Three broad types of CPD workshop

  1. Knowledge sessions - Your opportunity to develop yourself. 
  2. Change workshops - To support programme or group teams to effect change.
  3. Learning and Teaching Café - Open sessions to support a learning community.     


Upcoming events

Becoming a RITE Mentor

Wednesday 12th February 2020 12pm - 1pm, SW407
Wednesday 8th April 2020 12pm - 1pm, SW407
Wednesday 17th June 2020 12pm - 1pm, SW407

All colleagues who have obtained HEA recognition at Fellow, Senior Fellow or Principal Fellow are warmly invited to a RITE mentor training workshop. This is intended to support you in becoming a mentor within your School/Department for colleagues wishing to gain HEA recognition through our RITE scheme. Please be aware that to mentor colleagues through the RITE scheme it is necessary to have completed this training as per the terms of our HEA accreditation.  To reserve your place please book through the  staff portal.

User Learning Analytics to Support Students
  • Wednesday 8th January 2020 - 10am - 12pm in SW407
  • Wednesday 15th January 2020 - 1pm - 3pm in SW308
  • Wednesday 22nd January 2020 - 10am - 12pm in SW407

This session is relevant to all system users of MyEngagement and particularly Programme Directors and Personal Tutors. Exploring the MyEngagement learning analytics platform, the session provides an overview of the system, related policies of use, and considers approaches to the use of data in providing effective personal tutorial support. Attendance at the session constitutes the required CPD to be provided with access to the MyEngagement system. Please confirm your booking through the staff portal.

Shut up and wRITE

Writing workshop for RITE applicants, Wednesday 25th March 9:30am - 2pm, Conference Aston (lunch included at 1pm)

CLIPP are running a writing workshop for all staff who would like to gain professional recognition, the workshop is available to all staff whether you are just starting your application or would like to further develop your draft, we will have mentors from across the University available to support you on the day. To reserve your place please book through the staff portal.

Embedding Sustainable Development Goals in your Curriculum
Wednesday 5th February, 2pm - 4pm, MB204

This session will provide a brief introduction to the UN’s Sustainable Development Goals (SDGs) and their associated targets. Case studies of how SDGs link to a variety of modules taught at Aston will be presented by Liz Hunt, Energy, Environment and Sustainability Officer. You will have the opportunity to share and discuss ideas for incorporating the goals into your own modules. This session is open to all academics, regardless of the subject you teach.
If you have suggestions for CPD events we will be very pleased to hear from you, please contact  Chris Wilson.

 

Past events

2019

Advance - Theatre for Lecturers

Building on the previous introductory theatre for lecturers’ workshop, Presented by Piers Ibbotson, Principal Teaching Fellow from the University of Warwick, this session focuses in more detail on structure and narrative in teaching and invites participants to bring examples from their own practice for individual coaching. Please note this session is primarily designed for those that have completed introductory session. Due to the nature of the session we have a limited number of places available.


Developing Learning Teams through Co-operative Learning

This workshop, led by Professor Khairiyah Mohd Yusof (Universiti Teknologi Malaysia) is specifically designed for academics and trainers to design and implement an effective 21st Century learning environment, using various simple techniques, in a systematic and scholarly approach in order to engage and support students in learning to develop the required skills and attitudes.  Grounded on practical and easy to understand educational principles, these activities serve as examples that will allow participants to modify and design new activities suited for their own classroom implementations. The knowledge imparted in this workshop is crucial for supporting students in attaining more complex skills, such as life-long learning and problem solving that are crucial for preparing graduates for the Industry 4.0. 


Using interactive scenario-based learning in large lectures

Interactive scenarios based on simple branching storylines can be used to model situations where choices affect the outcome. This session will show how PowerPoint and Meetoo in-class polling can be used to stimulate discussion in large lectures so that students can safely explore the outcomes of both good and poor choices. 


