make a real difference and potentially create new learning, development and opportunities for our students, for all of us.
Challenges? Curating the collection - and developing it into an open publication.
What did it change? Experimentation is at the heart of education. Being open to diverse ideas helps us make novel connections that can lead to new discoveries and insights to make a positive contribution to learning and teaching.
What will you do next? Publish the collection as an interactive, accessibility-friendly OER. Check the #creativeHE blog for updates: https://creativehecommunity.wordpress.com
Total number 101
Countries 19
Educators 75
Educator-students 5
Researchers 3
Individual ideas 98
Collaborative ideas 3�HE 73
Design Thinking and Employability Skills for Students
Contributor: Tony Morgan
Contact details: t.morgan@leeds.ac.uk
Role: Associate Professor
Institution/organisation: University of Leeds
Context: Higher Education
What did you design? The interdisciplinary module “Innovation Thinking and Practice” for final year undergraduate students
What was the design process? Input taken from academia and industry to create a team-based module for teaching and learning Innovation, Design Thinking and key Employability Skills (team working, communication, resilience, etc) by working in diverse teams
Where did the inspiration come from? Feedback from industry that many new student hires lack key employability skills
What did it change? Many students feedback the positive impact the module has had on their graduate recruitment, graduate careers and wider thinking. Former students have introduced Design Thinking into their graduate employers and used Design Thinking and other techniques learned to help create new start-up businesses.
Title: “Make Your Own Book” club
Other inspirations include Nerantizi (et al’s) Picture Book Project:
https://verenaroberts.ucalgaryblogs.ca/2021/12/26/the-go-gn-open-picture-book-project/
Mather’s & Burvall Ama-Zine https://docs.google.com/presentation/d/1Lp3rhzTf2wspvKu33eXuUgOm96Y9yf-VA-THmv_M_4o/edit#slide=id.p
Contributor: Verena Roberts
Contact details: verena.roberts@concordia.ab.ca
Role: Educational Developer
Institution/organisation: Concordia University of Edmonton
Context: Rethinking how to Make Learning Visible when sharing course content and when designing assignments
What did you design? In PROGRESS: We are considering how to design a professional learning experience that makes their own book/ visual representation in order to examine “making learning visible in HEd”.
What was the design process? Each year we host a bookclub in the winter term. We are rethinking the design of a bookclub by designing an experience to create our own book rather than studying one that has already been written because we want to focus on visual rather than text representations.
Where did the inspiration come from? The powerpoint presentation has become the leading practice at our university and we wanted to rethink the possibilities of visual representation of course content. At the same time AI has encouraged us to rethink how we want to see evidence of thinking and learning from our students. So we decided to consider focusing on “Making Learning Visible”
Challenges? Changing the prescribed bookclub model. Encouraging instructors to consider visual representations of learning.
What did it change? In progress
What will you do next? IN progress
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