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Week 1 - Reflection - How do the different learning theories we have explored inform your teaching practice? 

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Week 1 - Reflection - How do the different learning theories we have explored inform your teaching practice? 

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Learning theories will inform teacher practice but often teachers need to revisit their practice and explicitly think about learning theories. As with most teacher I feel learning theories will intuitively be applied in most cases. It is good to think about learning theories more explicitly and how different theories apply to different learning activities (e.g., seminar, lecture). In reality teachers will work eclectic, meaning they teach by using a variety of learning theories at the same time and flexibly shift between them when and where needed.

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Week 1 - Reflection - How do you envisage the Coventry Way and the six pillars within the Education Strategy translate into your teaching practice? 

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Week 1 - Reflection - How do you envisage the Coventry Way and the six pillars within the Education Strategy translate into your teaching practice? 

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Personally, I feel it is quite difficult to identify how my teaching practices aligns with the six pillars of the ‘Coventry Way’ as I just started my teaching journey recently. But if I reflect on this I would say I try to take my research knowledge and experience into teaching for example about research methods by providing relevant and applied examples.  Or by talking about interesting research findings that students did not know of. In that way research inspired teaching influences my teaching practice. My attitude and awareness about EDI hopefully contribute to my teaching practices and aligns with the ‘Coventry Way’ intercultural and international engagement but this is something I want to reflect more on through peer discussion and feedback. In this regard I would also welcome creativity and innovation from students but how I anticipate and react on this during my teaching practice needs to be seen. As the involvement of patients and public members is important in research I aim to apply these thoughts and concepts in my teaching, but apart from examples I have not experienced other ways I can do this in the classroom. Furthermore, I would like to explore how employability could influence my teaching practices as being aware of this would not necessarily mean I reflect this into my teaching approach as such.

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Week 1 Reflection - Can you share examples of active learning approaches you use in your teaching?

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Week 1 Reflection - Can you share examples of active learning approaches you use in your teaching?

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With my limited teaching experience I have not applied a lot of active learning approaches on scale yet but I did use a quiz to make students aware of how prevalent some issues are in the UK and did group work to conceptualize related constructs and let them present this to the whole group. This aligns with most with buzz groups. I am currently designing a lesson plan which provides great opportunities to incorperate new active learning activities to try out. I would say note sharing is interesting but I have not seen a lot of students making notes during the seminar. I like to idea of making a mind map with students, if time allows for this during the seminar (or afterwards). If the course allows, a poster presentation would be great but I am aware this could be included as an assessment method already and might be time consuming too.

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Week 1 - Reflection - Can you contextualise examples from your teaching in the context of the ideas we have explored?

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Week 1 - Reflection - Can you contextualise examples from your teaching in the context of the ideas we have explored?

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The seminar I ran for undergraduate adult nursing students was challenging in terms of student engagement. It felt that I was led by social constructivism as a learning theory but in practice the first part of the seminar (with a quiz as active learning element incorporated) felt more influenced by behaviourism. Providing examples based on my research experience made it more aligned with the student's interest and increased engagement a bit. This is one of the pillars of 'Coventry Way' in terms of research inspired learning. Students asking for feedback on their awareness campaign infographic proofed this too. However, I felt the second part of the seminar in which small discussion groups took place was much more enjoyable for the students and really aligned with social constructivism, students learning from each other with some feedback and insights from me as a lecturer. Undergraduates are a challenging crowd but I will take this experience forward and think about other active learning activities I can incorporate into my lesson plan. I am working on my lesson plan for postgraduate students in health simulation and aim to task them with rounds and learning tasks as active learning activities.