Introductory Theatre for Lecturers

Presenting to new people can be daunting. Teaching large groups of people can be challenging. Taking a theatrical perspective of teaching as a performance art--a process of designing and occupying a space and then engaging an 'audience'--this session draws from the expertise of theatrical direction as a context for considering classroom management and effective delivery of large group teaching and lectures. Presented by Piers Ibbotson, Principal Teaching Fellow from the University of Warwick, this workshop aims to provide you with practical ways of developing your approach to teaching large groups, raising your voice, and delivering information in engaging and transformative ways. 


MyEngagement evaluation sessions for academic staff

These sessions were for staff users of the MyEngagement learning analytics system at Aston. All Personal Tutors and Programme Directors with on campus students in Foundation or Year 1 UG study have access to MyEngagement were invited to attend to share their experience of using the system. Forming part of an ongoing evaluation of MyEngagement from a student and staff perspective.


MyEngagement (Learning Analytics)

This session focused on Aston’s ‘MyEngagement’ learning analytics system and was designed primarily for colleagues currently involved in using the system in the support of students as Personal Tutors or Programme Directors. Providing opportunity for open discussion and sharing of insights, the session focused on related policies, practice, and technical guidance about effective use of the MyEngagement system.


Programme Directors Network Q&A with Professor Alec Cameron.

Professor Alec Cameron discussed the importance of Programme Directors, how valuable they are to the student experience and to the success of the institution, providing Programme Directors with the opportunity to engage in discussion about topics relevant to the role.


Making your mark: Exploring assessment in Higher Education

This workshop focused on assessment and feedback with emphasis on the exercise and application of academic judgment. This session was led by Dr Fiona Meddings, programme lead for BSc and MSc pre-registration Midwifery studies in the School of Allied Health and Professions & Midwifery of the University of Bradford. A wealth of rich data was gathered, exploring marking and grading practices leading to new insights into practice, resulting in the identification of previously unexplored areas. Amongst key areas for consideration are the identification of the messiness of marking and grading, the ‘rubric paradox’, the importance of communities of practice, working environments and using current interview techniques for supporting continuing professional development.


Developing good team skills using formative peer feedback

This session introduced TEAMMATES, a free online tool that makes it easy for students working in groups to give each other structured feedback on their contribution and engagement. The system is so easy to use that it can be used formatively during project work as well as summatively after submission to perhaps give students individualised grades.


Using peer review and peer assessment to improve students' own work

This workshop focused on assessment and feedback with emphasis on the exercise and application of academic judgment. This session led by Dr Fiona Meddings, programme lead for BSc and MSc pre-registration Midwifery studies in the School of Allied Health and Professions & Midwifery of the University of Bradford. The workshop, incorporated several activities, encouraging participants to explore their current approaches to marking and consider how they could apply some of the findings from her research.  The aim was to surface the messiness of marking and grading, to develop a deeper understanding of the process by exploring some of the thoughts and actions which lead to the generation of a mark.  This event focused on knowing more about the know-how of marking..


Audio Feedback & the inclusive curriculum

Presented by Vikki Anderson, Susan Onens and Karl Nightingale from the Learning Support Team & Institute of Clinical Sciences, College of Medical & Dental Sciences, University of Birmingham.

The ability for assessors to give audio recordings as feedback on electronically submitted assignments is now a straightforward process at most institutions, and is increasing in use as many students value this more written feedback. This appears to reflect the increased detail and explanation that many assessors give when giving spoken feedback.

The session will discuss  mixed methods study to evaluate audio feedback in three undergraduate programmes (e.g. Nursing, Biomedical Science & Pharmacy), with a focus on the impact it has on overall student satisfaction, but also in terms of whether it can contribute to inclusion. This presentation focused on (i) students disclosing SpLDs and/or disabilities, (ii) international students and (iii) of different ethnicities to evaluate whether audio feedback can support their learning.

The findings support suggestions that audio feedback is welcomed by the majority of students, and is associated with marked increases in student satisfaction. However, this approach is not appropriate for a subset of students (typically ~10%), suggesting that the context, or developing 'best practice' will also be important to supporting the diverse learners in many UG cohorts.  

