Go to the Students section
Go to the Staff section
Go to the Alumni section
Go to the Study here section
Go to the International section
Go to the About section
Go to the Research section
Go to the Business and Employers section
Go to the Support us section
During 2019/20, OCSLD will be hosting a number of speakers from across Brookes and the sector to share their educational practice through a series of seminars and workshops focused around inspirational teaching practices to promote student learning.
Tuesday 31 March 2020, 1200 - 1330, lunch provided
Lecturing is often touted as a means to inspire students’ interest, yet many lectures fail to do so. Stimulating interest is vital to education, as a person’s interest influences their attention, goals, ability to self-regulate, study strategies, and levels of learning. Yet, attention to what makes classes interesting to students is still rare in higher education. This study (Quinlan, 2019) examines triggers of students’ interest during lectures.
Students (N=706) in 12 different one-hour first year lectures were surveyed at the end of the lecture. They described the moment they were most interested; rated a series of 5-point Likert scale items about features of the content, presentation, and teachers’ behavior during that moment. They also completed items measuring their degree of situational interest in those moments (immediate, state-like) and their individual interest in the subject of the course as a whole (enduring, trait-like). I will present the results of this study, focusing on what teachers can do to promote students’ interests in lectures.
postponed to a later date
This session aims to introduce participants to Team-Based Learning (TBL) by experiencing it as a student would. TBL is a student-centred ‘flipped’ learning and teaching strategy designed to engage students through a process of preparation, assessment and application of knowledge. It shifts the focus of classroom time from conveying course concepts by the teacher to the application of course concepts by student learning teams.
By the end of this session, participants will be able to:
Explain the essential elements that make up a team-based learning unit
Describe the benefits and challenges of using TBL
Simon is Associate Head of the School of Pharmacy and Medical Sciences and a Senior Lecturer in Pharmacy Practice at the University of Bradford in the UK. He has been in academia since 1997 and teaches across all levels of the Bradford MPharm programme. During 2011, Simon project managed the development of a new employer-informed, outcomes-based pharmacy curriculum, which is delivered predominantly by Team-Based Learning.
Simon is an accredited consultant-trainer in Team-Based Learning and more recently set up the European Team-Based Learning Community. Simon is a Principal Fellow of the Higher Education Academy, a Fellow of the Royal Pharmaceutical Society, and was awarded a National Teaching Fellowship in 2015.
Wednesday 12 February 2020, 1200 - 1330, lunch provided
“Skills are not enough, Work Experience is not enough, Attitude is not enough, Qualifications are not enough. The answer lies in not just having all the above, but understanding what you want, why you want it and how you can go about achieving it...
...then make sure you do all the things you need to do to make it happen. “
The Future For Work 2013
Advances in IT are not only disrupting the conventional employment route for some students but also providing with opportunities that did not exist before. Recognising the changing landscape of student employment and aims to understand the needs of the students who wish to develop their entrepreneurial and professional skills by providing them with an environment and curriculum where these skills can be nurtured. Such alternative opportunities for students can prepare students for a broader context, whether self-employment or conventional work. ICE Qube, the OBU start-up incubator provides one such opportunity to students. ICE Qube is a dedicated collaborative space on Wheatley Campus for start-ups, designed to help students, staff and past alumni develop their business ideas and become the next generation of entrepreneurs. Furthermore, the ‘innovative’ environment is cultivated via a range of educational embedded modules (within the School of Engineering, Computing and Mathematics) to give students both the practical and theoretical knowledge required to recognise the opportunities afforded by ideas and to act on those opportunities.
Entrepreneurship and innovation can be embedded within any discipline specific curriculum and can enhance the entrepreneurial mindset of the students. This workshop will explore how entrepreneurial tasks can be tailored to different disciplines and how they could engage with the ICE Qube.
Dr Samia Kamal is Principal Lecturer for Student Experience in the Faculty of Technology, Design and Environment at Oxford Brookes University. She is a National Teaching Fellow and Oxford Brookes University Teaching Fellow.
Samia leads the Innovation Hub, which provides an integrated approach to entrepreneurship, research and enterprise within the curriculum and as part of students’ broader development. A pivotal component of the Innovation Hub is a physical space business pre-incubator (the ICE Qube) where students and staff from across the University can develop business ideas having access to technical expertise whilst working with like-minded teams.
Samia has successfully led many STEM related teaching and learning funded projects and her scholarly and research interests include Computer Science education, entrepreneurship and commercialisation specifically in STEM.
Tuesday, 10 December 2019, 12.00 - 13.30
Commentary on graduate employability often note that it is notoriously difficult to define. So, let’s have a stab at it: what makes a graduate employable? This session invites participants to consider what ‘employability’ looks like across disciplines, and what this means for how the University can best support students as they embark on (or return to) their professional lives. In all, the session hopes to generate conversation around how employability relates more widely to successful student outcomes, and what practical changes can be made to support students on this front.
Kat Kwok is an educational researcher at the Oxford Centre for Staff and Learning Development (OCSLD). Her research broadly concerns the student experience, and is currently focused on the BAME attainment gap and graduate employability. Beyond pedagogy, her research interests include sociolinguistics and language attitudes.
Thursday, 28 November 2019, 12.00 - 2.00pm
Whether for cost, space or pedagogic reasons, the traditional lecture format is very much still a mainstay of the teaching and learning arena and even more so as part of the HE sectors obsession with digital and distance learning provision, this format of teaching is very much here to stay Given that a lecture can be many things to many people, this session will explore some of the potential benefits, embrace some of the limitations and generally try to reinvigorate the lecture as a contemporary platform for effective learning and teaching delivery. Oh, and cats....lots and lots of cats!
Dr Russell Crawford is a Senior Lecturer in Academic Development within the Institute for Innovation and Teaching Excellence at Keele University. He was the Times Higher “Most Innovative Teacher of the Year” in 2017 and awarded a National Teaching Fellowship in 2018 as well as holding SF-HEA status since 2015. His pedagogic interest is in application of gamification to aid learning in a range of cross-disciplinary contexts.