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Week 2 - Reflection - Your visual representation of your students and the feedback you received from your peers 

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Week 2 - Reflection - Your visual representation of your students and the feedback you received from your peers 

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Week 2 - Reflection - Your views on diversity in higher education

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Week 2 - Reflection - Your views on diversity in higher education

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For me diversity means that there is a variety of different people expressing a variety of experiences, have different background characteristics (e.g., age, gender, sexual identity, culture, religion, ethnicity) and opinions that act on different levels such as individual, relationship and societal level. In the teacher-learner context diversity should be acknowledged and can elevate learning by sharing perspectives, opinions and experiences among a diverse student population. We should remain open-minded and learn from each other without judgement about someone “characteristics” and celebrate being different.

The characteristics that are instantly associated with diversity components for me are age, gender, sexual identity, culture, religion, ethnicity. But indeed there are hidden diversity characteristics such as parent/non-parent, parttime/fulltime, working/not-working (providing for own family), socio-economic background, UK/overseas student, marital status, disability, neurodiverse. I did not consider these less “visible” but impactful diversity characteristics so upon reflection it is good that I spend more time to think about this and read the answers of my peers. It makes it apparent that there are lots more factors to consider in diversity.

I am particularly interested in parent student as they remain an invisible and unsupported group with HE.

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Week 2 - How you might go about introducing inclusive learning and teaching in your practice

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Week 2 - How you might go about introducing inclusive learning and teaching in your practice

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Inclusive learning and teaching means finding the right balance between making students feel valued and accepted regardless of their background and experiences and as a teacher it is my role to facilitate their potential at CU. Inclusive teaching is where diversity is seen and used as a strength and not as a barrier to learning. However, as stressed by Brandon & Charlton (2011) continuous professional development and teacher training is very important to establish and maintain inclusive learning environments.

Some proposed actions in my own practice could be to ask for explicit feedback on the quality of my teaching and tell something about how they perceive me as a lecturer so I can refine my own practices.

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Week 2 - Is inclusive learning and teaching simply good teaching?

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Week 2 - Is inclusive learning and teaching simply good teaching?

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Inclusive learning an teaching is a way to engage, include and challenge all students regardless of their experiences and background characteristics. As stressed by CU student, they feel valued and members of a community that rises beyond their study at CU. I would not use the word "good" in this context but more tempted towards mindful teaching, being mindful of the differences without stressing them explicitly but weaving it through my teaching practice in terms of content delivery, assessments, feedback and reflections.

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05/10/2023 Zoom Session output - How do I perceive myself and my students?

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05/10/2023 Zoom Session output - How do I perceive myself and my students?

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Challenge 1 - Understanding student learning

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Challenge 1 - Understanding student learning

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1. Peer-led feedback (undergraduate, adult nursing, seminar) 

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1. Peer-led feedback (undergraduate, adult nursing, seminar) 

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Strengths: Adequate preparation, time management and engagement with group activities.

Things to improve: Student engagement, physically move around in the classroom (for seminars, not for lectures), mention person-based examples

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2. Peer-led feedback (undergraduate, dietetics, lecture) 

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2. Peer-led feedback (undergraduate, dietetics, lecture) 

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Level 4: Understand the aims of descriptive and inferential statistics so you will be able to identify and/or provide a clear rationale when to use descriptive and inferential statistics.

Level 7: Apply relevant critical appraisal frameworks and reporting guidelines for systematic literature reviews so you will be able to appraise and report on the literature in an academic acknowledged manner.

I initially started with the use of active verbs but then the learning outcome was quite short and not put into context so I tried adding more context as to why this learning outcome needs to be attained. Why is it relevant for students? I would like to receive feedback on the latter part of the sentence as it might be too restrictive and not grasp the learning outcome potential across different students within undergraduate and postgraduate populations. For example: what is an academic acknowledged manner?

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Week 1 - Key messages from colleagues about learning outcomes 

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Week 1 - Key messages from colleagues about learning outcomes 

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There are different approaches on how to use the learning outcomes, some lecturers use them as a question about what they would like to learn and others use it as a starting point and a planning tool on how to design the sessions. Students won’t necessarily understand the learning objectives of a certain module so it is important to make them understand them by providing explanation and context and use the learning objectives as a red thread by keep referring to them. How you use the learning objectives will also depends on the experience of the lecturer. It can be used as a marker and helps you planning each session. As a lecturer and student you can evaluate learning objectives at the end of the session and makes them reflect on how they are getting on with them and where they are or how far they need to go.