2018

Postdigital Science and Education

We are increasingly no longer in a world where digital technology and media is separate and education is often at the forefront of these trends. Journals engaged with technology and education tend to view the research field as concerned with the 'effects' of digital media and other technologies on the existing activities of teaching and learning, thus continuing to assume a clear division between an authentic educational practice and the imposition of an external, and novel, technology. We are witnessing a rapid growth in the number of academic books and articles dealing with education and research in and for the postdigital age. In this seminar Professor Petar Jandric from the University of Zagreb, will present the development of the contemporary concept of the postdigital and outline some current postdigital challenges in science and education. At the end of the seminar, he will present the new Springer journal Postdigital Science and Education and discuss publishing opportunities. 


MyEngagement (Learning Analytics)

This session focused on Aston’s ‘MyEngagement’ learning analytics system and was designed primarily for colleagues currently involved in using the system in the support of students as Personal Tutors or Programme Directors. Providing opportunity for open discussion and sharing of insights, the session focused on related policies, practice, and technical guidance about effective use of the MyEngagement system.


In quest of the gold standard: The Angoff method for standard setting in (medical) education.

The Angoff Method is extensively used in medical education, supporting assessors in the challenging task of calibrating their standards against a definition of minimally competent doctor, the learning outcomes and the level of difficulty of different assessments. This workshop, led by Emanuele Fino, discussed how the Angoff method can inform and possibly impact other disciplinary fields, besides medicine, and to provide participants with a framework and an applicative model to be used in their standard setting. 


Making your mark: Exploring assessment in Higher Education

This workshop focused on assessment and feedback with emphasis on the exercise and application of academic judgment. This session was led by Dr Fiona Meddings, programme lead for BSc and MSc pre-registration Midwifery studies in the School of Allied Health and Professions & Midwifery of the University of Bradford. A wealth of rich data was gathered, exploring marking and grading practices leading to new insights into practice, resulting in the identification of previously unexplored areas. Amongst key areas for consideration are the identification of the messiness of marking and grading, the ‘rubric paradox’, the importance of communities of practice, working environments and using current interview techniques for supporting continuing professional development.


 CLIPP Learning and Teaching Conference

The conference included an exciting programme of workshops, presentations and guests speakers and an opening Keynote by Fiona Shelton of the University of Derby exploring the development and implementation of a Student Experience Framework. The conference included representation from colleagues across Aston and explore a number of themes, providing delegates with opportunities to engage directly with key debates in Learning and Teaching in Higher Education.


Engaging Students with Surveys, Quizzes and Polls

Engaged students are more likely to perform well and are less likely to drop out! This session explores pedagogic tools, already available to Aston University, or offered for free, to engage students in the teaching room, collect information regarding their understanding of the subject and test their absorption capacity. Led by  Dr Eleni Tseligka, this session will be interactive, and participants are encouraged to bring the own device.  


Enhancing student engagement in the classroom using Turning Technologies

This training session explored ways you can enhance student engagement in a large group setting by using e-voting tools developed by Turning Technologies. Presented by Matthew Moss from Turning Technologies in collaboration with Dr Sarah Junaid (EAS).


Assessment and Feedback: Challenges and opportunities

This CPD session is a Learning and Teaching Café event designed to foster open discussion and debate about staff and student experience of assessment and feedback. Seeking to identify ways of improving both the efficiency and effectiveness of related practices, the session will explore a number of concepts and ideas from a range of sources including the Higher Education Academy’s ‘ Feedback Toolkit’ (2013) and the National Union of Students’ ‘ Assessment and Feedback Benchmarking Tool’ (2015).

Colleagues attending the session will have the opportunity to consider different perspectives and a number of key related questions including: What is ‘good’ feedback? How long should it take to mark an assignment? How do we ensure that students get the most from their experience of assessment? How can we make assessment more inclusive? And, how can we best ensure the integrity of work produced for assessment purposes and related academic judgements?

Designed as an open event for academic staff, the session will introduce a number of concepts and ideas but will be primarily led by the participants in the spirit of sharing experience and expertise.


The Scholarship of Educational Leadership in Diverse Research-intensive University Contexts: Strategic Inquiry, Research Methodolgy and Dissemination.

