Improving Student Learning – For the 21st Century Learner

The 17th Improving Student Learning Symposium, Imperial College London, UK, 7 –9 September 2009.

Parallel session 1

  1. David Carless (University of Hong Kong) Developing sustainable feedback
  2. Brian Irwin (Sheffield Hallam University) Analysing the development of professional identity in blogging discourse
  3. Helen Hewertson (University of Central Lancashire) What makes a really good learner? What do students believe?
  4. Jane Stewart (Waikato Institute of Technology) Linking asessment to learning for authentic practice: Rethinking assessment for science modules in a 1st year nursing programme
  5. Aswan Hamza (Aden University) The academic rationales for the internationalization of higher education: the case of arab countries in the Gulf region
  6. Torgny Roxå and Katarina Mårtensson (Lund University) Barriers to communication on teaching and learning among university teachers
  7. James Elander (University of Derby) The FE-HE transition: what changes?

Parallel session 2

  1. Lorraine Allibon (Kingston University) Exploring methods for raising awareness about student plagiarism
  2. Linda Price and Adrian Kirkwood (The Open University) Learners in the 21st Century: are they any different?
  3. Vicki Hill (University of Teesside) Constructive alignment: the student perspective
  4. Katarina Mårtensson and Torgny Roxå (Lund University) Leading academic teaching
  5. Annie Aarup Jensen and Lone Krogh (Department of Education, Learning and Philosophy, Aalborg University, Denmark) Problem based learning in HE and new approaches to assessment as a consequence of new formal regulations
  6. Robin Clark and Jane Andrews (Aston University) A Bridge Too Far? Breaching the research/ learning and teaching nexus in a previously research-led university
  7. Claire Smith (University of Southampton) Learning anatomy: implications for pedagogy

Parallel session 3

  1. Sue Bloxham (University of Cumbria) Investigating the mysteries of marking: the implications of staff marking practices for academic development
  2. Mike Laycock (HE Consultant) The BProf: a signature award for negotiated work-based learning
  3. Thomas Olsson and Torgny Roxå (Lund University) Judging excellent university teaching – the importance of assessment standards
  4. Ivan Moore and Jo Elfving-Hwang (Sheffield Hallam University) Stories from the story tellers: perceptions of autonomy and the changing conceptions of academic staff
  5. Laura Morosanu and Karen Handley (Oxford Brookes University) From communities of practice to networks of support: the first year student experience
  6. Sue Will and Julie Fowlie (University of Brighton) Goodbye face to face hello Facebook
  7. Paula Myatt and Kirsten Farrand (University of Queensland) Does the undergraduate research experience still have an impact? A pilot study investigating student’s perceptions and listening to their stories

Parallel session 4

  1. Christine Bowmaker and Celia Bishop (University of the Arts, London) “I thought I spoke the language”
  2. Rona O'Brien and Louise Sparshatt (Sheffield Hallam University) Exploring staff and students' mental maps: creating narratives for successful assessment feedback
  3. Stephen Merry, David Skingsley and Paul Orsmond (Staffordshire University) Fostering lifelong learning within a social constructivist environment
  4. Marita Ljungqvist and Maria Hedberg (Lund University) Recognizing and introducing threshold concepts: using podcasts to help students gain troublesome knowledge
  5. Asa Lindberg-Sand, Thomas Olsson and Annika Olsson (Lund University) Programme structures, learning outcomes, and student assessment – did the Bologna process make any difference?
  6. Birgit den Outer and Karen Handley (Oxford Brookes University) Teaching staff experiences of assessment in academic communities
  7. Linzi Murrie (Southern Cross University) Future past: the Bachelor of Arts in the 21st Century

Parallel session 5

  1. Margaret Kiley and James Cumming (The Australian National University) Identifying skills for research learning is just the beginning: Examining the role of capability
  2. Ursula Lucas (The University of the West of England) The identification of students at academic risk: the development of a discipline-specific inventory to support teaching interventions
  3. Lone Krogh and Annie Aaurp Jensen (Aalborg University, Denmark) Lifelong learning: Master education – personal development or/and professional competence development?
  4. Torgny Roxå and Kristofer Modig (Lund University) Students’ micro cultures determine the quality of teaching
  5. Gary Clapton and Ruth Forbes (University of Edinburgh) The enhancement of the integration of learning: student experiences of the where, the when and with whom
  6. Mattias Alveteg (Lund University) Time to redefine plagiarism in University policies?
  7. Margaret Price, Berry O'Donovan, Chris Rust and Jude Carroll (Oxford Brookes University) Assessment standards: a manifesto for change