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Week 1 - The role of assessment in student's learning

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Week 1 - The role of assessment in student's learning

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In cases where students are not intrinsically motivated it could be the case that the assessment drives the student’s learning. I think the lecturer plays an important role in motivating the students to learn, engaging them with adequate activities etc. But in a way we need to understand the student’s perspective as well and acknowledge that students want to pass the assessments so they can receive their qualification to do something they are passionate about.

Based on my own learning experience I think I was always trying to pay attention to all lesson materials but yes my alertness would be triggered even more with when learning content focussed on my assessment. It needs to be acknowledged that module or course materials sometimes contain a lot of information and it is hard to take in and digest and then it is important as a student to filter and select on the assessment as this is what you are going to be tested on and decide the overall outcome.

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Week 1 - Trying out assessment methods in the future 

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Week 1 - Trying out assessment methods in the future 

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I am already familiar with peer feedback, poster presentations and quizzes in the context of my experience with PGR supervision and teaching so far. However, I think it was suggested by one of the lecturers receiving feedback on my teaching it would be good to try out mentimeter during a large-scale undergraduate lecture to test some knowledge in-between and increase engagement with relatively “dry” materials regarding research methods and statistics. I would like to use something more creative than these formats like writing a blog about project progress but I am not sure if this is feasible as a “supply” lecturer teaching across different courses.  A “doing it” exam might be more suitable whereby students are required to do something such as read an article, analyse and interpret data etc.

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Week 1 - Additional reflection on past lecturing session (Level 4)

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Week 1 - Additional reflection on past lecturing session (Level 4)

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I recently provided a lecture on quantitative statistics for undergraduate (Level 4) dietician students and found myself in a better place in terms of student engagement compared to the first lecture I provided on research methods and methodologies. I took one of my statistical books with me and referred how it helped me understand statistics in a fun and accessible way during my undergraduate studies. I asked a colleague to observe me and she provided me with some constructive feedback regarding student engagement and formative assessment. After reading the materials on cognitive alignment, I should have taken a closer look at the module guide and reflect on the module learning outcomes as on the slide deck it only stated evaluate a range of research methodologies and methods. If it was not clear to me, how could it be clear to the students and how could I perform some low key tests to test their knowledge if I did not even have a good understanding of what the end point was? This was confirmed by the fact that none of the slides was related to their course work as indicated by the module leader and now makes me wonder what the relevance of the materials is. Next time it would be better to understand student’ starting point and learning outcomes from the module as well as the specific session so I can set-up some formative assessments throughout the lecture which would be useful for students too. Or even take some pauses so students can ask questions.

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Week 2 - Create my own lesson plan for MSc Health Simulation (postgraduate, lecture/seminar) 

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Week 2 - Create my own lesson plan for MSc Health Simulation (postgraduate, lecture/seminar) 

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I really enjoyed making a lesson plan as it was a session where I got the freedom to design the content myself (after discussing with the module leader). It was an online session so it gave me the opportunity to get familiar with Engageli as well as engagement tools (e.g., answer garden, padlet, mentimeter) which we spoke about before in the course. But also gain peer feedback on another teaching session in which it was mentioned I can use more interactive tools. I think upon reflection with the module leader I reduced the amount of learning outcomes as I was a bit ambitious, and he advised me to state 3 or 4 outcomes (not more).

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Week 2 - Your lesson plan and feedback you received from your peers

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Week 2 - Your lesson plan and feedback you received from your peers

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I really enjoyed making a lesson plan as it was a session where I got the freedom to design the content myself (after discussing with the module leader). It was an online session so it gave me the opportunity to get familiar with Engageli as well as engagement tools (e.g., answer garden, padlet, mentimeter) which we spoke about before in the course. But also gain peer feedback on another teaching session in which it was mentioned I can use more interactive tools. I think upon reflection with the module leader I reduced the amount of learning outcomes as I was a bit ambitious, and he advised me to state 3 or 4 outcomes (not more).