Drawing on extensive international research and supervision experiences with academic leaders in research-intensive universities over a 20-year period, this interactive seminar, led by Professor  Harry Hubball (The University of British Columbia), focuses on rigorous and systematic educational inquiry to enhance curricula and pedagogical practices (including strategic approaches to program reform, curriculum renewal, faculty development, pedagogical leadership) within and across diverse institutional and disciplinary contexts. Grounded in research-informed approaches, seminar participants will be engaged in a dialogue around ontological, epistemological and methodological considerations, as well as key processes, alignment and challenges related to formulating practice-based inquiry, research design, evidence-based practice and dissemination of educational scholarship.


 21st Century Learning for Engaging Millennials through Active Learning

This workshop, led by   Professor Khairiyah Mohd Yusof (Universiti Teknologi Malaysia) is specifically designed for academics and trainers to design and implement an effective 21 st Century learning environment, using various simple techniques, in a systematic and scholarly approach in order to engage and support students in learning to develop the required skills and attitudes.  Grounded on practical and easy to understand educational principles, these activities serve as examples that will allow participants to modify and design new activities suited for their own classroom implementations. The knowledge imparted in this workshop is crucial for supporting students in attaining more complex skills, such as life-long learning and problem solving that are crucial for preparing graduates for the Industry 4.0.  


Closing the Gap: Creativity in Higher Education Special Interest Group Open Meeting

There has been a growing focus on creativity in education for many years and increasing significance associated with creativity as a graduate attribute. Reflected in most projections of future skills needs, including those by global organisations such as the World Economic Forum, work including Adobe’s ‘State of Create’ study nevertheless highlight the potential for a ‘creativity gap’ between aspiration and reality, with only 1 in 4 reporting themselves to be ‘living up to their creative potential’. If we are to develop the knowledge and skills necessary to successfully navigate the increased complexity and uncertainty of the future, if creativity matters and is to be developed, this gap needs to be closed.

Seeking to establish a Creativity Special Interest Group at Aston, this inaugural session is open to the whole academic community and anyone with an interest in creativity in higher education. This session will introduce some context to the educational creativity debate and include some illustrative exercises and activities, but will primarily frame open discussion and dialogue between attendees interested in contributing to wider institutional work in the development of creative curricula, assessment, and learning opportunities. 


Programme approval and design: Becoming a Design Navigator

For those members of staff interested in the design and approval of programmes and would like to be considered for a role as a Design Navigator. The Design Navigator represents a single point of contact for the design and approval process of new programmes, they can advise on the stages of the process and liaise with colleagues outside of the programme team to help design an effective programme leading to timely approval.

This role is not restricted to academic staff, but applicants are required to have reasonable experience in learning and teaching and programme design. If you have any questions regarding the training session please contact  Dr Julian Lamb.


Learning and Teaching in Higher Education: Supporting Fellowship

Peter Scales has extensive experience of further and higher education and was central to the development and teaching of teacher education programmes for the Lifelong Learning Sector and the Postgraduate Certificate in Higher Education at the University of Derby. Beginning his teaching career in 1980 as a part-time Liberal Studies lecturer in a further education college (just like the fictional Wilt, but truth is stranger than fiction!) teaching day-release students in a wide variety of courses including: hairdressing; plumbing; carpentry and joinery; electrical installation; thick-plate welders; nursery nurses and bricklayers. His career developed through teaching A-Levels in English Language, Communication Studies and the much-maligned Media Studies, as well as the full range of teacher training courses from City and Guilds 7307 to P/C/DTLLS.

In 2013 Open University Press published the 2nd edition of his book ‘Teaching in the Lifelong Learning Sector’ (Turkish edition published in 2015). In 2011 he was the lead author of ‘Continuing Professional Development in Lifelong Learning Sector’ and has, most recently, published his latest textbook for teaching and learning in higher education, based around the United Kingdom Professional Standards Framework.


Creativity in the classroom 

With the World Economic Forum identifying creativity, complex problem solving, and critical thinking, as the three most important skills for the global workforce by 2020 [1], and in the context of the increasing significance associated with graduate attributes and career progression, the development of the creative capacity of students in higher education has never been more important.

Chris Wilson is a member of the academic team in CLIPP and has taught in UK higher education for over 20 years. With a professional background in music and the arts, Chris has a track record of creativity based research, presenting and publishing internationally on related themes for many years, and maintaining a close working relationship with the American Creativity Association and other creativity networks.

Presenting an updated version of a workshop that has been delivered for many years and for many different staff and student groups, this session will present an overview of the history of creativity research and insights from a series of projects focused on exploring creative fluency, creative identity, and the development of creativity in undergraduate study. Colleagues attending the session will have the chance to work with a series of conceptual models and apply a variety of creative thinking techniques capable of application in any discipline or study context.


Digital badging in higher education: Micro-credentials, Digital Reputation and Micro-Learning   

This session will be led by Syed Munib Hadi, Head of the Innovation Hub at the University of Derby, and will present insights from the ‘Digital Badging’ project of the University of Derby. Involving the recognition of various forms of staff development, professional engagement, and other forms of professional impact in Higher Education, the project involves the awarding of virtual badges to members of staff and students which are transferable whilst being manageable by the University and other stakeholders. 

The workshop will provide an overview both of the technical implementation of digital badging at Derby, and a series of research projects related to micro-credentials, digital reputation and micro-learning. Digital badging enables organisations to co-ordinate recognition of various activities and achievements in a way that enables individuals to showcase in various forms of social media and online space.

Syed Munib Hadi is Head of the Innovation Hub of the University of Derby involved in a series of projects developing innovative digital solutions. He has presented at a variety of national and international forums and has published research relating to MOOCs, digital recognition and modular design approach to micro-learning.


Student Resilience and Mental Wellbeing

This session will be led by Gareth Hughes, a psychotherapist and the Research Lead for Student Wellbeing at the University of Derby, and will explore what we mean by the terms wellbeing and resilience, the possible causes of the current rise in mental health problems and will look at the relationship between learning and wellbeing. The workshop will also examine what a ‘whole university approach’ to building resilience might mean and outline new frameworks around which universities can base their interventions. This will be an interactive session and by the end attendees should have a number of practical actions they can take to improve the wellbeing of their students and a deeper theoretical understanding of what is happening to our students and how this can be changed.   

2017

 At last...a CPD session on procrastination.

Procrastination (putting things off in favour of doing something more enjoyable or less demanding) has been described as the 'biggest problem in education today' for students. It can affect grades, drop-out rates and physical health.  Academic staff suffer too with academic Twitter feeds talking about 'writing guilt'. Join the discussion with Frank Eperjesi and Sarah Hayes and hear how procrastination can be a benefit for some and a challenge for others. Share your experiences and learn how the negative effects of procrastination on quality of work and personal well being can be reduced. 

Teachers' anonymous  was launched in the autumn of 2016 to provide a confidential supportive community for those who are teachers at Aston University: it is a place to discuss the challenges (and rewards) of teaching with colleagues in a safe and confidential space.  There are no attendance lists; no minutes; and no agenda other than the topics proposed at each meeting.


Why are we using 1st century AD techniques to examine 21st century

We encourage students to learn in groups when they have access to local and remote resources without time constraints. But when we assess students in the main we isolate them, remove resources apart from a pen and sometimes a calculator and expect them to problem solve with limited time. Nothing in this assessment process relates to any real world tasks likely to be faced during employment. Surely there must be a better way. During this CPD session alternative forms of formative and summative assessment were discussed and encourage colleagues to move away from time constrained written exams. The session will explore staged/portfolio assessments, group assessments and opportunities to involve students in their own assessment.


Early-Career Teachers' Empowerment Project:

The inaugural meeting was held in December to gather views and experiences of those who are in the early stages of teaching in higher education. If you would like to be a part of this project, which aims to empower new academics to lead on management, innovation and change in HE teaching, contact  Dr Julian Lamb in CLIPP for more information.