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1. Management-led feedback teaching MSc Health Simulation (postgraduate, lecture/seminar) 

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1. Management-led feedback teaching MSc Health Simulation (postgraduate, lecture/seminar) 

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Week 1 - Reflection and/or evaluation of your current approach to using space

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Week 1 - Reflection and/or evaluation of your current approach to using space

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For me a learning space is a space where students and teachers both feel comfortable. The space can be virtual, physical or blended but should support student’s active learning. Given there is a wide variety of students and students are not always learn in the same way the space should facilitate this by being flexible, open and connected to e.g., technologies and communities. I do feel CU is not always aligned with these requirements; specifically, when it concerns older buildings. The space should provide collaboration opportunities among peer students and give space to provide feedback by the teacher.

I have experience with physical spaces but as said these feel outdated and disconnected with the engagement activities I am organizing. I taught online through Engageli and blended teaching is entailing physical lectures and seminars with pre- or post-learning task posted on Aula.

I feel I am not using the physical space enough to enhance learning for students. One experience I can refer to is a seminar in which I asked students to work in pairs and small groups. I was physically walking around the space facilitating and discussing a paper together while ensuring that every group had the opportunity to speak up and share their perspectives without feeling uncomfortable or “put on the spot”.

I have considered to use a cube-exercise (i.e., co-creation tool) to increase interactive and social learning and make use of the physical space and might give this a go in one of my future seminars, together with a different room set-up (e.g., circle) for group activities.

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Week 1 - Examples supporting or reinforcing your current approach

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Week 1 - Examples supporting or reinforcing your current approach

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So far, I have only used Engageli and Aula as online platforms to support narrative, social learning and activities. As an educator I have announced lectures and seminars with instructions for pre-reading materials and other preparation. I also used the Aula space to share more in-depth materials. Unfortunately the group in Engageli was too small to separate students across tables but I am aware of the functionality. I used online teaching tools such as Mentimeter and Padlet for learning activities. I do feel I am not familiar enough with other tools and spaces available to really understand all opportunities they bring.

I feel these examples do support some of the student's learning but of course there is room for improvement, specifically how physical and virtual spaces can reinforce each other. I think a basic thing that could be changed is that there would be a 360 degree photo of the physical space available and have this somehow embedded into the virtual space. Also, the Aula space or Engageli environment could be more personalized based on the module and student preference in terms of lay-out, images and colours. During activities in the physical classroom, notes and activities could be uploaded in an appealing format (video, mind map) to built up a database of lesson materials where students can go back to online whenever and wherever.

Innovative examples I like to refer to are simulation and OIL approaches as I think it will broaden the perspectives of students and lecturers on how the space can be optimally used to enhance learning.

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Week 1 - Links to resources that could support you to pilot alternative approaches to help enhance your students’ learning

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Week 1 - Links to resources that could support you to pilot alternative approaches to help enhance your students’ learning

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Throughout the course work relevant video's and resources have been shared, a selection of the ones most useful to me are:

This guide explores learning spaces from multiple perspectives, including associated case studies and photo library from the sector, as well as further reading: JISC. (2013, March 19). What are learners doing? Web link

For more about optimising classroom space using layout, you might like to visit Smith System’s The science of classroom layout and design.