Early-Career Teachers' Empowerment Project:

The inaugural meeting was held in December to gather views and experiences of those who are in the early stages of teaching in higher education. If you would like to be a part of this project, which aims to empower new academics to lead on management, innovation and change in HE teaching, contact  Dr Julian Lamb in CLIPP for more information.


Learning and Teaching Technologies in times of Student Instrumentality

Are you disheartened by students’ obsession with ‘passing the test’ and precious little else? Saddened that only a few students want to share your enthusiasm for your subject? Dejected that despite years of scholarship and research, your value as a teacher is reduced to whether your lectures are entertaining (whatever that means) and fun. 

This seminar offered a sideways look at some of the common myths and stories about student instrumentality and whether learning and teaching technologies, such as Problem Based Learning can bridge the gap between conventional understandings of the ‘university experience’ and student expectations.

2016

Empowering Aston's early career HE teachers: information and discussion event.

A new initiative is underway at Aston which is aimed at empowering early-career HE teachers to be significant change-in agents in both their individual practice and their institution's response to new challenges for learning and teaching in the higher education sector. If you are 'early-career academic professional' engaged in the delivery and/or support of learning and teaching at Aston and would like to be involved in this project, contact   Dr Julian Lamb  and come along to this first information and discussion event.


Learning and Teaching Strategy Review.

In a review of Aston's current Learning and Teaching Strategy, staff were invited to take the 'Two Page Challenge'! If Aston's vision, key values and aspirations are placed into a meaningful, readable two page document, what should be in it? For further information please visit  Learning and Teaching Strategy Review.

Enhancing student group work and assessment.

This workshop provided case-studies of effective practice and an exploration of the conceptual approaches to the pedagogy of student group work


Insights into why secondary school students choose careers, courses and Universities.

A CLIPP CPD seminar event chaired by Dr Frank Eperjesi. This was a round table discussion with Colin Parker, Head Teacher of King Edward VI Aston School, a member of the Department for Education’s professional conduct panel, mentor for two recently appointed head teachers in his role as an accredited professional partner and member of Aston University’s Council. Discussing topics such as how students choose careers and why, where do they look for information, are rankings important, who influences their choice, how do students view University lecturers , what general anxieties do students have about coming to University, do they expect to use much technology.


Inclusive practice and working with the Equality Act

This two hour CPD workshop examined the current guidance for inclusive practice in HE teaching and explored various approaches for working in accordance with the Equality Act. The workshop facilitators were Dr Sally Holgate, Head of the Disability Team and Dr Julian Lamb, who is both a qualified Social Worker and a lecturer in CLIPP.


Harnessing the power of the placement year: A uniquely Aston Opportunity

This session emerged from an HEA-funded project under their Vice Chancellors’ Strategic Projects initiative and was targeted at those who teach a final year cohort and/or are involved in the design of final year modules/full programmes. The session explored how we currently utilise placement year learning within the final year curriculum, and how (or indeed whether) it should shape teaching. Providing an opportunity to explore the potential pros and cons of drawing best value from students’ placement experiences, and to consider factors that may enable or hinder such an approach.  The session included presentations by colleagues from across subject areas, about their successes and challenges in this area.  Additionally, a number of students were invited to join the session to share both their lived experience of the curriculum post-placement, and to share their research findings in relation to what Aston students experience in the final year curriculum - and how this compared to what they might expect.  


Understanding and implementing Aston's new module design guidelines.

This learning and teaching cafe event discussed and explored the concept and application of Aston's new guidelines for module design.


Open day - Post Graduate Diploma in Learning and Teaching in Higher Education.

For those who would like to know more about enrolling on our Post Graduate Diploma in Learning and Teaching in Higher Education (PGDip), with the opportunity to progress to M.Ed. This is a work-based learning programme that supports participants in furthering their own creative practice, projects and innovations within their personal contexts. If you are interested in knowing more please contact Dr Sarah Hayes.


Enhancing your skills of maths tutoring.

This workshop run in conjunction with the School of Engineering and Applied Sciences but open to anyone who teaches or supports teaching at Aston. The focus was not on Mathematics itself, but on the ways in which you can enhance your tutoring skills in the context of teaching maths.