This webpage highlights one of the key priorities for DMLL to explore and foster pedagogical approaches that enable students to become competent professionals and engaged citizens in a networked age: Coventry University Disruptive Media Learning Lab. (n.d.). Engaged citizens in a networked age. Web link

Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates. Web link

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Week 1 - Your views on how students might perceive space and how this influences your practice

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Week 1 - Your views on how students might perceive space and how this influences your practice

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I think students are not thinking about space in terms of physical spaces, virtual spaces or blended spaces but they focus on different requirements to learn depending on their experience, mood etc. Some will prefer a quite place (e.g., home, library) without distraction, but then in the classroom expect more interactivity and group work with discussion and sharing perspectives. Once learning materials are available, students can learn anywhere and anytime and I think that really fits the expectation of our current student population. I have actually not thought about the “space” of field trips as I am not familiar with this concept but it would be interesting to explore for some colleagues I can imagine.

I think to provide a better learning experience to students I can at least try different things to increase their learning experience by using the space optimally. I will always try to put the student's needs first and if I can change something (e.g., circle set-up of table for group work) which can make a big impact it is at least worth trying!

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I received some lovely feedback on my seminar from my students, blessed!

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Students requested extra learning materials after the seminar I provided which feels like a privilege!

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Strengths and weaknesses

I think motivated students can motivate each other more and more which is a strength. But unmotivated students can negatively influence each other and make it difficult for others to complete the group work due to chatting and distractions.

Problems and solutions

A problem is that students can negatively impact and influence each other with “bad” behaviours (as described above) but this could be solved by allocating different students across the room with each other and not go with the group where students have chosen to sit.

Nature and level of engagement

Students do like group work during seminars but there is the rare student who does not really engage with others and prefers to do the assignment by himself/herself. And this is OK but even after encouraging to merge with another peers she kept closed off which alerted me to think next time I should check-in with the student to ensure her wellbeing is OK.

Impact on own practice

I think it would be good for me to experiment with different group set-ups and not go with what students find most “comfortable” or “familiar” as discussion with other peers might benefit them in terms of new or different insights and perspectives.

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Week 2 - How I deal with different challenges in terms of SE

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Week 2 - How I deal with different challenges in terms of SE

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One challenge in engaging students in group work was during a recent seminar I ran with undergraduate student. I believe my classroom management went relatively well but one of the students did not want or could not engage with a group activity. I did stress the relevance of learning through discussing materials in groups. I asked the student several times to join the peer students next to or behind her but she did not interact with other students. I offered her a print-out of some of the lesson materials as I noticed she was quite withdrawn and shy and tried reading materials from her phone. I did not want to put her on the spot but during group discussion she did not speak up at all and afterwards I felt I should have checked-in with her to ask if everything was OK. Thereby I could have probably gained a better insight into why she was not engaging in the group activity but did everything individually.

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I already incorporate a lot of feedback principles (e.g. encourage positive motivational beliefs, encourage interaction and group/community learning) into my current practice but I would like to integrate a bigger role for students in terms of decision-making about assessment policy and practice. It would also be interesting to see how they would respond to more choice in terms of topic, method, criteria etc.

During seminars I will ask for input from students themselves and if anyone has any additional thoughts or reflections. I will always approach their answers positively and sometimes ask a follow-up question to trigger additional thoughts or responses. Then finally I will share my thoughts and close with appreciation of sharing and good efforts. I have actually not used audience response systems, sticky notes, peer feedback and 1-minute essays yet and might give some a go where I find it suitable. It would be interesting to see how students would response on these.

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Week 2 - How you might introduce some of the good practices identified into your teaching

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Week 2 - How you might introduce some of the good practices identified into your teaching

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I would definitely try to see if I can follow-up with peer colleagues regarding resources or best practice dealing with challenging situations. In terms of feedback, I am happy to try out different methods such as peer feedback and post-it notes. I think it was good practice to have student voices represented as I think I would even make more of an effort to provide constructive, individual and clear feedback. I know now that students expect this from me as a lecturer and are pleased to have a one-on-one chat with me in case they would like clarification. I think it is up to me to provide and facilitate this to contribute to student engagement and satisfaction.

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My ways of self-reflection are through journaling, counselling and conversations with relevant others. I explained a little bit more detail in the audio-recording.

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Week 1 - Reflection and/or evaluation of how you might currently evaluate your teaching

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Week 1 - Reflection and/or evaluation of how you might currently evaluate your teaching

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I do see evaluation of my practice as an essential part of my role in lecturing. But as a practice I would rather refer to self-reflection in combination with evaluation by relevant others. This could be an experienced senior colleague or someone in a more managerial role. The aim should always be to improve my practice in a constructive manner to benefit myself and students learning and engagement of course. So far I do not have a lot of experience with evaluation apart from a peer observation and management-led observation. I am very keen to gain feedback from students (on which I anticipate next week) and see the results of the module evaluation survey.

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Week 1 - Evaluation ideas you feel might be important for your practice which you’d like to explore further, and why

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Week 1 - Evaluation ideas you feel might be important for your practice which you’d like to explore further, and why

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I would be interested to take on a coaching and mentoring approach in my peer evaluation process. I am more drawn to this as it is an individual continuous growth process with space and time for self-reflection. It also assumes that the coach or mentor will independent of myself and teaching practices. This makes it extremely relevant and useful as the coach or mentor provide prompts to me without giving solutions or suggestions to do things differently. The coach or mentor is expecting from me to come up with “solutions” based on my own reflections, this makes it a unique learning journey and quite empowering I can imagine. I found some additional references:

Lofthouse, R., Leat, D., & Towler, C. (2010). Coaching for teaching and learning: a practical guide for schools.

Coaching v mentoring: what works best for teachers? | Career advice | The Guardian

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Week 1 - Collections of feedback from different sources, eg peers, students or incidental data

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Week 1 - Collections of feedback from different sources, eg peers, students or incidental data

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Peer & management-led observation

So far, I have only received honest and constructive feedback from my peer and management-led observations. And normally I also know after my teaching session when something went well or if I could have done something different or better next time. It will make me a bit nervous when someone is observing me and before reading their feedback, I feel a bit insecure. But I always keep on the top of my mind that feedback is for the better in terms of my learning and student’s learning. So I always try to see the greater good!

Student feedback

I have limited experience with student evaluation of my teaching practice but I am planning to ask for feedback through “What should I stop, start or continue doing….?” next week during my seminars. I am aware students have completed a survey about the module I am teaching on but I have not seen the feedback. I would like to see the feedback actually as I think a lot of things can be improved in terms of curriculum development and potentially my teaching. I had some positive comments on the Aula webpage after my teaching sessions which is great to read back.

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Week 1 - Self-reflections of your own teaching or CPD activities you’ve attended

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Week 1 - Self-reflections of your own teaching or CPD activities you’ve attended

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I participated in some minimal CPD activities by following short workshops on Engagli, Mentimeter, Problem-based learning and CQEM dashboard training offered through Coventry University. I have not looked at other opportunities yet as I am still exploring and finding my roots into teaching. Hopefully by the end of this course I have a better understanding of what direction I would like to go and how CPD would fit best with this to support my journey.

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Week 2 - Actions you have implemented into your teaching as a result of evaluation

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Week 2 - Actions you have implemented into your teaching as a result of evaluation

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Based on several evaluations (e.g., management-led observation, peer-led observation and student feedback) I did immediately action upon suggestions and tried to change/improve my practice by implementing my learning from the course into the classroom. For example: During the peer-led observation it was suggested to use teaching tools (e.g., mentimeter) to engage students more, even if I was using prepared materials by others. I have used the quiz and word-cloud options in menti-meter ever since and actually noticed that students really enjoy this. I also re-organized the set-up of the physical space as a result of my last observation and mixed up students in different groups which I received positive feedback on from students themselves.

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Week 2 - Plans you have in place from your evaluation of your practice

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Week 2 - Plans you have in place from your evaluation of your practice

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I have no specific plans in place for my teaching practice but I do know where I would like to focus on through this course and my teaching experiences so far. Peer, management-led and student feedback really supported my journey. For example: I feel more confident and skilled to set-up a lesson plan and design my own sessions so there is cognitive alignment and student engagement.

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Week 2 - Networks and communities that you are part of and how they impact your practice

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Week 2 - Networks and communities that you are part of and how they impact your practice

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I think it is good to communicate with colleagues beyond my own discipline as it can really improve teaching practices in a way you never thought about before. The same is seen where innovative ideas are developed in transdisciplinary research. But I also do think it is quite time-consuming and this needs to be adequately time tabled into someone's programme. It will then be easier to inhibit it as culture and see it as continuous professional development. Apart from this course and student cohort I am not part of any network that directly influences my teaching practice but I will naturally keep on top of research inspired teaching as my main focus is on research.

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3. Student Feedback 1 - What should I START/STOP/CONTINUE doing?

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3. Student Feedback 1 - What should I START/STOP/CONTINUE doing?

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4. Student Feedback 2 - What should I START/STOP/CONTINUE doing?

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4. Student Feedback 2 - What should I START/STOP/CONTINUE doing?

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5. Student Feedback 3 - What should I START/STOP/CONTINUE doing?

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5. Student Feedback 3 - What should I START/STOP/CONTINUE doing?

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2. Management-led feedback teaching BSc Dietetics (undergraduate, seminar, F2F)

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2. Management-led feedback teaching BSc Dietetics (undergraduate, seminar, F2F)

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Week 2 - Your views on different active learning approaches and examples of your own practice

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Week 2 - Your views on different active learning approaches and examples of your own practice

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I think intuitively I already applied a lot of aspects that reflect active learning approaches. This mainly concerns materials and lesson plan I can develop myself. However, the course content did give some additional insights in what they mean at Coventry University and how I can develop this throughout my teaching. I can imagine think big but start small really applies here as most of my teaching has been prepared already without any opportunity from me to adapt it. So where I thought I should just “run” a lecture I know think that with some small changes I can make it a more active learning approach such active student participation through discussions or use of teaching tools/technologies as reflected by flipped learning. Apart from playful learning, I incorporated all aspects of active learning in my teaching so far I believe. I also took on board the four different quadrants on how to engage students in research. During my self-designed session on literature reviews for postgraduate students, I provided the most up-to-date knowledge about literature review as a research method. I stressed that different skills are needed to be able to use this methodology and let students apply them throughout the lecture through activities and discussions.

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Week 2 - How you might go about introducing active learning approaches in your teaching 

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Week 2 - How you might go about introducing active learning approaches in your teaching 

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I would consider active learning approaches during the development of my lesson plan, or in case of prepared materials discuss with the module leader beforehand (if time permits). I would also like to observe someone who is very experienced in incorporating active learning approaches in his/her teaching practice. I would also dive into the learning resources a bit further to provide examples and ideas of active learning approaches and how this could be reflected in my lesson plan, particularly the activities.

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1. A Teaching Observation of an Experienced Colleague by the Participant

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1. A Teaching Observation of an Experienced Colleague by the Participant

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A 'Mapping Document' Evidencing the Participant's Practice aligned with the UKPSF

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A 'Mapping Document' Evidencing the Participant's Practice aligned with the UKPSF

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Evidence of Engagement by the Participant in Professional Dialogues Throughout the Module

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Evidence of Engagement by the Participant in Professional Dialogues Throughout the Module

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I had continuous opportunities to engage in professional dialogues with experienced colleagues throughout my teaching. Some examples are below:

The module leader for foundation of evidence informed practice Mariana Sousa (undergraduate, dieticians) had several one-to-one conversations with me about the lectures and seminars I was delivering and how to improve its quality and cognitive alignment. This really supported my development and improvement of the content, teaching tools and engagement methods I proposed and used.

The module leader for Advanced Research in Health Simulation Sam Clark (postgraduate, health simulation) had several one-to-one conversations with me about my self-designed seminar/lecture happening online through Engageli. Although I followed training it was relatively new for me to run a seminar using this software. Sam provided feedback on my lesson plan, prepared activities and materials to ensure I was in the best place to run this session. This really supported my development and improvement of the content, teaching tools and engagement methods I proposed and used.

I had a meeting with curriculum lead (Dr. Bernice Tighe), ADRE (Dr. Sam Oxford) and several lecturers across the School of Nursing, Midwifery and Health to see how I can support them in delivering research focussed modules as the current lecturers are more clinically-focussed with an NHS background. Although conversations are still ongoing we thought about a journal club in collaboration between the school and the Centre for Intelligent Healthcare. At the moment I am collating expressions of interest for this as well as exploring capacity and capability to deliver research focussed sessions more structurally and frequently.

I performed the role as moderator twice and had discipline-related discussions with first markers to agree on final marking (where needed). This was a good experience for me as it helped me to get familiar with marking procedures and work more closely with the teams on both courses.

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Seminar Slides for MSc Health Simulation (postgraduate, lecture/seminar) 

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Seminar Slides for MSc Health Simulation (postgraduate, lecture/seminar) 

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Session Advanced Literature Review - 7003HLS_09102023

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Seminar Slides for BSc Dietetics (undergraduate, seminar) 

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Seminar Slides for BSc Dietetics (undergraduate, seminar) 

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PURE Profile displaying a selection of my publications

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PURE Profile displaying a selection of my publications

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My research interests cover serious games, gamification, e-health, (mental) health care, adolescents/children, behaviour change and technology-based intervention research. Initially, my research has mainly focused on developing and examining the effectiveness of these interventions in children and adolescents, but this is now extending to older adults with DDRI. Also, although, my specific expertise is focused on serious gaming I am sure I will be able to translate design, research and commercialization principles to other technological applications. A big question in this upcoming and popular field is, when interventions are effective, how do people engage with them, who benefits the most and how do these interventions work.

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Feedback from module leader Mariana Sousa for foundation of evidence informed practice (undergraduate, dieticians)

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Feedback from module leader Mariana Sousa for foundation of evidence informed practice (undergraduate, dieticians)

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I want to thank Kim for all the help she provided in this module. The fact she has expertise in the field of research made her a truly valuable staff member during this module as she was able to share her expertise about quantitative methodologies as well as critical appraisal of research with our first-year students. Kim was always proactive and available to help with the delivery of the classes as well as moderating the coursework.

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Reflect on the term 'University Lecturer.

I think the term ‘University Lecturer’ is evoking quite a lot of old-fashioned and conservative associations in terms of he/she being the expert and students being the passive receivers of this information and knowledge. Instead of being a dynamic and bi-directional process of learning it is associated with sender-receiver model whereby the ‘University Lecturer’ is the expert and the student assumes to have a passive role.

Authority

One direction

Sender of information/knowledge

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How do your experiences align with the UKPSF framework? What have you already achieved, and where might there be gaps in your experience?

As an early career researcher who is relatively new to teaching, I have some experience in designing (guest) lectures on my research topic/expertise (e.g., EIT Digital Health summer school, Erasmus University Rotterdam, Utrecht University, Rotterdam University of Applied Sciences). I have experience in supporting learning and providing feedback to MSc students in the Netherlands and PhD students in the UK and on international level. As I have a research background, I normally incorporate state of the art knowledge and research into the subject material I am presenting. I have limited experience with Engageli but would need to make this more interactive and evaluate this in terms of teaching effectiveness. I also followed a course on problem-based learning but did not apply this in my limited teaching experience yet. I feel like I embed my Professional Values in supporting PhD students and be mindful of EDI principles but lack the experience with UG students, teaching large cohorts of students or students who have an allied health discipline background (e.g., nursing). Gaps in my experience concern the lack of experience in developing effective learning environments, methods and approaches as I normally follow the same format, such as Powerpoint, with content finetuned to cohort needs. I have never designed an assessment for this in terms of tests or assignments as this has been the responsibility of the module/course leader so far. My experience in marking or moderating is also very limited.